Does AI strengthen or weaken action learning?

Lees, P ORCID: 0000-0001-8951-4865 and Barry, S ORCID: 0000-0001-6189-8887 (2026) Does AI strengthen or weaken action learning? Chartered Association of Business Schools.

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Abstract

As AI generates ever more answers, business schools may need to prize judgement as highly as knowledge.

Generative AI can now produce a plausible answer to almost any management problem in seconds. For those of us involved in action learning, this raises a pointed question: what happens to leadership development when intelligent answers are available on demand?

Action learning has never been about the provision of answers. Since the pioneering work of Reg Revans, it has been built on the combination of programmed knowledge and questioning insight, developing reflection, challenging assumptions, and cultivating judgement through structured inquiry. The paradox is simple. As answers become easier to access, the ability to ask meaningful questions becomes more important, not less.

Item Type:	Other
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education Q Science > QA Mathematics > QA75 Electronic computers. Computer science T Technology > T Technology (General)
Divisions:	Liverpool Business School
Publisher:	Chartered Association of Business Schools
Date of acceptance:	22 October 2026
Date of first compliant Open Access:	23 October 2026
Date Deposited:	23 Oct 2026 08:36
Last Modified:	23 Oct 2026 08:36
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29727

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