Dedication

To my wife Bianca,

I have wrestled with words to find a way to thank you…

I still don’t know how.

Acknowledgements

First, I wish to express my thanks to the members of my supervisory team.

Prof. Anne Munro, my Director of Studies, for sponsoring this study and for her kindness and outstanding support throughout.Her generous criticisms and insights have enabled timelychanges to both the content and structure of this thesis and informed its stronger points. Its weaknesses are unfortunately my own.

Dr Helen Francis, who ignited my interest in doing a PhD and, however inconceivable, saw in me some potential as a doctoral candidate and lecturer.Our friendly ‘ontological debates’ have been a constant source of intellectual stimulation and helped me develop into a more self-conscious critical realist.

Prof. Sandra Watson, who has consistently provided me with useful pointers to the HRD literature. Her comments on my work were always encouraging and provided valuable guidance on how to clarify some of the key points and arguments developed in this thesis.

Prof. Diana Woodward, who brought added perspective to the framing of the thesis and for being such a great source of motivation.

Prof. Robert Raeside, for sitting on my annual reviews and for his valuable suggestions regarding the empirical investigation.

Mrs Norma D’Annunzio-Green, my Subject Group Leader, for her continuous support and precious advice and for helping me juggle work demands with those of a PhD.

Well-deserved thanks to the staff members of HealthServ who have supported me ‘in the field’ and have contributed to the successful completion of the empirical component of this study. I owe a great debt to my Local Collaborator, who facilitated access to all the required resources and made my time at HealthServboth instructive and enjoyable. Special thanks to members of the HRD function who offered particular support and to all research participants for their involvement and assistance, all of it invaluable.

Finally, an acknowledgement of a rather different sort to my morale-boosting wife and friend Bianca. Thank you for yourunswervingcommitment and for having listened with unbelievable patience to my endless intellectual meanderings.

Declaration

I declare that the work in this thesis was carried out in accordance with the regulations of EdinburghNapierUniversity and has not been submitted in part or in whole for any other academic qualification.

The work is original and the use of data or ideas from others are indicated by specific reference in the text as no effort was spared to avoid plagiarism.

Any views expressed in the thesis are those of the author.

Signed………………………………………Date……………………..

Abstract

This study was stimulated by the recent emergence of Critical HRD (CHRD)and its resonance with the transformational role that the HRD function is called to play within the changing context of a local healthcare organisation, referred to here as HealthServ.The purpose is twofold: (i) to expand the emerging yet elusive conceptof HRD from a Critical Theory (CT) perspective and (ii) to use it as an analytical lens to investigateHealthServ’s HRD function (given the name of HealthServ.Learning)and develop, on the basis of the findings, a framework for improving the conditions for CHRD practice within HealthServ. This is accounted for by the two key components of the study: one theoretical, and the other empirical.

The theoretical componentinvolves an unmediated approach to the conceptual expansion of CHRD, which revisits four central themes in the CT of the FrankfurtSchool. The main feature of this exercise is the location of CT’s project of human emancipation at the heart of CHRD and the development of a conceptual framework integrating 12 key CHRD roles, which is primarily targeted at academics and researchers. Its aim is not only to reinforce the current conceptualisation of CHRD but also to attach new meanings and responsibilities to itin an attempt to enhance its emancipatory potential. A model is then developed to show how these 12 key CHRD roles can be effectively delivered through Critical Action Learning Sets (CALS) enriched by the precepts of CT. Importantly, the model draws upon the notion of constructive wave interference to elicit thinking about the necessary pre-conditions for organisation-wide and sustainable CHRD practice.

The empirical componententails the adoption of a case study strategy which combines a range of qualitativedata collection methods and a dialectical mode of investigation to probe HealthServ.Learning as the main unit of analysis. An explanatory critique (consisting of a negative followed by a positive critique) is developed to both expose and reconcile the internal contradictions of HealthServ.Learningin light of a CT-enabled concept of CHRD. The research findings suggest the following: although HealthServ.Learningdisplays a nascent emancipatory intent and bears some resonance with the precepts of CHRD, it is primarily driven by a strong strategic focus and deep-seated performative values – and would thus struggle to live up to the standards and principles of a CT-enabled conceptof CHRD. A framework aimed at HRD practitioners is then developed on the basis of the findings in an attempt to improve the conditions for CHRD practice across HealthServ.

