A Model of Actionable Knowledge Development for Human Resource Development Practitioners
Subject Areas :
Abbas abbaspour
1
(Full Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran)
Mostafa Hassanzadeh
2
(PhD student in educational management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran)
Morteza Taheri
3
(Associate Professor, Department of Educational Planning and Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran)
Mirali seyednaghavi
4
( Professor, Department of Public Administration, Faculty of Management and Accounting, Allameh Tabatabai University, Tehran, Iran)
Keywords: Development, actionable knowledge, practitioners, human resource development,
Abstract :
The gap between theory and practice has always been a subject of debate among theorists and practitioners. Practitioners frequently critique the limited applicability of theory in real-world organizational settings, while researchers express concern over the perceived lack of theoretical grounding in Human Resource Development (HRD) practice. In response to this critical issue, actionable knowledge development has emerged as a key area of investigation. The present study aims to address this gap by proposing a model for the development of actionable knowledge among HRD practitioners. Employing a qualitative research approach, the research data were collected through semi-structured interviews with a sample of 24 HRD practitioners from Iran’s administrative system. To this end, thematic coding strategies (open and axial) were used to analyze the interview data. The findings revealed a cyclical model of actionable knowledge development, characterized by six key stages. These stages revolve around two axes: "knowing" and "doing." The "knowing" axis encompasses three stages: Receiving, adapting, and searching for knowledge. The "doing" axis, conversely, comprises three stages: Legitimizing, reconfiguring, and rendering knowledge into practice. By fostering attention to this cyclical model, individual and organizational development can be facilitated. Furthermore, this model has the potential to bridge the gap between the social system of science and the social system of practice, ultimately promoting the formation and application of practical knowledge for HRD practitioners to effectively address everyday challenges.
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