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This paper explains the underlying dynamics of the University of Queensland action learning program (1991‐1999) through discussion of the parallel action learning structure (PALS) model. The author developed the PALS model as an outcome of his action research PhD study of the program, which was a development program for senior academic and administrative staff based on the principles of action learning and action research. This program achieved outstanding success and became a best practice model for other universities throughout Australia and elsewhere in the world. The PALS model described in this paper links the program design elements with personal and organisational outcomes and shows how these contribute to synergy and ongoing organisational energy and innovation. It also serves as a model for designing action learning interventions in other environments.

Synthesizes the ideas of the “transformational change” and “learning organization” literature. The concept of the action learning organization is presented as a bridge between learning and transformation as it involves collaborative questioning by organizational members of their own actions. Discusses the characteristics of an action learning organization in terms of its bias for reflection‐in‐action, formation of learning alliances, development of external networks, multiple reward systems, creation of meaningful information, individual empowerment, leadership and vision. The knowledge‐generating organization is the one which is most likely to be able to survive both equilibrium and chaos.

This paper is an edited version of an interview that presents information and insight into the background of ALARPM (action learning, action research and process management) not only as a field but also as a worldwide network association, thus facilitating understanding of the evolution and nature of these three concepts. The interviewee’s responses reflect her personal perspective, informed by both life experience and a theoretical framework that conceives of ALARPM first as a philosophy, a theory of learning and a methodology, and second as a method and technique.

Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.

OUR readers are sure to find the New Year, which we hope will be a prosperous one for them and for librarianship,an interesting one in many ways. From the standpoint of the Library Association it will see the attractive experiment of an Annual Conference which for the first time is to be held in June. Margate, the venue of this, can be spartan in that month; on the other hand, she can be delightful, and the crystal, bracing air of the town, unequalled anywhere in our isles, and the long days, which should be sunny, ought to send librarians back invigorated to the common work of libraries. The objection that June cannot be combined with late summer holidays, that it cuts across school and university terms, and so on, is sound enough, but the advantages seem to be equally clear. At any rate we hope that Margate will be a bumper conference.