In this article several aspects of human resource management (HRM) in Chile will be examined. Initially Chile will be analysed in the context of Latin American culture and history, as it shares a number of common features with the rest of the countries of the region. Secondly, the arrival of HRM to Chile is explored, as well as how it is affected by the particular characteristics of the country. Thirdly, HRM research literature in the specific context of Chile is reviewed and analysed. Finally, some consequences are discussed, and it is concluded that Chile shares a unique history, culture, social particularities and problems with the other countries of the region, affecting the way in which HRM is deployed in organisations. It is also concluded that more research in this context is urgently needed.

This article argues that discourse analysis can be utilized in conjunction with other forms of analysis to develop a more critical teaching and research agenda for Human Resource Development (HRD); in particular this article suggests that the introduction of a discourse analysis perspective can support and facilitate the development of critically reflective practitioners. The article highlights the tensions inherent within competing definitions of HRD and calls attention to the power of dominant discourse and argues that HRD needs to become more critical, opening up alternative discourses in order to support learning and critically reflective practice.

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This account explores the role of action learning during and after an educational programme. We focus on the final stage of a masters' programme and the insider research that is a key feature in many UK universities. Researching within and on one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs.Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem solving. We illustrate how learning which seemed initially to be lost was later found through action learning.

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