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The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).

This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.

The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.

The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.

The complex world in which we reside is calling for more critical approaches to address the precarity experienced by the most marginalized in social systems. However, human resource development (HRD) lacks empirical data to describe, define and project the objectives and future directions of Critical HRD in today’s turbulent and volatile times. Therefore, the purpose of this study is to examine the historical and contemporary progression of Critical HRD, as described by nine of its most well-known scholars.

Data were collected through semistructured interviews, and a constructivist grounded theory coding approach was applied during analysis to identify themes and patterns.

The findings of this study highlight the persistent scholarship versus practice divide among Critical HRD scholars, suggesting that Critical HRD may merely be an academic undertaking and something not practiced within the public domain. The authors call for an evolution of Critical HRD toward more practice- and action-oriented approaches to scholarship and teaching so that meaningful changes can take place in actual organizations and workplaces.

To the best of the authors’ knowledge, this study was the first to empirically show that there is a real research–practice gap, particularly among Critical HRD scholars. Critical HRD scholars need to take these findings seriously as an opportunity to reflect on how they can take Critical HRD to the next level beyond academic discourse.

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.

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.

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.

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.