ABSTRACT
In this chapter we wish to argue for a more vigilant approach to the unintended outcomes of HRD pedagogies. We will seek in particular to understand the identityshaping role of learning in organisations, the politics of pedagogical practices and the implicit as well as explicit assumptions framing our decisions to introduce HRD practices and make learning interventions inside organisations. We seek to inquire into our pedagogical practices as educators, developers and designers of programmes – ranging from internally focussed customised courses to university accredited qualifications. We suggest that we may be neglecting in practice a number of unintended outcomes that impact upon both the individual and the organisation.
