Cheryl Brook
Biographic Data
| ID | 5789225 |
|---|---|
| NAME | Cheryl Brook |
| GIVEN NAMES | Cheryl |
| FAMILY NAME | Brook |
| SIGNATURE | BROOK C |
| AFFILIATIONS | University of Portsmouth |
| ORCID | 0000-0002-0485-7170 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1946 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
On stopping doing those things that are not getting us to where we want to be
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
What shaped action learning in the UK? Accounting for the development of action learning as a managerial and organizational development practice
The Hospital Internal Communications Project of the 1960s was the brainchild of R. W. Revans (1907–2003), one of the UK's first professors of industrial administration and the widely acknowledged originator of action learning. Although largely forgotten now, it is contended here that this three-year project helped to develop and shape Revans' ideas on organizational learning and management development and that the idea of administrative rationali…
The role of the NHS in the development of Revans' action learning
In adapting Bowles' and Gintis's correspondence principle of education, this paper suggests that there are ways in which the theory and practice of action learning developed in correspondence with the NHS. In doing so, the paper draws, in part, upon an historical assessment of Revans' Hospital Internal Communications Project of the 1960s, treated here as a special case, together with evidence drawn from a survey of current NHS action learning pra…
Psychology and Logic
On stopping doing those things that are not getting us to where we want to be
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
Psychology and Logic
The role of the NHS in the development of Revans' action learning
In adapting Bowles' and Gintis's correspondence principle of education, this paper suggests that there are ways in which the theory and practice of action learning developed in correspondence with the NHS. In doing so, the paper draws, in part, upon an historical assessment of Revans' Hospital Internal Communications Project of the 1960s, treated here as a special case, together with evidence drawn from a survey of current NHS action learning pra…
What shaped action learning in the UK? Accounting for the development of action learning as a managerial and organizational development practice
The Hospital Internal Communications Project of the 1960s was the brainchild of R. W. Revans (1907–2003), one of the UK's first professors of industrial administration and the widely acknowledged originator of action learning. Although largely forgotten now, it is contended here that this three-year project helped to develop and shape Revans' ideas on organizational learning and management development and that the idea of administrative rationali…
On stopping doing those things that are not getting us to where we want to be
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
Action learning (3 works) · Computer Science (3 works) · Cooperative learning (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Sociology (3 works) · Teaching method (3 works) · Action (physics (2 works) · Artificial Intelligence (2 works) · Knowledge management (2 works)