User talk:Dr Sarah Colley at POB RI/sandbox

Pockets of Brilliance Research Institute (talk) 01:39, 27 August 2017 (UTC)

Bob Dick - Confessed Print Junky
When asked "what is your hobby" Bob replied "thinking." A self confessed 'introvert" who is deeply thoughtful, reflective and insightful. As a former academic at the University of Queensland Bob's children would say 'he was going off to the mothership" to download some knowledge. However, not satisfied with reading and traditional research, Bob pioneered an approach to understanding the models and theories he read about in academia through a focus on Action Learning / Action Research, in particular Convergent Interviewing (a technique that allows the generation of information within an action learning framework), as well as innovative and motivational methods of group facilitation. Bob Dick (born July 10, 1935) is an Australian consultant, facilitator, coach and scholar, known most notably for his extensive contributions to the field of psychology.

Brief Biography
Bob Dick is modest and would not like a lot of fan fair or public hoopla about his private world. So in respect of this the essentials of his background are covered in brief. Bob was born on July 10, 1935 in Toowoomba, Queensland, Australia and schooled in Brisbane, Australia.

Starting his career as a draftsman he later deviated toward his passion and attended The University of Queensland where he received his Bachelor of Arts degree with First Class Honours in Psychology in 1969. After completing his undergraduate studies, he went on to complete his Master of Arts in Psychology at The University of Queensland in 1983. Bob also attained a DLitt in 2005 from the International Management Centres Association. Bob's DLit contains a set of robust methods for change and can be accessed on-line http://www.aral.com.au/DLitt/

Scholarship
Bob has made a significant contribution to his discipline through his academic and theory-driven publications that focus on robust processes for action research, diagnosis, evaluation and change, together with supporting principles and concepts. His sought to bring this applied practice and theory to the attention of the practitioner community, who are in the best position to use it and critique it as the operate in the context of dynamic human systems. His contributions to integrated theory and practice are extensive and include:

A face-to face version of Delphi, for use in generating agreement amongst people or groups who disagree, including for forecasting. A short version of a search workshop, used for strategic planning, visioning and goal setting.

Convergent interviewing: an interviewing technique that allows the generation of information within an action research framework. A participative version of group feedback analysis, a group-based substitute for an attitude survey. A robust and learnable conflict management process.

A communication skills package that combines the qualities of assertion and effective listening in a teachable format. Structured processes based on the concepts of Chris Argyris and Donald Schön, which can be used by people who have only moderate facilitation skills.

An approach to action research which is flexible and efficient enough to be integrated into the day to day processes of practitioners, and robust enough to yield assured data.

An approach to action learning in which the action learning teams become self-managed within a few meetings; through self-management, the participants learn skills of participative problem solving and decision making.

An evaluation method suitable for participative use, which combines outcome, process, short-cycle and meta-evaluation within a single step-by-step process.

Teaching and supervision
Since the mid 1970s, Dick has supervised, co-supervised and examined a large number of thesis at varying academic levels; including Honours, Master’s and Doctoral. Dick has also been invited to advise on panels assessing action learning and qualitative research at various Australian universities, including The University of Queensland, Queensland University of Technology and Southern Cross University. Bob believes the term "teaching" is a misnomer, he assumes that teachers don't teach — learners learn. Creating environments in which learning is enabled and encouraged and rewarded.

Action Learning / Action Research (AL/AR)
"Real world research, while bucking the status quo" AL/AR at the time when Bob was heavily using it, was seen as an almost 'heretical' form of research. Non conformist. Not without the bounds of scientific methods traditionally adopted by mainstream academia. However, AL/AR is a legitimised practise of research which relies on solving real problems that involves taking action and reflecting upon the results, which helps improve the problem-solving process, as well as the solutions developed by the team.

Action learning and action research are closely related processes.

The action learning process includes:


 * a real problem that is important, critical, and usually complex,
 * a diverse problem-solving team or "set",
 * a process that promotes curiosity, inquiry, and reflection,
 * a requirement that talk be converted into action and, ultimately, a solution, and
 * a commitment to learning.

