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This article explores the practice of problem-based learning (PBL) in organizational contexts and its contribution to organizational learning. It proposes a learning that is context dependent based on the collective participation of individuals through structured and spontaneous processes. A theory-elaboration approach was adopted by means of an interpretivist methodological paradigm. Rich data were collected from 10 PBL experts and 50 PBL users through convergent interviewing and a qualitative survey respectively. Findings suggest that looking within for answers is a first step to generating more questions for subsequent collaborative inquiry. The process is one of problem—question—reflection—learning—action requiring individuals to handle amplifying and restraining feedback loops for double-loop learning. PBL induces reflective practice and seeks an integrated epistemology.

"Third Edition of the field-defining book! Originated by Reginald Evans in the 1940's, the Action Learning Model was refined and then reintroduced in 1995 by lead author Michael Marquardt to organizations globally as a powerful tool for improving organizational performance. Today, Marquardt is widely considered to be the modern "father" of the Action Learning approach. For this new edition, Marquardt has teamed up with three Action Learning experts from Asia and the UK who bring a broader global approach to what has become THE seminal book in the field. NEW TO THIS EDITION: Each chapter has been updated for alignment with today's practice and implementation of Action Learning in organizations. In addition, new material, including case studies have been added to most chapters and outdated ones replaced. The authors have added more examples of great questions in Chapter 4 (Questions & Reflections), more discussion of virtual Action Learning in Chapter 3 (The Group) and completely new content in Chapter 7 (The Action Learning Coach), specifically on how to begin Action Learning sessions and how to become a Certified Action Learning Coach"--