Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning on 02/03/2020, available online: https://www.tandfonline.com/doi/abs/10.1080/14767333.2020.1732868
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - How do public leaders learn from society?
T2 - A reflexive analysis of action learners
AU - Murphy, Anne
AU - Canel, Maria José
AU - Barandiaran, Xabier
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning on 02/03/2020, available online: https://www.tandfonline.com/doi/abs/10.1080/14767333.2020.1732868
PY - 2020/5/3
Y1 - 2020/5/3
N2 - This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society.
AB - This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society.
KW - Organizational learning
KW - listening
KW - social listening
KW - critical action learning
KW - collaborative governance
U2 - 10.1080/14767333.2020.1732868
DO - 10.1080/14767333.2020.1732868
M3 - Journal article
VL - 17
SP - 172
EP - 185
JO - Action Learning: Research and Practice
JF - Action Learning: Research and Practice
SN - 1476-7333
IS - 2
ER -