An Integrative Framework for Problem-Based Learning and Action Learning: Promoting Evidence-Based Design and Evaluation in Leadership Development

Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these in...

Full description

Saved in:
Bibliographic Details
Published in:Human resource development review 2017-03, Vol.16 (1), p.3-34
Main Author: Scott, Kimberly S.
Format: Article
Language:English
Subjects:
Action learning
Employee development
Human resource management
Problem based learning
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these interventions used for developing agile practitioners while solving challenges found in the workplace. Addressing the complexity of these approaches, this article presents a framework that integrates PBL and AL design features to facilitate research into these similar interventions for management and leadership development. The PBL and AL literatures are compared to reveal analogous characteristics and to highlight gaps in research. The integrative framework is applied to make recommendations for human resource development practitioners conducting program evaluations.
ISSN:1534-4843
1552-6712
DOI:10.1177/1534484317693090