William J. Rothwell, Ph.D., SPHR, SHRM-SCP, RODC, CPTD Fellow is a Distinguished Professor in the Workforce Education and Development Program in the Department of Learning and Performance Systems, College of Education, on the University Park campus of The Pennsylvania State University. He has authored, co-authored, edited, or coedited 130 books since 1987. In 2022 he earned Penn State University's Global Lifetime Achievement Award, the university's highest award for doing international work that exerts a positive global influence on the university. His recent books since 2017 include High-Performance Coaching for Managers (Routledge, 2022 in press); Rethinking Diversity, Equity, and Inclusion (Routledge, 2022 in press); Organization Development (OD) Interventions: Executing Effective Organizational Change (Routledge, 2021); Virtual Coaching to Improve Group Relationships: Process Consultation Reimagined (Routledge, 2021); The Essential HR Guide for Small Business and Start Ups (Society for Human Resource Management, 2020); Increasing Learning and Development's Impact Through Accreditation (Palgrave, 2020); Adult Learning Basics, 2nd ed. (Association for Talent Development Press, 2020); Workforce Development: Guidelines for Community College Professionals, 2nd ed. (Rowman-Littlefield, 2020); Human Performance Improvement: Building Practitioner Performance, 3rd ed. (Routledge, 2018); Innovation Leadership (Routledge, 2018), Evaluating Organization Development: How to Ensure and Sustain the Successful Transformation (CRC Press, 2017), Marketing Organization Development Consulting: A How-To Guide for OD Consultants (CRC Press, 2017), Assessment and Diagnosis for Organization Development: Powerful Tools and Perspectives for the OD practitioner (CRC Press, 2017).

Smita Singh (Dabholkar) earned a Ph.D. in Psychology. She is an Associate Professor with the Institute of Management Technology Nagpur (MH, India) since 2011. She has been teaching, training, and providing consultancy services for close to two decades in Organization Diagnosis and Behavioral interventions. She is a certified assessor and trainer of MBTI by CPP and Emotional Intelligence by Six Seconds Global Emotional Intelligence Network. She has completed the Certificate Course for Women Directors conducted by The Institute of Company Secretaries of India. She regularly trains senior executives and top management on leadership. She has written two books. Her latest book is on Emotional Intelligence, published by Cengage. She is actively engaged with the local industry associations and writes regularly in various trade journals. She serves the selection panel of Public Sector organizations in the capacity of a psychologist. She has been a Group Study exchange member to Sweden, a program sponsored by Rotary Foundation in 2008.

Jihye Lee has a Ph.D. in Workforce Education and Development with an emphasis on Human Resource and Development and Organization Development (HRD/OD) from the Pennsylvania State University. She has a Master's degree in Human Resource Development and Bachelor's degrees in Business Administration and in Educational Technology. She has been working as a teaching assistant for three courses: Needs assessment, Field-Based Project for Workforce Development Professionals, and Assessing Data: Organizational Diagnosis. Lee participated in many projects regarding job analysis, competency modeling, training/education program development, and organizational diagnosis. She works at the Association for Talent Development as a Global Program Specialist. Her interest is in workplace learning--and especially informal learning.

Chapter 1 What is Traditional Action Learning, and How Does It Differ from Chapter 2 Phase 1: Selecting a Business Problem, Training Challenge, Organizational Vision, or Business Goal Chapter 3 Phase 2: Forming a Small Group or Team of People (of About 6-7 People) Meeting Criteria Chapter 4 Phase 3: Briefing Team Members About the Accelerated Action Learning Set Chapter 5 Phase 4: Establishing Measurable Goals for the Action Learning Set Chapter 6 Phase 5: Encouraging Team Members to Experiment with Solutions Chapter 7 Phase 6: Placing Equal Emphasis on Business Results and Individual Development Chapter 8 Phase 7: Completing the Accelerated Action Learning Set Chapter 9 Phase 8: Debriefing the Accelerated Action Learning Team Members Collectively Chapter 10 Phase 9: Debriefing the Accelerated Action Learning Team Members Individually Chapter 11 Phase 10: Reassigning Accelerated Action Learning Team Members Based on Their Individual Development Needs Chapter 12 Reflections on Accelerated Action Learning (AAL)

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