Shepherd, Gary ORCID: https://orcid.org/0000-0001-8178-1141 (2023) Humanistic Person-Centred Set Facilitation. Action Learning: Research and Practice.

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Abstract

The aim of this paper is to propose a humanistic person-centred approach to set facilitation by critically contrasting Revan’s action learning theory and the person-centred theory of Carl Rogers. Although Revans was insistent that action learning was not counselling - which it certainly is not - there are several facets of person-centred theory which resonate with Revans underlying ideas and philosophy. Areas of similarity and agreement between both approaches include a humanistic, interpretivist approach to problems, the rejection of experts, set members having their own agency and a non-directive approach to reflection and problem solving. Although other writers have proposed the use of person-centred behaviours as the basis of set development, there have been no studies which have explored the underlying ideas of both theories to suggest deeper integration of the person-centred approach within action learning. This paper goes on to suggest that person-centred facilitation may help create a more humanistic, phenomenologically informed style of set facilitation and set membership. Such an approach may help realign set dynamics from a mechanistic model of problem solving towards a more phenomenological and idiographic approach to the organisational problem.

Item Type:	Article
Status:	Published
DOI:	https://doi.org/10.1080/14767333.2023.2262403
Subjects:	B Philosophy. Psychology. Religion > BF Psychology > BF637 Counselling
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/7922

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