Action research is a process by which change and understanding can be pursued at the one time. It is usually described as cyclic, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one. It is commonly done by a group of people, though sometimes individuals use it to improve their practice. It has been used often in the field of education for this purpose. It is not unusual for there to be someone from outside the team who acts as a facilitator. Resources on AL/AR are available here http://www.aral.com.au/resources/arphome.html

As they were previously practised, Dick saw a useful distinction could be made. In action learning, each participants drew different learning from different experience. In action research a team of people drew collective learning from a collective experience. However more recently, the advent of in-company action learning programs has begun to change this. The use of a team with a common project or problem leads to an action learning program which looks remarkably like action research.

There were also some differences, on average, in field of application. Action learning was more often used in organisational settings. Action research more common in community and educational settings. This distinction, too, is beginning to blur.

Bob Dick uses a email based free thirteen week action research course called AREOL (Action Research and Evaluation On Line) since 1995. That is offered free to people wanting to learn about action research, evaluation and action learning twice a year as his contribution to action research. People from all over the world enrol in this program and benefit from it. AREOL has also been offered as a certifiable course to students of universities as part of their research training requirements.

This free 13-week online course can be accessed here http://www.aral.com.au/areol/areolind.html

Bob Dick facilitates an Action Research List (Arlist) since which is an international list for action researchers that exchange views, seek advice and engage in collaborative work. Arlist has thousands of subscribers from 5 continents.

Applied work - learning by doing"
"if you want to understand how something works, try and change it." During his academic tenure he became somewhat disillusioned by the ivory tower institutions that espoused knowledge. So not being the type to be a victim of circumstance, he stepped out of this space, and sought to understand the application of theory in practice. Despite being a thinker and introvert by nature, he is a humanist who profoundly observant and deeply curious about people and how complex people systems work. Quoted as saying "if you want to understand how something works, try and change it." So to put the theory to the test Bob stepped out of his 'fetish world of pure print' into the 'harsh reality' of uncontrolled complex human systems to understand theory in practice. For over 40 years his practice enabled him to observe reality and how people, teams, organisations and communities worked. While not his quote he has referenced a saying that 'the plan never survives the first encounter with the enemy (reality). And this sums up the passion for both theory and practice. Theory is a great plan or scaffold, however it may not always survive well when it encounters reality. Through a focus on AL/AR he developed a keen insight into a set of 'applied theories' about people and process work. To an an analogy where we think of theory as a map: we could say that google doe a pretty good job most of the time are infinity better that the old paper based street directories from a time ago; in the same vein we could say through practice Bob has developed 'a set of google type maps' that help navigate human dynamics and systems, which are far more accurate than most other theories developed inside a lab or university experiment.

Not leaving behind his passion for 'print' he merged his theory and practice into an extensive and comprehensive set of informative, insightful, practical and widely cited and used by practitioners and researchers alike today.

Many resources are freely available here http://www.aral.com.au/resources/arphome.html and a list of additional books published by Bob are available here http://www.aral.com.au/publ/books.html

Practice
Dick has a national reputation as a facilitator, and as a consultant in community and organisational change, due to his experience of over 45 years. Dick’s work spans a variety of organisations and communities, in all Australian states and territories. Dick’s consultancy work addresses fields such as effective teamwork, conflict resolution, consultancy skills, strategic planning, program evaluation, community engagement, collaborative performance improvement, personal and professional development, and leadership development. The unifying factor across all of these practical domains is Dick’s focus on action learning and action research.

Dick’s consultancy work has spanned a variety of industries and clients. Some examples include non-governmental organisations, non-for-profits, the Electoral Commission, University faculties, State Government Departments, Local Government Departments, major Australian banks, government-funded corporations, Public Commissions, volunteers, manufacturing companies, and energy companies.

Convergent Interviewing
"the art of muddling our way through to deep understanding" Dick’s most influential work was the refinement of Convergent Interviewing. This method was so influential and effective that it was featured in a book chapter in "Innovative Methodologies in Enterprise" published in 1990 and edited by Damian Hine, David Carson.

In a nutshell convergent interviewing is an a form of interviewing that combines some of the features of structured and unstructured interviews, and uses a systematic process to refine the information collected.

