Skip to main content

Part of the book series: Evaluation in Education and Human Services ((EEHS,volume 46))

  • 435 Accesses

Abstract

It is a cliché to say that we are in an era of unprecedented continual change. But, change is the hallmark of our times. Some writers have called this a period of transition in which we are moving toward a new social order. Every institution in our society has, and is still, undergoing radical change, and those that have not been able to change fast enough to meet the challenges presented by the new age have been met with widespread criticism. Along with the change in our institutions, there are two parallel and concurrent changes. These are changes in the skills and abilities needed by the practitioners who manage organizations and hence a concurrent change in the training of those who are to manage. It is this latter issue that is the major focus of this chapter. We will begin by examining the parameters of the failure of the current mental model from the perspectives of a number of current authors. This will be followed by an examination of the work of David Kolb, who has given considerable thought to the ways adults in general and managers in particular, think and build knowledge. This will be followed by the Organizational Action Research Model (OARM) of organizational action research that we propose as a solution to the failure of the current model. It provides practitioners with a different knowledge-building perspective, and a way of reflecting and evaluating their practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Argyris, C. (1982). Reasoning, learning and action: Individual and organizational. San Francisco: Jossey-Bass.

    Google Scholar 

  • Argyris, C, Putnam, R., & Smith, D. (1985). Action science. San Francisco: Jossey-Bass.

    Google Scholar 

  • Argyris, C., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

    Google Scholar 

  • Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Belenky, M., Clinchy, B., Goldberger, N., & Tarale, J. (1986). Women’s way of knowing. New York: Basic Books

    Google Scholar 

  • Brown, J. S. (1991). Research that reinvents the corporation. Harvard Business Review. 69(1), 102–111.

    Google Scholar 

  • Clinchy, B. (1996). Connected and separate knowing: Toward a marriage of two minds. In Goldberger, N., Tarale, J., Clinchy, B., & Belenky, M. (Eds.), Knowledge, difference and power (pp. 205–247). New York: Basic Books.

    Google Scholar 

  • Elfenbein, M., Brown, S., & Knight, K. (1996). Kolb and action research: Additional support for paradigm integration. Manuscript submitted for publication.

    Google Scholar 

  • French, W., & Bell, C. (1984). Organization development: Behavioral science interventions for organization improvement. (2nd ed.) Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Lewin, K. (1984). Action research and minority problems. In Lewin, G. W., (Ed.), Resolving social conflicts (pp. 201–216). New York: Harper & Row.

    Google Scholar 

  • Love, A. J. (1991). Internal evaluation. Newbury Park, CA: Sage.

    Google Scholar 

  • Porras, S. J. (1987). Stream analysis. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Schon, D. (1983). The reflective practitioner. New York: Basic Books.

    Google Scholar 

  • Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Whyte, W. (1984). Learning from the field. Beverly Hills, CA: Sage.

    Google Scholar 

  • Whyte, W. (1991). Action research for the twenty-first century: Participation, reflection, and practice. American Behavioral Scientist. 32(5), 499–623.

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 1998 Springer Science+Business Media New York

About this chapter

Cite this chapter

Elfenbein, M., Brown, S.M., Knight, K.H. (1998). The Organizational Action Research Model. In: Brown, S.M., Seidner, C.J. (eds) Evaluating Corporate Training: Models and Issues. Evaluation in Education and Human Services, vol 46. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4850-4_10

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-4850-4_10

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-6031-8

  • Online ISBN: 978-94-011-4850-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics