Abstract
Purpose. The purpose of this action research study was to discover how workers and participants in a youth development public agency, the California Conservation Corps (CCC), learn how to deal with organizational development problems in a way that fosters team learning and leadership development. Theoretical model. Action science is an attempt to make propositions (hypotheses) about organizational learning that is taking place in the everyday workplace, have them confirmed or disconfirmed by research participants in order to build a theoretical framework supporting the logic of the cyclical nature of learning through a series of interventions by a research facilitator working in collaboration with "learning teams" composed of staff and program participants. In this study, a cycle of learning is facilitated in which three iterations are defined, described, and analyzed. Methodology. The research facilitator was invited by the middle management of one of eleven centers of the CCC to examine problems of corps member retention and conflict between corps members and corps members and some staff, problems which occur throughout the CCC system. A contract was made to engage in organizational learning about the problem and possible solutions. A preliminary diagnosis was made and learning objectives were derived through data-gathering discussions. Interventions were planned and executed, followed by reflections on action and further diagnosis, planning, action, and reflection in accordance with French and Bell's (1995) steps in organizational development (UC model) corresponding to Ernest Stringer's (1999) steps in action research. Key findings. Two interventions (single-loop learning and dialogue) chosen by the staff action learning group had a significant positive impact on the organizational climate at the center as verified by action learning group participants. Productivity of the work crews (learning teams) increased as a result of participation in dialogue. Staff interactions with external agencies improved as a result of expanded institutionalization of dialogue and action learning. Dialogue reduced the amount of conflict in the community meeting, a corps member-led forum for resolving problems and planning action. Conclusions and recommendations. Dialogue became an intervention utilized in the larger CCC system and action learning in teams has begun at another one of the CCC's district centers. To become more fully institutionalized action learning requires full support from executive staff at headquarters and district centers. This model and methodology could be adapted to other public agencies and organizations.