When to Use Convergent Interviewing? Convergent interviewing is a technique you can use to gather information in many contexts. Although it has many uses, it is most valuable when you are in some doubt about the information which is to be collected. Also, if you intend to use surveys to collect information, convergent interviewing can help you to decide what questions to ask in the survey. Convergent interviewing has certain features that suit it for use in under-researched areas and complex and uncertain situations. It can also be used whenever a flexible data collection process is relevant. It can be described as emergent and data-driven, with multiple inbuilt sources of research rigour. Its careful sampling and inbuilt data interpretation make it time-efficient compared to many interview processes. Its uses for research include emergent research and pilot studies.

How to Conduct a Convergent Interview? You could summarise convergent interviewing as follows, with only a little over-simplification:

First put the person at ease. When you've established rapport, ask a single, broad question. Then keep the person talking for as long as you can, about one hour or a little longer. Then and only then ask any specific questions.

Conduct a pair of interviews (preferably by different interviewers). Compare the themes which emerged from each. If the two informants agreed on a theme, in later interviews probe for disconfirming views. If they disagreed about some topic, in later interviews probe for an explanation.

It may now be apparent that convergent interviewing combines some of the key advantages of both unstructured and structured interviews.

Unstructured interviews (without specific questions) collect broad information. But they can be hard to interpret. Structured interviews (conducted like a face-to-face survey) collect information efficiently. But you may never know if you asked the right questions.

Convergent interviewing achieves its result by leaving much of the content unstructured. You don't ask only a series of pre-determined questions. The information is therefore determined by the person being interviewed.The process, however, is tightly structured. You analyse the information systematically. You use only relevant information from earlier stages in subsequent stages. The systematic approach extends to sampling, data collection, and particularly interpretation. This helps to improve efficiency and reduce bias. Convergent Interviewing Essentials and other resources have been published and made available by Bob on-line for everyone who wished to apply this method. http://www.aral.com.au/resources/coin.pdf http://www.aral.com.au/resources/iview.html

Journal Articles and Book Chapter's
Dick has published extensively in the academic domains of journal articles and book chapters since 1990. His journal publications have spanned numerous respectable and peer-reviewed journals, including Action Research, Project Management Journal, Systematic Practice and Action Research, and Leadership in Health Services, among many others. Dick’s book chapter publications have shared a similar breadth of scope and source, with topics covered including, but not limited to action research, psychological research methodology, qualitative research methods, and organisational psychology.

[I] = invited publications [R] = refereed publications

O. Zuber-Skerritt, L. Wood, and B. Dick (2017). Reflections and future perspectives on action research for sustainable development in a turbulent world. In O. Zuber-Skerritt (Ed.), Conferences as sites of learning and development: using participatory action learning and action research approaches (pp 41-53). Abingdon, Oxon, UK: Routledge. [I]

B. Dick (2015) Action learning and action research for a turbulent future. In J. Kearney and M. Todhunter (Eds), Lifelong action learning and research: a tribute to the life and pioneering work of Ortrun Zuber-Skerritt (pp 133-146). Rotterdam: Sense Publishers.

B. Dick and D. Greenwood (2015) Theory and method: why action research does not separate them. Action Research, 13(2), 194-197. doi:10.1177/1476750315573594 [I] [R]

B. Dick (2015) Reflections on the SAGE Encyclopedia of Action Research and what it says about action research and its methodologies. Action Research. 13(4), 431-444. doi:10.1177/1476750315573593 [I] [R]

B. Dick, S. Sankaran, K. Shaw, J. Kelly, J. Soar, A. Davies, and A. Banbury (2015) Value co-creation with stakeholders using action research as a meta-methodology in a funded research project. Project Management Journal, 46(2), 36-46. doi:10.1002/pmj.21483 [R]

S. Sankaran and B. Dick (2015) Linking theory and practice in project management research using action-oriented methods. In B. Pasian (Ed.), Designs, methods and practices for research in project management (pp 211-224). Farnham, Surrey: Gower. [R]

B. Dick (2014) Case study. In D. Coghlan and M. Brydon-Miller (Eds.) Sage encyclopedia of action research (pp 86-89). London: Sage. [I]

B. Dick (2014) Generalization. In D. Coghlan and M. Brydon-Miller (Eds.) Sage encyclopedia of action research (pp 378-381). London: Sage. [I]

B. Dick (in 2014) Reliability. In D. Coghlan and M. Brydon-Miller (Eds.) Sage encyclopedia of action research (pp 683-685). London: Sage. [I]

B. Dick (2014) Transferability. In D. Coghlan and M. Brydon-Miller (Eds.) Sage encyclopedia of action research (pp 785-788). London: Sage. [I]

