Human Resource Development Review Framework Action Learning Research: A Systematic Review and Conceptual On behalf of: Academy of Human Resource Development can be found at: Human Resource Development Review Additional services and information for Citatio

Abstract Despite considerable interest in action learning, no systematic investigation of action learning literature has been reported. Two purposes of this study are (a) to systematically access and examine recent empirical studies on action learning and related themes using Garrard's Matrix Method for reviewing literature (the review of the literature covered an 8-year period from 2000 to 2007; 50 studies have been selected based on the search criteria) and (b) based on Revans's proposition regarding the need for a conceptual and practical balance between action and learning, to categorize empirical studies into action-oriented, learning-oriented, and balanced action learning. Studies selected from the systematic literature review process are highlighted, and Revans's balance issue and the quality of select studies are discussed. A conceptual framework for the future studies of action learning, key concluding themes, and the limitations of the study are also articulated. Keywords action learning, systematic literature review, human resource development No learning without action and no action without learning. -Reginald Revans (1998, p. 83) In response to our dynamic world of work, current organizational contexts often demand continuous employee learning and development. In many situations, a fundamental assumption is that organizational survival is dependent on learning keeping pace with or advancing beyond the rate of change exhibited in the external environmen

Are facilitated mentoring programs beneficial? A randomized experimental field study

JOURNAL OF VOCATIONAL BEHAVIOR723351-362JVBH

Tools and Strategies for Engaging the Supervisor in Technology-Supported Work-Based Learning, Evaluation Research

This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor’s involvement in helping employees transfer learning onto the workplace. Issues relating to characteristics of the tools and strategies as well as factors influencing their likelihood of use are identified via summaries of the two evaluation studies

Strengthening a comprehensive model for explaining HRD effectiveness

This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor’s involvement in helping employees transfer learning onto the workplace. Issues relating to characteristics of the tools and strategies as well as factors influencing their likelihood of use are identified via summaries of the two evaluation studies