The purpose of action learning, the processes that are applied in facilitating action learning and the perspectives which inform, and influence action learning practices are explored within the three accounts of practice in this issue. In action learning, balance of learning, refection and taking action (Revans 2011; O’Neil and Marsick 2007; Pedler 2011) are determined by clarity of the purpose of the action learning, the agreed structure and processes as well as capturing the perspectives of the action learning members, the facilitator and other stakeholders. The accounts present and critique these key aspects of action learning, offering practitioners and professionals insights of action learning practice. In The importance of Action Learning for a newly qualified social worker and the impact this has on frontline practice, Georgina Baines offers an account of her experience of being an action learning participant during her Assessed and Supported Year in Employment (ASYE) as a Newly Qualified Social Worker (NQSW). She reflects on the process of action learning, the group dynamics and the impact on her practice as a newly qualified social worker. The action learning formed a part of her ASYE program offered by Hertfordshire County Council. She describes her early assumptions and anxiety about being part of the action learning process as she was concerned about what she could contribute within the set. However, as she started to engage in the ‘5 step process’ introduced by the facilitator she was able to recognise the potential for collective learning within the safe learning environment. This enabled her to present her ‘issue’ and consider her practice, including her emotions openly in her action learning set. She also highlights that action learning is important for newly qualified social workers as it provides opportunity for another level of reflection and learning outside of supervision with the line manager. She was able to build her confidence, consolidate her own learning and contribute to the collective learning and reflections within the group. Her main takeaway from this experience is the importance of ‘the respectful group to challenge your thoughts, praise and listen to you’ as well as the ‘role of a good facilitator to keep the group focused, and challenge and support each group member’. Thus, early scepticism about action learning turned into a very positive experience so much so that she is now an action learning facilitator herself and will be facilitating her own group shortly. Anna Frummerin’s account Using action learning to raise self-awareness and increase accountable in a PR agency in Bangkok, Thailand is set in the context of the practice of action learning in three phases for a team in a Public Relations agency aimed at improving individual selfawareness and leadership skills as well as team collaboration and accountability. Anna first presents the ‘problem’ within the team and then the process of initiating, facilitating and evaluating the impact of action learning. The purpose, process and measurements applied offer examples of action learning practice, such exercises on asking effective questions, sets of questions she applied in her role as an action learning coach and self-assessment questionnaires she used to measure impact. Her experience of the process and the criteria for participating in the action learning sets highlight the importance of a clear purpose for action learning, willingness of the members to engage in the process and the role of the coach in facilitating the learning and reflections. Overall, the impact evaluation measures and actions demonstrate the benefits of action learning. At the individual level, the action learning members raised their self-

中文翻译：

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行动学习——目的、过程和观点

行动学习的目的、促进行动学习的过程以及影响行动学习实践的观点在本期的三个实践案例中进行了探讨。在行动学习中，学习、反思和采取行动的平衡（Revans 2011；O'Neil and Marsick 2007；Pedler 2011）取决于行动学习目的的明确性、商定的结构和过程以及捕捉到的观点行动学习成员、协调人和其他利益相关者。这些帐户提出并批判了行动学习的这些关键方面，为从业者和专业人士提供了行动学习实践的见解。在行动学习对新合格社会工作者的重要性及其对一线实践的影响中，乔治娜·贝恩斯 (Georgina Baines) 讲述了她作为新合格社会工作者 (NQSW) 在就业评估和支持年 (ASYE) 期间成为行动学习参与者的经历。她反思了行动学习的过程、群体动态以及对她作为新合格社会工作者的实践的影响。行动学习是她由赫特福德郡议会提供的 ASYE 计划的一部分。她描述了她作为行动学习过程的一部分的早期假设和焦虑，因为她担心她可以在系列中做出什么贡献。然而，当她开始参与辅导员介绍的“5 步流程”时，她能够认识到在安全学习环境中进行集体学习的潜力。这使她能够提出她的“问题”并考虑她的实践，在她的行动学习集中公开她的情绪。她还强调，行动学习对于新获得资格的社会工作者很重要，因为它提供了在直线经理监督之外进行另一层次反思和学习的机会。她能够建立自信，巩固自己的学习，并为小组内的集体学习和反思做出贡献。她从这次经历中得到的主要收获是“尊重的团队挑战你的想法、赞美和倾听你”的重要性，以及“一个好的促进者的角色来保持团队的专注，挑战和支持每个团队成员”。因此，早期对行动学习的怀疑变成了一种非常积极的体验，以至于她现在自己是一名行动学习促进者，很快就会促进她自己的团队。Anna Frummerin 的帐户在泰国曼谷的公关机构中使用行动学习来提高自我意识和增加责任感是在公共关系机构团队的三个阶段行动学习实践的背景下进行的，旨在提高个人的自我意识和领导技能以及团队协作和问责制。Anna 首先介绍团队内部的“问题”，然后介绍启动、促进和评估行动学习影响的过程。所应用的目的、过程和测量方法提供了行动学习实践的示例，例如提出有效问题的练习、她作为行动学习教练应用的问题集以及她用来衡量影响的自我评估问卷。她对该过程的经验和参与行动学习的标准强调了明确的行动学习目的、成员参与该过程的意愿以及教练在促进学习和反思方面的作用的重要性。总体而言，影响评估措施和行动展示了行动学习的好处。在个人层面，行动学习成员提高了他们的自我