B. Dick (2014) Validity. In D. Coghlan and M. Brydon-Miller (Eds.) Sage encyclopedia of action research (pp 803-805). London: Sage. [I]

S. Sankaran, B. Dick, K. Shaw, C. Cartwright, A. Davies, J. Kelly, and B. Vindin (2014) Application of scenario-based approaches in leadership research: an action research intervention as three sets of interlinked practices. Systemic Practice and Action Research, 27(6), 551-573. doi:10.1007/s11213-013-9308-6 [R]

B. Dick (2014) Action research. In J. Mills & M. Birks (Eds.), Qualitative methodology: a practical guide (pp 51-65). London: Sage. [I] [R]

B. Dick (2013) Crafting learner-centred processes using action research and action learning. In C. Kenyon & S. Hase (Eds.), Self-determined learning: heutagogy in action (pp 39-53). New York: Continuum. [I]

K. Shaw, C.M. Cartwright, S. Sankaran, J. Kelly, B. Dick, A. Davies and J. Craig (2013) Leadership in faith-based aged and community care. Leadership in Health Services, 26(4), 312-321. doi:10.1108/LHS-05-2012-0014 [R]

O. Zuber-Skerritt, L. Wood and B. Dick (2012) Action research for sustainable development in a turbulent world: reflections and future perspectives. ALAR Journal, 18(2), 184-213. [I] [R]

J. Zhao, R.A. Wight and B. Dick (2012) A practitioner in the academy: an interview with Bob Dick. Action Research, 10(4), 432-448. doi:10.1177/1476750312464793 [I]

B. Dick (2012) Action research and action learning for an uncertain and turbulent world. In O. Zuber-Skerritt (Ed.), Action research for lifelong learning: sustainable development in a turbulent world. Bingley, UK: Emerald. [I]

B. Dick (2011) Action learning. In S. O’Toole, N. Ferres & J. Connell (Eds.), People development: an inside view — developing individuals, leaders and organisations. Melbourne: Tilde University Press. [I] [R]

B. Dick (2011) [Review of] Grounded theory: a practical guide. Birks, M. and Mills, J. (2011). SAGE, London. International Journal of Multiple Research Approaches, 5(2), 284. [I]

B. Dick (2011) Organisational survival and improvement through resilience. In M.J. Celinski, & K.M. Gow (Eds.). Continuity versus creative response to challenge: the primacy of resilience and resourcefulness in life and therapy, 307-325. New York: Nova Science Publishers. [I] [R]

B. Dick (2011) Action research literature, 2008-2010: themes and trends. Action Research, 9(2), 122-143. [I]

B. Dick (2011) Middle management leadership development through action learning. Southern Institute of Technology Journal of Applied Research, Special AR Edition. On line, retrieved from http://sitjar.sit.ac.nz/ [I] [R]

B. Dick (2009) Action research and new media concepts. International Journal of Action Research, 5(2), 215-225. [R]

B. Dick (2009) Action research literature 2006-2008: themes and trends. Action Research, 7(4), 423-441. [I]

B. Dick, E. Stringer, and C. Huxham (Eds.) (2009) Theory in action research. Special issue Action Research, 7(1). [R]

B. Dick, E. Stringer, and C. Huxham (2009) Theory in action research. Action Research, 7(1), 5-12. [R]

B. Dick, E. Stringer, and C. Huxham (2009) Final reflections, unanswered questions. Action Research, 7(1), 117-120. [R]

B. Dick (2007) Action research as an enhancement of natural problem solving. International Journal of Action Research, 3(1-2), 149-167. [I] [R]

B. Dick (2007) What can grounded theorists and action researchers learn from each other? In Bryant, Antony, and Charmaz, Kathy, eds, The Sage handbook of grounded theory, 370-388. Thousand Oaks, Ca.: Sage. [I] [R]

B. Dick (2007) Whatever happened to bureaucracy? And why does it matter? In Glendon, A. Ian;, Myors, Brett; and Thompson, Briony M., eds., Advances in organisational psychology: An Asia-Pacific perspective, 209-219. Brisbane: Australian Academic Press. [I]

B. Dick (2007). Foreword. In Kock, Ned, (ed.), Information systems action research: an applied view of emerging concepts and methods, xvii-xviii. New York: Springer.

