Identifying balanced action learning: cases of South Korean practices

Abstract

Despite considerable commitment to the application of action learning as leadership and organization development by a large number of Korean organizations, few identified empirical studies of action learning practices have been reported. The purpose of this study was to conduct case studies of South Korean action learning practices to examine whether these companies strike a balance between action and learning. Six case companies were selected in this study to identify balanced action learning practices. Implications for action learning practices and future studies of action learning were articulated.