JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

Operation PSA: The Action Learning of Curiosity and Creativity
in furthering the education of future public and nonprofit administrators, and the
role of boundary-spanning communications in their day-to-day interactions. It
moves into an explanation of the methodology utilized in creating PSAs and
addresses educational, evaluative, and logistical concerns. The paper closes with
some critical observations and future directions for Operation PSA.
ACTION LEARNING: DEVELOPING ADMINISTRATIVE COMPETENCIES
Action learning relies upon the act of communication to forge education. The
particular type and form of communication emphasized in this article is based
on the boundary-spanning capacity of PSAs to deliver messages. The underlying
theoretical foundation that enables action learning to bring the elements of
boundary spanning and PSAs together is the ability “to unlock the capacity of
everyone” who shares an interest in cooperation (Raelin, 2006, p. 152).
“Through reflection…[on] unfamiliar problems—as a gateway to collaborative
leadership,” action learning strives to position creative learning with an
organization’s skills in adapting to change and building managerial expertise
(Raelin, 2006, p. 152). It relies upon the resilient talents of diverse group
members to see strengths and challenges in the resolution of unique questions
and dilemmas that might otherwise be taken for granted given personal
impressions, cultural biases, and reflections.
ACTION LEARNING DEFINED
Revans (1980), a trained astrophysicist, introduced action learning “as a way
to improve performance, promote learning, and position organizations to adapt
better in turbulent times” (Dilworth, 1998, p. 28). By focusing on how research
stimulates action into learning and the attainment of skills, his method of
inquiry and learning contrasted with the customary mode for knowledge
acquisition. Given his physics background, it is not surprising that he employed
a mathematical formula to define action learning as a sequence of concepts: L =
P + Q. The now-famous equation is expanded for the reader’s ease as L
(Learning) = P (Programmed, Past, or Traditional Knowledge) + Q
(Questioning and Insight) (Revans, 1980).
a. Learning (L): the compilation of past knowledge attained through the
discerning questions of group members and personal insights to resolve
actual problems under unfamiliar conditions and circumstances.
b. Past knowledge (Programmed instruction) (P): a foundation of
general information, lectures, and case studies chosen by a teacher
(mentor) that serves as the catalyst for learning and creates the ground
rules for topic formation.
c. Questioning (Q): an awareness of one’s own taken-for-granted
assumptions about a topic, while still being prepared to explore areas of
ignorance. “Q” is further delineated into major and minor questions.
364 Journal of Public Affairs Education