Application Of Action Learning In The Training Of Government Officials In Inner Mongolia

Action Learning is a research-oriented training approach characterized by learning knowledge, sharing experiences, solving problems innovatively and conducting practices. Acquiring knowledge is merely one of the objectives of Action Learning, though analyzing and studying problems in practical work and subsequently working out solutions and implementing such solutions are the ultimate objective of Action Learning. Action Learning is a learning approach based on actions, relying on experiences and support of participants, focusing on problems and hinged on innovative thinking. Action Learning breaks through the limitation of conventional modes of learning and can effectively enhance team competitiveness and sense of identification for the organization, which makes it an access point for learning-oriented organizations and a learning approach adaptive to new conditions and new assignments.Training of officials, i.e. training and development of human resources, is one of the basic managerial functions of personnel management system of public sectors, the core of which is to improve the caliber of officials, upgrade working efficiency, promote mode of work and solve practical problems. Therefore, it is of strong pertinence with its contents and modes designed centering on the political quality, professional ethics, knowledge, competence and skills necessary for public officials in their public activities. Action Learning usually gives the participants some practical problems in their work to solve while giving them new methodologies, new knowledge and new skills. In most cases the participants are more absorbed in their studies, which tend to be more well-targeted and practical than in fabricated situations as the problem to be solved is exactly a problem encountered by the participants or their institutions in reality.With the theme of Action Learning and based on the theories of education and training of officials and the theories of Action Learning, this thesis employs the approach of combinations between theoretical analysis and case studies, between comparative analysis and systematic studies and between questionnaires and status analysis and reviews the origins and evolvement of Action Learning in other countries, its introduction into China and practices in exploring the approach, and makes an attempt to summarize, analyze and reflect on Action Learning. By illustrating the three-year practices of Sino-Swiss Management Training Program Inner Mongolia Extended project and examining the implementation process, achievements and features of organization and management, this thesis aims at exploring the methods of practices in localizing Action Learning in public sectors in China so as to furnish practical materials for theoretical studies of Action Learning and to promote the spreading of Action Learning in public sectors in China.