S. Sankaran, S. Hase, B. Dick, and A. Davies (2007) Singing different tunes from the same song sheet: four perspectives of teaching the doing of action research. Action Research, 5(3), 293-305. [R]

S. Sankaran, S. Hase, B. Dick, and A. Davies (2006) Reflections on developing an offshore, action research/learning-based Ph.D. program. Action Learning: Research and Practice, 3(2), 197-211. [R]

B. Dick (2006) Achieving understanding and change with action research. Of Substance, 4(4), 26-27. [I]

B. Dick (2006) Action research literature 2004-2006: themes and trends. Action Research, 4(4), 439-458. [I]

B. Dick (2004) Action research literature: themes and trends. Action Research, 2(4), 425-444. [I]

H. Ward, D. Shum, B. Dick; L. McKinlay, and S. Baker-Tweney (2004) Interview study of the effects of paediatric traumatic brain injury on memory. Brain Injury. 18(5): 471-495. [R]

M.C. Williams, with B. Dick (2004) Write a doctoral thesis about work: professional action research, a creative reader introducing rich modelling. Cottlesloe, WA: Resource Press. [I]

G. Roberts and B. Dick (2003) Emancipatory design choices for action research practitioners. Journal of Community and Applied Social Psychology, 13(6), 486-495. [R]

B. Dick (2003) Rehabilitating action research: Response to Davydd Greenwood’s and Björn Gustavsen’s papers on AR research perspectives in Concepts and Transformation, 7 (2), 2002 and 8 (1), 2003. Concepts and Transformation, 8(3), 255–263. [I] [R]

B. Dick (2003) Structured focus groups. ALAR Journal, 8(1), 33-49. [I]

B. Dick (2002) [Review of] Wadsworth, Yoland, ed. (2001) The essential U&I. Melbourne: Victoria Health Promotion Foundation, 2001. ALAR Journal, 7(2), 106-112. [I]

B. Dick (2002) Postgraduate programs using action research. The Learning Organization, 9(4), 159-170. [Special issue on action learning and action research; O. Zuber-Skerritt, editor.] [I] [R]

B. Dick (2001) Introduction to Part 1, Concepts. In S. Sankaran, B. Dick, R. Passfield and P. Swepson (2001) Effective change management using action learning and action research: concepts, frameworks, processes, applications. Lismore, NSW, Australia: Southern Cross University Press.

B. Dick (2001) Action research: action and research. In S. Sankaran, B. Dick, R. Passfield, and P. Swepson, eds., Effective change management using action learning and action research: concepts, frameworks, processes, applications. Lismore, NSW, Australia: Southern Cross University Press. [21-27]

S. Sankaran, B. Dick, R. Passfield and P. Swepson, eds. (2001) Effective change management using action learning and action research: concepts, frameworks, processes, applications. Lismore, NSW, Australia: Southern Cross University Press.

B. Dick (2001, October). Utopia made practical? Action research comes of age. Review essay: Peter Reason & Hilary Bradbury (Eds.) (2001). Handbook of action research: participative inquiry and practice [32 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [Online Journal], 3(1). Available at: http://www.qualitative-research.net/fqs/fqs-eng.htm [I] [R]

B. Dick (2000) Postgraduate programs using action research. In Zuber-Skerritt, O. (2000) Action learning, action research and process management: theory, practice, praxis. Brisbane: Action Research Unit, Faculty of Education, Griffith University. [pp 67-83] [I]

S. Hase, A. Davies, and B. Dick (1999) The Johari window and the dark side of organisations. UltiBASE. Available at http://ultibase.rmit.edu.au/Articles/aug99/hase1.htm [R]

B. Dick, L. Godden, K. Healy and M. Le Brun (1996) The use of action research in developing curricula in Law: convergent interviews and the “Offices” project. The Law Teacher, 30(1), 28-43. [R]

B. Dick, L. Godden, K. Healy and M. Le Brun (1993) A case study of the “Offices” project (teacher-less, cooperative learning groups) at Griffith University: implementing educational theory. Legal Education Review, 4(2), 273-297. [R]

B. Dick (1992) Practising what we preach: identifying the gaps between espoused and actual values. The Australian Values Institute Journal, 1(4), 27-31. [I]

