The purpose of this article is to conceptualize the meaning and explore the potential for triple-loop learning in the context of diversity management. Three different paradigms of diversity management, namely, discrimination and fairness, access and legitimacy, and learning and effectiveness, will be explored. The authors argue that whereas single-loop learning can be applied during the transition from the discrimination and fairness paradigm to the access and legitimacy paradigm, doubleloop learning is required when transforming from the access and legitimacy paradigm to the learning and effectiveness paradigm. The authors assert that triple-loop learning can produce transformation, in individual and organizational capacity for curiosity, compassion, and courage, which goes beyond the cognitive dimensions of doubleloop learning. Finally, the authors discuss and suggest Collaborative Developmental Action Inquiry (CDAI), as a method that generates and sustains this existential shift for individual and organizational transformation through ongoing single-, double-, and triple-loop learning.

People with disabilities, an understudied population in human resource development, are often constructed as deficient and unproductive in the workplace. Such a phenomenon can largely be attributed to ableism, which is intensified by the widespread organizational emphasis on productivity. With the recognition of people with disabilities as political agents, this study examined the discursive practices of employees with disabilities in Deliberately Developmental Organizations (DDOs). DDOs as a research site were purposefully selected given their commitment to employees' continuous learning, growth, and development distinct from productivity as the main organizing principle. The critical discourse analysis of seven employees with disabilities in DDOs revealed two ways in which the participants countered the negative stereotypes associated with them: (a) the participants resisted ableism by openly communicating the scope of their ability, and (b) the participants resisted ableism by stepping outside the category of people with disabilities. These two radical ways in which the participants challenged ableism by drawing upon the empowering discursive resources in DDOs did not have ableism's reproducing effects and therefore illuminates the potential of continuing to research DDOs as a promising alternative organizational space for inclusion. This study expands our

The Problem We are living in a socially polarized landscape where dualistic mind-sets govern the way we engage with social justice issues and thus failing to adequately serve all human beings. The Solution By bringing in Frederic Laloux’s conception of evolutionary organization, we propose that organizations can serve as catalysts for co-creative social transformation, closing the distance between organizations and society and ultimately enhancing the well-being of the whole. The Stakeholders This article will provide organizational leaders and human resource development (HRD) professionals with a conceptual understanding of what a new paradigm of social movement learning would look like in an emerging society where polarities are not fought against but engaged as a whole.

The purpose of this study was to assess the validity and reliability of the Transformative Learning Outcomes and Processes Survey (TROPOS) in the workplace context. The results of a confirmatory factor analysis of the data gathered from 132 employees of a steel manufacturing company in the United States have shown that the TROPOS is an appropriate instrument for measuring transformative learning in the workplace context. Implications for transformative learning research and practice will be discussed.

Purpose The purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a specific practice that may or may not independently contribute to transformative learning outcomes. Design/methodology/approach Data was gathered from 132 employees in one US manufacturing company through a survey asking about the perception of psychological safety and the experience of transformative learning. A mediation analysis was conducted to test the effects of transformative learning processes – social support, attitude toward uncertainty and criticality – on the relationship between psychological safety and transformative learning outcomes. Findings The results of this study showed that psychological safety led to transformative learning outcomes mediated by transformative learning processes including social support, attitude toward uncertainty and criticality. Originality/value Existing literature reveals little about the mechanism of how transformative learning occurs in the workplace. This study contributes to the field of human resource development by explaining the relationship between psychological safety and transformative learning, as well as first attempting to use transformative learning as a viable construct in workplace research.