Argyris, C. (1986). Skilled incompetence. Harvard Business Review September-October: 74-79. Argyris, Chris. (1993). Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change. San Francisco: Jossey-Bass Publishers. Argyris, C. (2004). Reasons and rationalizations: The limits to organizational knowledge. Oxford: Oxford University Press. Argyris, C. and Schön, D.A. (1978). Organizational Learning: A theory of action perspective. Addison-Wesley Publishing Company. Bateson, Gregory. (1979). Mind and nature: A necessary unity. Bantam, New York. Bohm, D. (1996). Thought as a system. London: Routledge, Kegan and Paul. Boreham, N. (2004). A theory of collective competence challenging the neo-liberal individualisation of performance at work. British Journal of Educational Studies 52: 5-17. Boreham, N., and Morgan, C. (2004). “A sociocultural analysis of organisational learning.” Oxford Review of Education 30: 307-325. Brown, J.S., and Duguid, P. (2000). The social life of information. Boston: Harvard Business School Press. Burgoyne, J., and Stuart, R. (1976). The nature, use, and acquisition of managerial skills and other attributes. Personnel Review, 5, 19-29. Canadian Healthcare Association. (2004). Stitching the Patchwork Quilt Together: Facility-Based Long-Term Care within Continuing Care—Realities and Recommendations. Ottawa: CHA Press. Cartwright, S., and Holmes, N. (2006). The meaning of work: The challenge of regaining employee engagement and reducing cynicism. Human Resource Management Review 16: 199-208. Conklin, J. (2009). Meaning-making dynamics within and across workgroups: an inquiry into the creation and movement of usable knowledge in a long-term care facility in Ontario (doctoral dissertation, Concordia University, 2009). Conklin, J., and Stolee, P. (2008). A Model for Evaluating Knowledge Exchange in a Network Context. Canadian Journal of Nursing Research 40: 116-124. Conklin, J., Stolee, P., Luesby, D., Sharratt, M. T., and Chambers, L. W. (2007). Enhancing Service Delivery Capacity through Knowledge Exchange: The Seniors Health Research Transfer Network. Healthcare Management Forum, Winter: 20-26. Donnenberg, O., and De Loo, I. (2004). Facilitating organizational development through action learning—some practical and theoretical considerations. Action Learning Research and Practice 1: 167-184. Ford, J. D. (1999). Organizational change as shifting conversations. Journal of Organizational Change Management 12: 480-500. Fox, S. (1997). From management education and development to the study of management learning. In J. Burgoyne and M. Reynolds (Eds.), Management learning: Integrating perspectives in theory and practice (pp. 21-37). London: Sage Publications. Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press. Garavan, T. N. (1987). Promoting natural learning activities within the organization. Journal of European Industrial Training, 11, 18-22. Gergen, K.J. (1999). An Invitation to Social Construction. Thousand Oaks, CA: Sage Publications. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: The MIT Press. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice Hall. Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Macintosh-Murray, A. (2007). Challenges of collaborative improvement in complex continuing care. Healthcare Quarterly 10: 49-57. Mackeracher, D. (2004). Making Sense of Adult Learning (Second Edition). Toronto: University of Toronto Press. Morgan, G. (1998). Images of organization (Executive Edition). San Francisco: Berrett-Koehler Publishers, Inc. Mumford, A. (1997). The learning process. In M. Pedler (Ed.) Action learning in practice (Third Edition), pp. 229-242. Aldershot, UK: Gower Publishing Ltd. Nilson, G. E. (1999). Organizational Culture Change Through Action Learning. Advances in Developing Human Resources 1: 83-95. O’Neill, A., and Jabri, M. (2007). Legitimation and group conversational practices: implications for managing change. Leadership & Organizational Development Journal 28: 571-588. Orr, J.E. (1996). Talking about machines: An ethnography of a modern job. Ithica: Cornell University Press. Pedler, M., Burgoyne, J., and Brook, C. (2005). What has action learning learned to become? Action Learning: Research and Practice 2: 49–68. Polanyi, M. (1966). The tacit dimension. New York: Doubleday & Company. Pye, A. (2005). Leadership and organizing: Sensemaking in action. Leadership 1: 31-50. Raelin, J.A. (2000). Work-Based Learning: The new frontier of management development. Upper Saddle N.J., Prentice Hall. Raelin, J. (2009). Seeking conceptual clarity in the action modalities. Action Learning: Research and Practice 6: 17-24. Revans, R. (1980). Action learning: New techniques for management. London: Blond & Briggs. Revans, R. (1997). Action learning: Its origins and nature. In M. Pedler (Ed.) Action learning in practice (Third Edition), pp. 3-14. Aldershot, UK: Gower Publishing Ltd. Ross, M.M., Carswell, A., and Dalziel, W. B. (2002a). Quality of workplace environments in long-term care facilities. Geriatrics Today 5: 29-33. Ross, M.M., Carswell, A., and Dalziel, W. B. (2002b). Staff burnout in long-term care facilities. Geriatrics Today 5: 132-135. Smythe, E., and Norton, A. (2007). Thinking as leadership / leadership as thinking. Leadership 3: 65-90. Stacey, R. D. (2001). Complex responsive processes in organizations: Learning and knowledge creation. New York: Routledge. Suchman, L. A. (1990). Representing practice in cognitive science. In J. Lynch and S. Woolgar (Eds), Representation in scientific practice (pp. 301-321). Cambridge, MA: MIT Press. Taylor, J.R., and Van Every, E. J. (2000). The emergent organization: Communication as its site and surface. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Taylor, M. (1986). Learning for self-direction in the classroom: The pattern of a transition process. Studies in Higher Education 11: 55-72. Taylor, M., de Guerre, D., Gavin, J., and Kass, R. (2002). Graduate leadership education for dynamic management systems. Management Learning 33: 349-369. Temporal, P. (1978). The nature of non-contrived learning and its implications for management. Management Learning, 9, 93-99. Trehan, K., and Pedler, M. (2009). Animating critical action learning: process-based leadership and management development. Action Learning: Research and Practice 6: 35-49. Watzlawick, P., Bavelas, J.B., & Jackson, D.D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. New York: W.W. Norton & Company. Weick, K. (1969). The social psychology of organizing. Reading, MA: Addison-Wesley Publishing. Weick, Karl E. 1995. Sensemaking in Organizations. SAGE Publications Inc., Thousand Oaks CA. Weick, K. (2009). Making sense of the organization: the impermanent organization. John Wiley & Sons, Ltd: Chichester, UK. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. Yanow, D. (2004). Translating local knowledge at organizational peripheries. British Journal of Management 15: S9-S25. Yorks, L., O'Neil, J., and Marsick, V. J. (1999). Action Learning Theoretical Bases and Varieties of Practice. Advances in Developing Human Resources 1: 1-18.