Abstract
It may seem odd that the discussion of diagnosing a problem should precede a discussion of learning, but the reality is that we learn best by exploring. In GCD, only by beginning to diagnose a system’s problems do we begin to learn the complex social and systemic factors that cradle problems and suggest means to address them. In between gathering data and diagnosing comes the process of learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Notes
E.P. Weber and A.M. Khademian, ‘Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings’, Public Administration Review, 68:2, pp. 334–349, March–April 2008.
K. Grint, ‘Learning to Lead: Can Aristotle Help Us Find the Road to Wisdom?’ Leadership, 3:2, pp. 231–246, 2007. While I have come to phronesis through a study of philosophy, I am not alone in using the term;
see Bent Flyvbjerg, Making Social Science Matter, 2001;
Richard Bawden, ‘The Community Challenges: The Learning Response’, in C. Blackmore (ed.), Social Learning Systems and Communities of Practice, Springer: 2010.
A. Head and J. Alford, ‘Wicked Problems: The Implications for Public Management’, Panel on Public Management in Practice, International Research Society for Public Management, XII Annual Conference, 26–28 March, Brisbane, Australia, March 2008.
F. Westley, B. Zimmerman, and M. Patton, Getting to Maybe: How the World Is Changed, Vintage: 2007.
M. Marquardt, Action Learning in Action, Davies-Black: 1999;
G. Morgan and R. Ramirez, ‘Action Learning: A Holographic Metaphor for Guiding Social Change’, Human Relations, 37:1, pp. 1–27, 1984;
N. Wright, ‘Using Action Learning to Support Individual and Oganisational Reflection in an International Development and Relief Agency’, Action Learning: Research and Practice, 1:1, pp. 81–89, 2004;
M. Pedler and J.C. Burgoyne, ‘Action Learning’, in Reason and Bradbury (eds), Sage Handbook of Action Research, Sage: 2008.
P. Lustig and D.R. Rai, Action Learning in Action Aid Nepal: A Case Study, IIED: 2009.
C. Argyris and D. Schön, Organization Learning: A Theory of Action Perspective, Addison Wesley: 2008.
K. Dixon, ‘Action Learning: More than Just a Task Force’, Performance Improvement Quarterly, 11:1, pp. 44–58, March 1998, and Marquardt, 1999.
O. Donnenberg and I. De Loo, ‘Facilitating Organizational Development through Action Learning …’, Action Learning: Research and Practice, 1:2, pp. 167–184, September 2004.
T. Land, V. Hauck, and H. Baser, Capacity Change and Performance. Capacity development between planned interventions and emergent processes: Implications for development cooperation. European Centre of Development Policy Management, Policy Brief 22, 2009.
Pedler and Burgoyne, 2008; J.A. Raelin and J.D. Raelin, ‘Developmental Action Learning: Toward Collaborative Change’, Action Learning: Research and Practice, 3:1, pp. 45–67, April 2006.
R.A. Heifetz, A. Grashow, and M. Linsky, The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World, Harvard Business Press: 2009.
T. Woodhatch et al. (eds), ‘Capacity Results: Case Stories on Capacity Development and Results’, LenCD: 2011.
D. Brinkerhoff and P. Morgan, ‘Capacity and Capacity Development: Coping with Complexity’, Public Administration and Development, 30:1, pp. 2–10, 2010.
Author information
Authors and Affiliations
Copyright information
© 2013 Jim Armstrong
About this chapter
Cite this chapter
Armstrong, J. (2013). Co-learning. In: Improving International Capacity Development. Palgrave Macmillan, London. https://doi.org/10.1057/9781137310118_7
Download citation
DOI: https://doi.org/10.1057/9781137310118_7
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-45652-9
Online ISBN: 978-1-137-31011-8
eBook Packages: Palgrave Economics & Finance CollectionEconomics and Finance (R0)