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This article takes the view that formal educational programs often miss opportunities to use the rich experiences of working managers to produce both learning and knowledge. Two alternative pedagogical approaches, action learning and action research, are proposed as contributing to management education by their respective capabilities to generate practical learning and produce actionable knowledge. These approaches are compared with one another and with conventional classroom methodology using a new framework based on voice, level, form, and time.

One of the central challenges for organizational learning at an intersubjective level has been proposed in terms of developing a shared language as a prerequisite for shared understanding in a community. In this respect, social learning theory suggests communities of practice as loci, and discourse as the medium of such learning. Rather than knowledge acquisition, social learning refers to identity formation through competent participation in a discursive practice. Listening as a central, yet so far neglected, element of discursive practice involves the constitution of a relational basis that allows for intersubjective meaning generation. We suggest listening as a condition for the possibility of social learning and illustrate our suggestion with an empirical case. We discuss the implications of our argument for organizational and social learning as well as its broader relevance.

"Conversation is central to the process of organizational learning and
change. Drawing on the notion of reflective conversation, we describe an
action research project, "learning through listening" in Omega, a residential
healthcare organization. In this project, service users, staff, members
of management committees, trustees, managers, and central office staff
participated in listening to each other and in working together towards
building capacity for creating their own vision of how the organization
could move into the future, according to its values and ethos. In doing so
they developed ways of engaging in reflective conversation that enabled
progress towards a strategic direction." (author's abstract)

A fundamental methodological question guides this paper: How can operations managers and researchers learn from the applied activity that characterises the practice of OM? To address this question, defines and explores the legitimacy of an action‐oriented research approach in OM, and the particular logic and value of applying action research (AR) to the description and understanding of issues in OM. Begins with a review of the role of empirical research in OM and how AR features within the OM research literature. Introduces the theory and practice of AR and outlines the AR cycle and how AR is implemented. Finally, describes the skills required to engage in AR and explores issues in generating theory. Concludes with the assertion that AR is relevant and valid for the discipline of OM in its ability to address the operational realities experienced by practising managers while simultaneously contributing to knowledge.

Managers and consultants have reported that they frequently encounter situations in which individual members of an organization exude an attitude of muted hostility and non‐compliance to a change process. This obstructive behaviour can take an indirect form and be masked by a veneer of apparent co‐operation, smiles and seemingly correct behaviour. When this phenomenon is encountered it can be defined "passive‐aggressive behaviour". In this article, we examine this type of behaviour from both the clinical and the more pragmatic/operational perspectives in order to bring more understanding and clarity to the concept. We discuss its impact in teams, organizations and in the field of organizational change. Our concluding section sets out a framework or intervention approach which the manger, consultant and trainer might find useful in dealing with this type of behaviour as well as with truculent, avoidant and hostile behaviours.

Stepping back from four years of work on the SAGE Encyclopedia of Action Research, its editors here take an opportunity to reflect on what they've learned through the process about the current state of action research and to consider how this might inform what comes next for the broader action research community. This is the first in a series of three planned articles—this first focusing primarily on how we define and mobilize the community of action research. Subsequent articles will feature Davydd Greenwood's reflections on the theoretical frameworks of action research and how they inform our understanding of change processes and Bob Dick's thoughts on current and coming methodological issues and innovations of action research.

Conversation is central to the process of organizational learning and change. Drawing on the notion of reflective conversation, we describe an action research project, "learning through listening" in Omega, a residential healthcare organization. In this project, service users, staff, members of management committees, trustees, managers, and central office staff participated in listening to each other and in working together towards building capacity for creating their own vision of how the organization could move into the future, according to its values and ethos. In doing so they developed ways of engaging in reflective conversation that enabled progress towards a strategic direction.