The role of 'silence' in Human Resource Development

Deborah Blackman, Eugene Sadler-Smith

    Research output: Contribution to conference (non-published works)Abstract


    This paper is concerned with the epistemology of ‘silence’ and its relevance to human resource development (HRD) theory and practice. Education, training and HRD have largely been concerned with learning that is explicit, with the consequence that HRD has tended to privilege explicit forms of knowledge and explicit learning processes over tacit forms of knowledge and knowing. In this paper we present a typology of silence based upon the dimensions of silent/nonsilent, voluntary/non-voluntary and individual/collective. The epistemology of ‘silence’ is an important issue for HRD because: firstly, recognition of the distinctive nature of silence and the related notion of ‘tacitness’ is important for the ways in which learning itself is conceptualised (inclusive rather than exclusive, and tacit as well as explicit); and secondly a better understanding of silence and the ways in which it manifests is likely to have relevance for how HRD is planned, facilitated and managed.
    Original languageEnglish
    Number of pages12
    Publication statusPublished - 2007
    EventGlobalisation versus Glocalisation - Oxford, United Kingdom
    Duration: 27 Jun 200729 Jun 2007


    ConferenceGlobalisation versus Glocalisation
    Country/TerritoryUnited Kingdom


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