Socio-cultural mediated action in action learning for human resource management and human resource development

Abstract

The paper explores the efficacy of action from a socio-cultural perspective and reinforces that action and learning are intertwined to produce goal-oriented outcomes. It contributes to the theory of action learning by providing a socio-cultural perspective suggesting that social cognition and interpretive schemes operating in group interaction determine the nature of action taking. Action is conceptualised at the cognitive level as a socio-cultural mediated practice and operates through the ongoing process of sensemaking. The Vygotskian notion of 'tools' -language, psychological and technical -is used as an interpretive device that creates the conditions for unlearning and relearning. Two cases were used to illustrate how participants benefited from reflective and collaborative inquiry through interaction with set members. Vygotskian's action triangle and zone of proximal development offers implications for human resource management (HRM) and human resource development (HRD). Action learning can provide the context for organisations to develop a learning and innovative culture.

The wicked problem of employee wellbeing: creating safe space within a change laboratory

“…This socio-cultural perspective contributes to the theory of action learning by illuminating how activity is mediated by cultural means, the rules and tools operating in an activity system. From this perspective action is conceptualised as socio-cultural mediated practice and operates through the ongoing process of sensemaking, (Gold and Yeo 2012). This perspective provides a focus upon learning and agency in the workplace and supports a more complicated understanding of 'wicked problems', viewed as the challenges and tensions which emerge in practice as break-downs, clashes or problems (Edmonstone, Lawless, and Pedler 2019).…”

“…Similar to action learning, activity theory scholars are committed to understanding and enabling change, learning and the development of new practices. This action orientation and socio-cultural perspective is aligned with an action learning ethos as both approaches are interested in how action and learning are intertwined to produce goal-oriented outcomes (Gold and Yeo 2012). Bourner and Rospigliosi (2019) define an ethos of action learning as the values and beliefs that underpin action learning interventions.…”