B. Dick (1991) Educating the change agents. Studies in Continuing Education, 13(2), 139-152. [I] [R]

B. Dick (1990) Democracy for learners. In B. Smith, ed., Management development in Australia. Sydney: Harcourt Brace Jovanovich [pp 140-148]. [I]

B. Dick (1990) Planning your own development. In B. Smith, ed., Management development in Australia. Sydney: Harcourt Brace Jovanovich [pp 260- 266].[I]

Conference and working papers In addition to his extensive academic and literary publications, Dick has also published several works as conference materials, and has several working papers across various psychological topics. Conferences that Dick has had papers associated with include European Academy of Management, Organisation Development Australia Conference, AQN Conference, Association for Qualitative Research Conference, and Transforming tomorrow today: 2nd World Congress on Action Learning.

B. Dick, S. Sankaran, K. Shaw, J. Kelly, J. Soar, A. Davies, and A. Banbury (2014) Action research as metamethodology: managing the complexity of an applied research project. Proceedings, EURAM 2014 conference, Valencia, Spain, 4-7 June.

S. Sankaran, B. Vindin, K. Shaw, B. Dick, A. Davies and C. Cartwright (2013) Using delphi as a democratic research method facilitating involvement to investigate leadership capability development in Australia. Proceedings, EURAM 2013 conference, Galatasaray University, Istanbul, Turkey, 26-29 June 2013.

J. Soar, S. Sankaran, K. Shaw and B. Dick (2012) Investigating leadership capability development: In faith-based not-for-profit organisation providing aged and community care in Australia, 2012 European Academy of Management Conference. Rotterdam, 6-8 June 2012.

S. Sankaran, B. Dick, K. Shaw, C. Cartwright, A. Davies, J. Kelly, and B. Vindin, (2012). Scenario planning and analysis in practice: investigating leadership development using action research in faith-based not-for-profit organisations in Australia. 2012 European Academy of Management Conference, Rotterdam, 6-8 June.

B. Dick (2007) The best of both worlds: academic rigour, practitioner relevance. Invited keynote address, AQR conference, 13-14 November, Melbourne. [I]

B. Dick (2007) Organisational sustainability. Invited keynote address, Organisation Development Australia Conference, 18-19 October, Kalorama, Victoria. [I]

B. Dick (2006) Story for diagnosis and intervention. Invited paper, AFN Conference, Geelong, 5-6 December 2006. [I]

B. Dick (2003) What can action researchers learn from grounded theorists? Paper prepared for the research symposium at the Australian and New Zealand ALARPM/SCIAR conference, Gold Coast, 4-5 May 2003. Available on line at http://www.scu.edu.au/schools/gcm/holdfolder/1waves_bd.doc [I, R]

A. Davies, B. Dick, S. Hase, S. Sankaran, M. Gloster and R. Kwok (2000) Problem-based learning with academic accreditation: a flexible postgraduate program for managers and practitioners using action research at the workplace. Proceedings, ASET-HERDSA Conference, Toowoomba, 2-5 July 2000, 165-171. Available at http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/procs/davies.html [R]

B. Dick (1999) Sources of rigour in action research: addressing the issues of trustworthiness and credibility. A paper presented at the Association for Qualitative Research Conference "Issues of rigour in qualitative research" at the Duxton Hotel, Melbourne, Victoria, 6-10 July 1999. Published on the web at http://www.latrobe.edu.au/www/aqr/offer/papers/BDick.htm [R]

B. Dick (1996) Evaluation as action research: evaluation that achieves change. AIC Conference Performance driven evaluation in the public sector. Sydney, 19-20 February 1996. [I]

B. Dick and A. Davies (1995) Thesis supervision at a distance: the potential of email. Open Learning Conference, Ballina, June 4-6, 1995.

B. Dick (1995) Action research and electronic networks. In S. Pinchen and R. Passfield (eds.) Moving on: creative applications of action learning and action research. Mt Gravatt, Queensland: Action Learning, Action Research and Process Management Association Inc., 94 101.

A. Bish and B. Dick (1992) Reflection for everyone: catering for individual differences. Reflective practices in higher education conference, Collection of papers, Brisbane, 133-153.