Table of Contents

Page

Dedication ii

Acknowledgementsiii

Declarationiv

Abstractv

Table of Contentsvi

List of Tables xii

List of Figures xii

List of Abbreviations xiv

Chapter 1INTRODUCTION

1.1Introduction1

1.2Research Aim and Objectives6

1.3Key Components of Study7

1.4 Organisation of Study9

PART I – THEORETICAL COMPONENT

Chapter 2THE EMERGENCE OF CHRD:TOWARDS A

POST-REFLECTIVE UNDERSTANDING OF HRD?

2.1Introduction15

2.2HRD: A Brief Overview16

2.3The Emergence of CHRD25

2.4The Practice of CHRD29

2.5The Future of CHRD33

2.6Chapter Summary35

Chapter 3METHODOLOGY I – THEORYBUILDING

3.1Introduction37

3.2Sociological Paradigms and the Nature of

Social Scientific Research35

Page

3.3The Interparadigmatic Character and Key Features of CT46

3.4Critical Realism49

3.5 Research Position56

3.6Reflexivity: Significance of a CT-Enabled Expansion

of CHRD58

3.7Chapter Summary63

Chapter 4THE CTOF THE FRANKFURTSCHOOL:THE CENTRALITY

OF THE PROJECT OFHUMAN EMANCIPATION

4.1Introduction65

4.2The CTof the Frankfurt School66

4.3Historical Background67

4.4Theoretical Spectrum69

4.5The Character of CT73

4.6Synopsis of Central Themes in CT76

4.7Chapter Summary79

Chapter 5THE DIALECTIC OF ENLIGHTENMENT:A SEARCHING

ASSESSMENT OF THE PROJECT OF HUMAN EMANCIPATION

5.1Introduction80

5.2A Diagnosis of the Times81

5.3The Meaning of Dialectic of Enlightenment81

5.4The Principle of Domination84

5.5On Instrumental Reasoning85

5.6The Enlightenment and Positivism88

5.7Homer’s Odyssey: A Psychoanalysis of

Enlightenment Rationality89

5.8Chapter Summary94

Chapter 6 ONE-DIMENSIONAL MAN:A DAMNING INDICTMENT

OFONE-DIMENSIONAL THINKING

6.1Introduction95

Page

6.2A Call to Arms96

6.3Consumerism and Mass Culture97

6.4Positivism v. Dialectical Thinking101

6.5Chapter Summary104

Chapter 7THE CRITIQUE OF TECHNOCRACY:THE RISE OF A

TECHNOCRATIC CONSCIOUSNESSAND THE DENIAL OF ETHICS

7.1Introduction106

7.2An Autocratic Philosophy of Technics107

7.3Technocratic Consciousness108

7.4Technocracy and Ethics111

7.5Chapter Summary114

Chapter 8COMMUNICATIVE ACTION THEORY:THE DISCURSIVE

RECONSTRUCTION OF THE CONDITIONS FOR

HUMAN EMANCIPATION

8.1Introduction116

8.2Rekindling CT’s Project of Human Emancipation117

8.3Communicative Action118

8.4The Colonisation of the Lifeworld119

8.5The Ideal Speech Situation121

8.6Discourse Ethics126

8.7Chapter Summary128

Chapter 9A CONCEPTUAL EXPANSION OF CHRD:

