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This manuscript presents a theory-based, research-driven learning intervention embedded in the process of programme evaluation. Based within three theoretical frames (learning organization, communities of practice and knowledge construction), it describes conceptual processes undertaken by researchers and the resulting practical HRD [human resource development] learning intervention implemented in a real-world context. The intervention findings suggest the theoretical framework enhanced the 'output' of conference attendees' mega-, macro- and micro-level learning. Attendees reported significant learning as a result of participating in the evaluation. Implications for enhancing knowledge construction in programmes and conferences are discussed.