B. Dick (1992) Qualitative action research: improving the rigour and economy. In Christine S. Bruce and Anne L. Russell, eds., Transforming tomorrow today: 2nd World Congress on Action Learning. Brisbane: Action Learning, Action Research and Process Management Association Inc., [pp 432-435].

B. Dick (1992) Qualitative evaluation for program improvement. In Managing program evaluation, conference proceedings. Sydney: Institute of International Research [pp.109-128].

B. Dick (1991) Recognise and remedy staff problems. Speakers papers, International Accountants in Government Convention, Gold Coast, 12-15 November 1991, 325-330.

B. Dick (1991) The community perspective.. In Towards a consultation protocol: a one-day seminar and workshop (Royal Institute of Public Administration, Australia, 6 December 1991) Brisbane: Auscript, 44-54. [Distributed on computer disk]

T. Dalmau and B. Dick (1991) The place of small groups in cultural change. In Australia: will it work, Papers from the 31st AAACE National Conference. Melbourne: Australian Association of Adult and Community Education, 53-70.

Invited addresses and workshops Dick’s extensive conference papers are further supported by his large amount of invited addresses and workshops that he has presented since 1992. These include addresses and workshops at the Brisbane Learning Network, AFN Conferences, ALARA Conferences, ANZSYS Conference, Systems Thinking and Organisational Learning Conference, pre-conference workshop at Industrial and Organisational Psychology Conference. Bob has also performed numerous other invited addresses and workshops.

B. Dick (2012) Multiple action learning teams for community engagement and community improvement. 2-hour workshop, Brisbane Learning Network, Brisbane, 1 November 2012. [I]

B. Dick (2012) Introduction to action learning and action research. Half-day pre-conference workshop, ALARA Conference, Sydney, 3-4 September 2012. [I]

B. Dick (2011) Crafting agreement from disagreement. 11⁄2 hour workshop, AFN Conference, Notre Dame University, Fremantle, 4-6 November 2011. [I]

B. Dick (2009) Facilitating action learning for the culturally appropriate development of leadership and resilience. One-day workshop, AFN Conference, Nelson, New Zealand, 24 November 2009.

B. Dick (2009) Action learning for leadership development and resilience. One- day workshop, ALARA National Conference, Melbourne, 17 September 2009. [I]

B. Dick (2006) Applying the Cognitive Edge models to facilitation and problem solving. Invited workshop, ANZSYS Conference, Blue Mountains, 4-6 December, 2006. [I]

B. Dick (2006) Facilitating creativity when nothing else works: applying complexity theory to facilitation. Invited pre-conference workshop, AFN conference, Geelong, 4 December 2006. [I]

B. Dick (1996) Working with the underlying issues that make conflicts insoluble. Invited workshop, Logan Learners for Life conference, 27 April 1996.

B. Dick, B. Williams, and T. Hall (1996) Understanding organisational culture. Invited workshop, Conference: Tomorrow’s workplace — meeting the challenge, Workplace New Zealand, Rotorua, 1 July 1996.

B. Dick (1996) Cultural change workshop. Invited workshop, Conference: Tomorrow’s workplace — meeting the challenge, Workplace New Zealand, Rotorua, 3 July 1996.

B. Dick (1996) Bridging differences in the workplace. Invited keynote address, Bridging differences: a conference on psychological type and the MBTI, Sydney, 29 September 1996.

B. Dick (1996) Belbin’s team roles. Invited workshop, Bridging differences: a conference on psychological type and the MBTI, Sydney, 29 September 1996.

B. Dick (1996) Systems thinking and action research. Invited keynote address, Systems thinking and organisational learning conference, Monash University, Melbourne, 2 October 1996.

B. Dick (1995) Relationship: a key to meaningful design. Invited keynote address, Design has no boundaries conference, Peaks Crossing, 26-30 September 1995.

B. Dick (2005) Whatever happened to bureaucracy? And why does it matter? The ”Practitioner keynote” presentation at the Industrial and Organisational Psychology conference, Marriott Resort, Gold Coast, Queensland, 30 June to 3

July 2005. [I]

B. Dick (2005) A methodology for scientist-practitioners: action research. Invited pre-conference workshop at the Industrial and Organisational Psychology conference, Marriott Resort, Gold Coast, Queensland, 30 June to 3 July 2005. [I]

B. Dick (2003) The Snyder evaluation process. Workshop facilitated at the Australian and New Zealand ALARPM/SCIAR conference, Gold Coast, 4-5 May 2003.

