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Understanding of HRD in SMEs has frequently been based on impoverished research resulting from underdeveloped theory. This article argues for the potential offered to researching, understanding and practising HRD in small organisations, of taking a discourse perspective on organisation, learning and development. Through a comparative interpretation, from a traditional and a discourse perspective on HRD, of research material collected ethnographically in three small companies, the article aims to contribute to an approach which can deepen understanding of HRD in SMEs by combining three strands that have not generally been integrated: ideas from recent debates on what HRD comprises, perspectives on learning, and a discourse perspective on organisation. The implications for research indicate a need for methods that enable the study of HRD in action – the micro‐processes of development.

The purpose of this study is to explore the impacts of aid in the form of food, cash, and agricultural inputs on internal migration following a series of cyclones in the southern coastal areas of Bangladesh. The impacts of sources of aid, such as institutional or social network sources, were also analysed. With the increasing frequency of extreme climatic events, it becomes crucial to understand the impacts of different post-cyclonic aid on human mobility.

A total of 472 households across 16 blocks (moujas) in the Patharghata sub-district of Barguna district were selected for participation using a stratified sampling strategy. Data were captured via a survey which included individual and household-level demographics, migration and aid-receipt following cyclones. Data were analysed using a mixture of descriptive and inferential statistical methods.

The analysis revealed that migration was significantly higher among households which did not receive institutional food aid. More specifically, non-receipt of food aid and cash aid after a cyclone, different sources of income, non-availability of alternative sources of income, lack of land ownership and severity of cyclones up to a certain level increased migration among the households where a minority of household members migrated. In contrast, the absence of food aid and the severity of cyclones were found to be significant factors in increasing migration among the households where a majority of household members migrated. The authors argue that the decision to migrate from the households where most members migrated increased with the rise in cyclone severity.

The contribution of this research in the field of aid and migration is unique. To the best of the authors’ knowledge, no research was conducted before on the impacts of distribution and type of aid on internal migration following a cyclone.

The intentions of this article are to contribute reflections of an empirical account of working with critical reflection within an organisational development programme, addressing the following questions: What space is there for critical reflection in organisational development? What issues are raised for in‐company developers and providers by advocating critical reflection in organisation practice?

A case study approach is taken, presenting an empirical account of a management and organisational development programme that integrated action learning and critical reflection.

The account illustrates difficulties of employing critical reflection within the workplace arising from the more complex power relations between the multiple stakeholders in a commercial context. In particular, dissonance provoked by critical reflection confronts the client with a tension over whether to see organisation members primarily as customers to please or as participants in a change process which inevitably will disrupt.

In making sense of the perspectives of different stakeholders a model is presented to help practitioners in development of this kind to anticipate potential issues.

The paper presents a rare account of employing critical reflection in a work organisation development programme.

This paper aims to advance theoretical understanding of the concept of “critical human resource development”.

This is a conceptual paper.

Foregrounding questions of power, emotions and political dynamics within the analysis of organisational learning and development activity, critical approaches in HRD pay particular attention to the importance of context, interests and patterns of inter‐relationships amongst organisation stakeholders. It is notable that much of the work in this area operates on a theoretical plane, and is often light on practical guidance or recognition of the distinctive contexts of HRD practice, compared to other areas of critical learning.

Empirical investigations that have systematically applied critical approaches to HRD are in short supply, and their potential to enrich HRD practice has rarely been explored. This paper contributes to addressing these gaps.

Firstly, it elucidates the concept of critical HRD through illuminating the diversity of theoretical perspectives; secondly, it demonstrate some of the intricacies and discrepancies within current theorising on critical HRD; thirdly, it raises questions for the practical significance of tools and insights informed by critical HRD.

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.

Action learning is a term that is used with a wide range of meanings: from an equivalent term for experiential learning to a philosophy of learning. This chapter takes the latter position and focuses on action learning as a scholarly activity. The chapter has two main sections. In the first part the breadth and depth of action learning is introduced: its variations and applications are discussed. The second part explores how action learning is at the cutting edge of engaging practitioners in real change and at the development of scholar–practitioners and actionable knowledge of how organizations change, how it offers a modality of an action-oriented approach to inquiry that accords with contemporary paradigms of useful and relevant research, its contribution to organization and management theory comes through how critical action learning engages with issues of power and social relations and through its critique of management education.

The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as one way of contributing to the economic sustainability of the ventures, the social sustainability of the food’s regional character and the environmental sustainability of food production through the use of traditional methods.

The chapter describes TRADEIT before moving on to an exploration of learning in organizations and networks. It outlines the action learning research methodology developed and implemented to explore the development of a learning network in TRADEIT. A single case history is presented to illustrate the engagement of a small food producer in the network.

The discussion reflects on the application of action learning in supporting sustainability evident in TRADEIT.

The chapter focuses on the application of action learning in the development of a learning network among traditional food producers across Europe.

The purpose of this paper is to ask how we can think about critical reflection as a pedagogical practice given the “confessional turn”. By the “confessional turn” the author refers to the idea that “subjective, autobiographical and confessional modes of expression” have expanded exponentially across a wide range of social spheres, including education, the legal system, the media and the workplace. Examining these developments, this paper asks what these debates on critical reflection and confession mean for pedagogical practice.

The main approach is a review of key debates in the literature on critical reflection and also in the wider social sciences.

The discussion compares different debates. Thus it shows that for critics, the turn to the “first person” technologies is narcissistic, psychologistic and de‐politicising. On this view, critical reflective practice might be understood as an individualistic and individualising pedagogy in spite of its claims to be critical. The paper discusses how in contrast, others see this move to talk about the subjective and the self as an extension of the feminist project of the personal is political – i.e. that personal stories, feelings and issues have social and political roots and consequences. For them, reflection can be critical, leading to political consciousness‐raising, i.e. a new awareness about social, political and personal processes. It finishes by examining the view that the idea of reflexivity might help us out of the conflict between these debates.

The paper poses a number of questions in relation to critical reflection that can be taken up by practitioners in the field.

The paper brings new literature to bear on the practice of critical reflection and raises important questions relevant to academics and practitioners.