12 KEY CHRD ROLES FROM A CT PERSPECTIVE

9.1Introduction130

9.2Application of Dialectic of Enlightenment (DOE) to CHRD131

9.3Application of One-Dimensional Man (IDM) to CHRD140

9.4Application of Critique of Technocracy (CTECH) to CHRD143

9.5Application of Communicative Action Theory (CAT) to CHRD147

9.6CHRD Framed: 12 Key CHRD Roles from a CT Perspective154

Page

9.7CHRD: An Advanced Paradigm Rooted in Dialectic Thinking158

9.8Chapter Summary160

Chapter 10A METAPHORICAL MODELFORCHRD PRACTICE

10.1Introduction163

10.2Gauging the Generative Capacity of Metaphors164

10.3Wave Interference: A Live Root Metaphor for CHRD Practice166

10.4A Metaphorical Model for CHRD Practice168

10.5Key Implications of Model173

10.6Chapter Summary177

PART II – EMPIRICAL COMPONENT

Chapter 11HEALTHSERV.LEARNING (HSL): AN HRD FUNCTION

AT THE CENTRE OF AN AGENDA FOR CHANGE

11.1 Introduction180

11.2 HealthServ: Organisational Background181

11.3Nature of Change at HealthServ182

11.4HSL: A Lever for Strategic Change188

11.5Resonance with CHRD Precepts and Values191

11.6Chapter Summary193

Chapter 12METHODOLOGY II - EMPIRICAL RESEARCH

12.1Introduction195

12.2Overview of Research Methodology196

12.3Research Philosophy197

12.4Research Approach198

12.5Research Design199

12.6Data Collection and Analysis200

12.7Evaluation of Research Findings211

12.8Ethical Considerations214

12.9Reflexivity217

Page

12.10Chapter Summary222

Chapter 13THEMATIC ANALYSIS: HSL FROM A DOE PERSPECTIVE

13.1Introduction225

13.2KR1: HSL as Redeemer of the Project of Human Emancipation227

13.3KR2: HSL as Detector of Modes of Domination230

13.4KR3: HSL as Facilitator of Creative Reasoning236

13.5KR4: HSL as Promoter of Non-Positivist and Radical Research241

13.6KR5: HSL as Psychoanalytical Tool245

13.7Explanatory Matrix: Overview of HSL from a DOE Perspective250

13.8Chapter Summary253

Chapter 14THEMATIC ANALYSIS: HSL FROM A IDM PERSPECTIVE

14.1Introduction255

14.2KR6: HSL as Custodian of an Emancipatory Culture255

14.3KR7: HSL as Endorser of a Dialectical Mode of Thinking261

14.4Explanatory Matrix: Overview of HSL from a IDMPerspective266

14.5Chapter Summary268

Chapter 15THEMATIC ANALYSIS: HSL FROM A CTECH PERSPECTIVE

15.1 Introduction270

15.2KR8: HSL as Shaper of Technology Development

and Application270

15.3 KR9: HSL as Guardian of Ethics274

15.4Explanatory Matrix: Overview of HSL from a

CTECH Perspective280

15.5 Chapter Summary281

Chapter 16THEMATIC ANALYSIS: HSL FROM A CAT PERSPECTIVE

16.1 Introduction282

16.2KR10: HSL as Caretaker of the Organisational Lifeworld282

Page

16.3 KR11: HSL as Coordinator of ISS-Enabled CALS286

16.4KR12: HSL as Agent of Workplace Democracy292

16.5Explanatory Matrix: Overview of HSL from a

CAT Perspective296

16.6 Chapter Summary298

Chapter 17AFRAMEWORK FOR IMPROVING THE CONDITIONS

FOR CHRD PRACTICE WITHIN HEALTHSERV

17.1 Introduction300

17.2An Integrative Framework for CHRD Practice

within HealthServ301

17.3Chapter Summary309

Chapter 18IMPLICATIONS OF STUDY

18.1 Introduction311

18.2 Achievement of Aim and Objectives311

18.3 Contribution of Study312

18.4Implications for further CHRD Research318

References

Appendices

Appendix 1HealthServ: Overview of Organisational Background

Appendix 2Participant Information Sheet

Appendix 3Consent Form

Appendix 4Approach to Document Analysis and Indicative List of key

Documents Consulted

Appendix 5Outline of Semi-Structured Interviews

Appendix 6Hierarchical Coding Scheme

Appendix 7Template for Data Display and Analysis

List of Tables

Page

Table 1.1Research Aim and Objectives6

Table 2.1Sambrook’s Concept Analysis of CHRD28

Table 8.1Process and Potential Outcomes of the ISS124

Table 9.1Application of DOE to CHRD131

Table 9.2Application of IDM to CHRD140

Table 9.3Application of CTECH to CHRD143

Table 9.4Application of CAT to CHRD148

Table 9.512 Key CHRD Roles from a CT Perspective155

Table 13.1Explanatory Matrix: Overview of HSL from a

DOE Perspective250

Table 14.1Explanatory Matrix: Overview of HSL from a

IDM Perspective266

Table 15.1Explanatory Matrix: Overview of HSL from a

CTECH Perspective280

Table 16.1 Comparison between HSL’s Action Learning Sets

and ISS-Enabled CALS292