B. Dick (1995) How to involve your clients. Invited workshop, Design has no boundaries conference, Peaks Crossing, 26-30 September 1995. [I]

B. Dick (1994) Action research: making action researchable. Keynote address, Creative processes in action conference, Brisbane, 10-11 February 1994. [I]

B. Dick (1992) Being creative about cultural change. Keynote address, Creative processes in action conference, Brisbane, 20-21 February 1992. [I]

B. Dick and T. Dalmau (1992) Discussing the undiscussable: improving group effectiveness and openness. Invited keynote workshop, 2nd World Congress on Action Learning. In Christine S. Bruce and Anne L. Russell, eds., Transforming tomorrow today. Brisbane: Action Learning, Action Research and Process Management Association Inc. [pp 8-10].

Invited monographs and reports In line with his expertise in action learning and action research, Dick has completed numerous monographs and reports on these topics upon invitation. He has also prepared monographs and reports on topics such as community consultation, performance planning and preparing for change.

B. Dick (1998) Action research and evaluation. A paper prepared for the on-line conference on “Innovations in Evaluation and Program Development”, The Action Evaluation Research Institute, Antioch University, September 1998. Retrieved 20040807 from http://www.aepro.org/inprint/conference/BDick.html.

S.E. Aldred, M.J. Aldred, L.J. Walsh and B. Dick (1997) The direct and indirect costs of implementing problem-based learning into traditional professional courses within universities. Canberra: Commonwealth of Australia. Available at http://www.detya.gov.au/archive/highered/eippubs/eip9709/front.htm

B. Dick (1990) Individual performance planning. Module 1 of the Supervisory Skills Training Program Working with others. Australian Broadcasting Corporation.

B. Dick (1990) Processes for community consultation: a resource document prepared for the use of facilitators and members of local area consultative committees associated with the community consultation project for road planning in Queensland. Brisbane: Department of Transport.

B. Dick (1990) Team performance planning. Module 2 of the Supervisory Skills Training Program Working with others. Australian Broadcasting Corporation.

B. Dick (1989) Preparing for change. Module 3 of the Supervisory Skills Training Program Working with others. Australian Broadcasting Corporation.

Privately published works
Dick operates a small specialist publishing company that allows him to easily perform revisions and distribute knowledge and materials to practitioners. Dick has published two full-length books privately, titled “Values in action: applying the ideas of Argyris and Schon” and “Helping groups to be effective,” amongst various other monographs.

There are two book-length publications
B. Dick and T. Dalmau (1999) Values in action: applying the ideas of Argyris and Schön, second edition. [First edition 1990]

B. Dick (1987, 1991) Helping groups to be effective.

There are 11 monographs:
B. Dick (1986, 1988) Mechanisms for democracy in learning.

B. Dick (1988, 1989) Jung for sceptics: Jung’s psychological types as decision-making preferences.

B. Dick (1999) Rigour without numbers: the potential of dialectical processes as qualitative research tools, third edition. [Previous editions in 1989, 1990]

B. Dick (1990) Convergent interviewing, version 3..

B. Dick (1990) Frameworks for effective third party conflict management.

B. Dick (with the help of ideas from Frank Denham, Robyn Cross, and Eve Robinson) (2001) Search: a participative community planning process, including a participant workbook.

B. Dick and T. Dalmau (1988, 1989) To tame a unicorn...: recipes for cultural intervention.

T. Dalmau and B. Dick (1985, 1988, 1990) A diagnostic model for selecting interventions for community and organisational change.

T. Dalmau and B. Dick (1987) Politics, conflict and culture: a journey into complexity.

T. Dalmau and B. Dick (1989, 1990) From the profane to the sacred: small groups as vehicles of cultural change.

T. Dalmau and B. Dick (1990) Managing transitions: a key to creating effective learning environments.

Web based material
Bob Dick maintains one of the three or four premier action research web sites in the world on my home website at http://www.aral.com.au/

Most of the material submitted in the IMCA DLitt mentioned above is available on this site at http://www.aral.com.au/DLitt/

and there is a complete action research course on this site at http://www.aral.com.au/areol/

Category:Biography Category:Action Learning Action Re Category:Revolutionaries Category:Humble Category:Academic