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Knowledge, Organization, and ManagementBuilding on the Work of Max Boisot$
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John Child and Martin Ihrig

Print publication date: 2013

Print ISBN-13: 9780199669165

Published to Oxford Scholarship Online: September 2013

DOI: 10.1093/acprof:oso/9780199669165.001.0001

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Chinese Boxes and Learning Cubes: Action Learning in a Cross-Cultural Context *

Chinese Boxes and Learning Cubes: Action Learning in a Cross-Cultural Context *

Chapter:
(p.168) (p.169) 10 Chinese Boxes and Learning Cubes: Action Learning in a Cross-Cultural Context*
Source:
Knowledge, Organization, and Management
Author(s):

Max Boisot

Michel Fiol

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199669165.003.0010

The Learning Cube is a simple diagnostic tool that can be used to analyze and evaluate training programs. It comprises three dimensions: (1) abstraction-concreteness; (2) direction-autonomy; (3) individual-interactive. The Learning Cube is presented in outline, with a description of its dimensions and their meanings. Action learning, which encourages the learner and the trainer to share responsibility for developing a suitable learning strategy, is characterized by a combination of concreteness, autonomy, and interaction. This was the philosophy of the China-EEC Management Program (CEMP) initiated in 1984, which contrasted with traditional Chinese views of knowledge transfer. The CEMP situation is assessed in terms of the Learning Cube, and suggestions for reconciling action learning with traditional Chinese values and skills are presented.

Keywords:   Learning Cube, diagnostic tool, training program, action learning, learning strategy, concreteness, autonomy, interaction, China-EEC Management Program (CEMP), knowledge transfer, China

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