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(Re) Interpreting Action, Learning, and Experience: Integrating Action Learning and Experiential Learning for HRD
Author(s) -
Yeo Roland K.,
Marquardt Michael J.
Publication year - 2015
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.21199
Subject(s) - experiential learning , action learning , framing (construction) , schema (genetic algorithms) , psychology , cognitive science , action (physics) , context (archaeology) , knowledge management , cooperative learning , computer science , teaching method , pedagogy , engineering , physics , quantum mechanics , paleontology , structural engineering , machine learning , biology
This article provides a comparative analysis and critique of action learning ( AL ) and experiential learning ( EL ), identifying emerging conceptual perspectives that contribute to human resource development ( HRD ). By integrating AL and EL , we gain a deeper understanding of action, learning, and experience, and how they are enacted based on the interplay of contextual, experiential, and action orientations. Through an integrative framework, we demonstrate that the interplay of cognition, behavior, and context offers insight into how and why learning occurs at multiple levels. The framework also recognizes the underlying dialectical forces that both reinforce and contradict schema selection and action framing. Tensions that facilitate and inhibit the grasping and transformation of experience create the context for actors to translate ‘knowing’ into ‘becoming’. Critical pathways that connect different phases of the learning cycle into coherent patterns of organizing offer some implications for HRD research and practice.