Suchergebnisse

In this issue we reexamine an old but unresolved problem, that of linking experiential learning to practical application. What makes our focus different from the many earlier treatments of this problem is the specific form of experiential learning examined: the Tavistock Group Relations Conference.

It appears that the AACSB accreditation process is seriously moving into the international business domain. We are also seeing an awakening in the political arena. A Republican administration is much more likely to remove some of the export disincentives that have gradually been placed in the way of American Multinational Corporations in their efforts to increase export sales. This interest in international business is a very good sign which seems to indicate an increase is quite likely in our College enrollment in the general area of international business. The author of this article has been involved with an experiential course offering (A Traveling Seminar) in the area of international marketing and international management for the past six years. The article will highlight some observations about such programs and attempt to pass along a few recommendations for those that might be considering similar course offerings out- side the United States.

The purpose of this paper is to collate a theoretical background for the action learning model of management education. The paper relates the learning processes that occur in the action learning model to the basic concepts of group dynamics proposed by Bion. Many writers consider that management education should be active and experienced-based, problemoriented, continuous, supportive, and modified by feedback. Students should have a high level of motivation. The action learning model meets all these criteria. In addition, it has the ability to harness unconscious forces that can be generated in group work if the group is properlyformed and led. Bion identified these forces as the proto-mental system, which derives from the potential valency of each member of the group. The interchange of new learning experiences between the members of the group has been likened to symbiosis by Revans. The potential valency of each member of the group-and hence the symbiotic effect-can be reinforced by the group leader or set adviser and this is a distinctive characteristic of the action learning model.

This review continues our practice of examining the variety of human resource development practices in different nations. In prior issues we looked at training in Israel (March 1976; June 1977) and in Australia (September 1976; June 1977) and OD in Japan (Decem ber 1977).