Work-Applied Learning for Organisational Change: A Comparative Assessment Against Other Change Approaches

Auteurs-es

  • Natalie Holyoake The Global Centre for Work-Applied Learning (GCWAL)

Mots-clés :

Work-Applied Learning, Organisational Change, Action Research, Action Learning, Organisational Learning

Résumé

Abstract

Based on nearly three decades of consultancy and research, the Work-Applied Learning (WAL) model has been proven to be an effective change method for the development of managers and teams, while at the same time, creating organisational learning and change Abraham (2015).

Regardless of the proven track record the question remains, why choose Work-Applied Learning for organisational change over other change approaches? This paper moves towards answering this question, by building an assessment framework which provides a normalised approach to compare Work-Applied Learning against other change approaches. This comparison revealed that Work-Applied Learning is the most compatible change approach for organisational change based on the steps and characteristics identified by the writer as being necessary for organisational change.

Biographie de l'auteur-e

Natalie Holyoake, The Global Centre for Work-Applied Learning (GCWAL)

Dr Natalie Holyoake, Global Centre for Work-Applied Learning, Adelaide, South Australia.

Natalie is the Associate Director of Consultancy and Research Services at the Global Centre for Work-Applied Learning (GCWAL). Prior to working with GCWAL, Natalie worked in the technology industry for over 30 years, and in the latter thirteen years she was a Business Improvement Manager for a defence organisation managing cross-functional and multi-discipline change.  It is during that time she became interested in Work-Applied Learning as an organisational learning and change approach, which formed the basis of her doctoral studies at the Australian Institute of Business.

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Publié-e

2017-06-27

Comment citer

Holyoake, N. (2017). Work-Applied Learning for Organisational Change: A Comparative Assessment Against Other Change Approaches. Action Learning and Action Research Journal, 23(1), 125–157. Consulté à l’adresse https://alarj.alarassociation.org/index.php/alarj/article/view/193

Numéro

Vol. 23 No. 1 (2017): ALARj Volume 23 No 1 June 2017

Rubrique

Articles

Licence

On submission authors agree to share 50% copyright with Action Learning, Action Research Association Ltd (ALARA). On receipt of payment for public access to papers authors who are members of ALARA will receive 50% of the fee. The remaining 50% will be returned to ALARA.

ALARA is publishing both a hard copy and an electronic copy. There may be a delay in receiving the hard copy, as it is printed by an external print-on-demand publisher.