Table 16.2Explanatory Matrix: Overview of HSL from a

CAT Perspective296

Table 17.1An Integrative Framework for CHRD Practice

within HealthServ302

List of Figures

Fig.1.1Schematic Representation of Key Components of Study7

Fig.1.2Organisation of Study9

Fig.3.1Objectivist v. Subjectivist Philosophies of Science39

Fig.3.2Regulation v. Radical Change Social Theories41

Fig.3.3Burrell and Morgan’s Framework of Four Sociological

Paradigms43

Fig.3.4The Interparadigmatic Character of CT47

Fig.3.5A Stratified View of Reality51

Fig.3.6Models of Structure-Agency Relationship53

Page

Fig.3.7Overview of Research Position56

Fig.3.8Reflections on CT-Enabled Expansion of CHRD59

Fig.4.1Overview of the CT of the First and Second Generations

of the FrankfurtSchool66

Fig.8.1The Colonisation of the Lifeworld by the System121

Fig.10.1A Metaphorical Model for CHRD Practice169

Fig.11.1 HealthServ: Key Drivers for Change183

Fig.11.2Charting the Change Process at HealthServ184

Fig.11.3HealthServ: A Proactive Strategic Re-orientation186

Fig.11.4HSL: A Lever for Strategic Change189

Fig.12.1 The Research Onion: Peeling Off the Layers of the

Research Methodology196

Fig.12.2 Adopting an Abductive Approach to Research198

Fig.12.3 Overview of Data Collection and Analysis Process201

Fig.12.4Timeline for Data Collection 204

Fig.12.5Development of Interview Questions205

Fig.12.6An Iterative Process of Data Analysis and Interpretation209

Fig.12.7Logic Model for Explanatory Critique210

Fig.12.8Overall Credibility of Research Findings211

Fig.12.9Ethical Considerations Pervading the Research Process215

Fig.12.10Reflexivity: Key Learning Points Arising from

the Research Process218

Fig.13.1Factors Impacting Clarity of HSL’s Remit and

Responsibility in Relation to Employee Emancipation230

Fig.13.2 Factors Working Against Dedicated System for Detection

and Removal of Sources of Domination at HealthServ232

Fig.13.3 Relationship between HSL’s Key LearningInitiatives

and Satisfaction of Employees’ Emancipatory Needs236

Fig.13.4 Factors Leading to Disconnect between Intent and Workplace

Experience in Relation to Exploitive/Oppressive Behaviours238

Page

Fig.13.5 Initiatives to Improve Working Conditions:

Intended Ends Re-instrumentalised as Means240

Fig.13.6 Factors Leading to Dearth of Emancipatory

Qualitative Research within HSL242

Fig.13.7 Relationship between Rank/Status and Perception

of Shaping Power within HSL245

Fig.13.8 Psychoanalytical Insight into Persistence ofInstrumental

Attitudes and Behaviours across HealthServ 247

Fig.13.9 Relationship between In-built Job Flexibility and

Employee Freedom and Autonomy within HSL249

Fig.14.1 A Stratified Understanding of Factors Impacting

Learner Voice and ‘True’ Needs & Interests259

Fig.14.2 Bi-Polar Factor Influencing Possibility for

Non-Conformity & Challenge within HealthServ261

Fig.14.3Factors Influencing Meanings Attached to HSL263

Fig.14.4 Factors Influencing Modelling Activity within HSL265

Fig.15.1 Charting the Evolution of E-Learning within HealthServ

to highlight HSL’s Role as Shaper of Technology Application274

Fig.15.2 Factors Preventing the(Moral) Validation of Ends

Relating to E-Learning277

Fig.15.3 Factors Influencing Harmony between HealthServ’sMoral

Value System and Broader Normative-Legal Framework279

Fig.16.1 Causal Influence of Wider Political Discourse on Absence

of Process of Negotiation to Preserve & Consolidate

HSL’ s Emancipatory Intent285

Fig.16.2 Factors Limiting HSL’s Role as Agent of

Workplace Democracy295

Fig.18.1 Plato’s Cave: Highlighting the Contribution of the Study313

List of Abbreviations

CALSCritical Action Learning Sets

CATCommunicative Action Theory

CHRDCritical Human Resource Development

CMSCritical Management Studies

CPCritical Pedagogy

CTCritical Theory

CTECHCritique of Technocracy

DOEDialectic of Enlightenment

HRDHuman Resource Development

HSLHealthServ.Learning

HWLHealthy Working Lives

IDMOne-Dimensional Man

IHRDInternational Human Resource Development

IiPInvestors in People

ISSIdeal Speech Situation

KSFKnowledge and Skills Framework

L & DLearning and Development

ODOrganisational Development

SCHWLScottish Centre for Healthy Working Lives

SHRD Strategic Human Resource Development

1