Finding critical action learning through paradox: The role of action learning in the suppression and stimulation of critical reflection
研究企业内部行动学习中的悖论张力，分析其对批判性行动学习的影响，并构建一个四要素模型，帮助评估行动学习项目中的情绪与政治动态，判断批判性行动学习的适用性。
In this article, we highlight paradoxical tensions generated by in-company action learning. We consider the implications of these tensions for critical action learning, which has critical reflection as a core element of its theory and practice. Using paradox theory as a lens, we analyze data from two in-company action learning programs and build a model relating to critical action learning that has four interlinked features. The model can help evaluate in-company action learning with a view to identifying emotional and political dynamics that are open (or closed) to critical reflection. Such identification assists in making judgements about the appropriateness of critical action learning within a specific organizational context. Our broader contribution is to frame action learning and critical action learning not only as separate approaches but also as potentially interlinked stages in an ongoing process of individual and organizational learning.