Conversational Learning: An Experiential Approach to Knowledge Creation

(Hardback)

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Shows how conversations can not only facilitate learning within organizations, but actually create the subject of learning: knowledge itself. Despite different belief systems and other complex, divisive problems, people can still learn from each other and in doing so, create new knowledge. The medium is conversation. The authors of this challenging new book make clear that business conversations can be seen as social experiences. Through them we discover new ways of seeing the world, and this in turn helps destroy barriers between us. When that happens new knowledge can emerge or be developed. Well illustrated with case studies to demonstrate the practical value of conversational learning in variously diverse organizational settings, the authors provide the guidance we need. They shift the emphasis from the more common prescriptive techniques that are essentially insensitive to different contexts, attitudes, beliefs, and instead elaborate a theory of learning that is more social and interactive. When done, we get a remarkable new source of explanatory theory to validate an intensely pragmatic way to help organizations get people talking to each other--and by doing so, advance the well-being not only of their organizations but, equally important, the well-being of themselves in them. The authors begin by asking, how can people learn from their differences and not be divided by them One way is by creating conversational spaces, areas where conversation takes place. The authors show how such spaces are created, maintained, and enhanced, and how they are used to transform different interpretations and perspectives into new common understandings. That the author's theoretical approach is well grounded in empirical research is proven by their detailed case studies, all of them drawn from individual and collective experiences. Their purpose: to influence academics and practitioners to move beyond pure rationalism, and to recognize and value more highly the interactive, social dimensions of learning. To accomplish this they provide guidelines and a conceptual foundation for a more comprehensive approach to learning. They stimulate recognition that the often undervalued resource of conversation is actually an important opportunity to facilitate learning. In fact, it may be the best way within organizational settings to create its own purpose: the creation of knowledge itself.

Reviews

"Baker, Jensen, and Kolb's book brings an important new focus to the exploration of learning. Drawing on the theories of Piaget, Vergotsky, Gadamer, and Kolb, among others, the authors describe and explain the nature of conversation and the ways it furthers learning using examples and stories as well as carefully reasoned analogies and reframed ideas. The book also explores various kinds of conversations in different settings, among different groups. This work adds a significant dimension to the meaning of learning and it is extremely useful for teachers, scholars, and researchers as well as policy makers and administrators. This work takes David Kolb's seminal book, Experiential Learning and examines the theory of experiential learning through the medium of conversations with examples in multicultural settings, cyberspace, organizational development and higher education."-David Justice Vice President, Lifelong Learning, DePaul University and Pamela Tate President and CEO, Council for Adult and Experiential Learning
"Baker, Jensen, Kolb and associates invite us to explore a new research domain with them--one that sees the ordinary and taken-for-granted act of conversation as fundamental to how we learn about and construct our selves, others, and the world. Using the same conversational qualities that they have identified as being conducive to learning and personal growth, they synthesize a vast body of related research, develop a dialectical theory of conversational learning, and present field studies, introspective accounts and probing interviews to illuminate the learning processes in good conversation. Conversations that flow well and feel true are fragile and require a nurturing conversational space which provides safety for differences to be engaged and for transformational learning to occur. Scholars of learning and human potential will be inspired to rethink their own research in ways that better take into account the field of conversational learning developed in this stimulating book."-Richard Boland Professor, Weatherhead School of Management, Case Western Reserve University
"How do we come to understand one another and ourselves through conversation David Kolb and his colleagues explore this timely topic by extending his Experiential Learning Theory model to an interpersonal context. True to their beliefs, they make room for the readers, inviting us to engage in conversation with this provocative text."-David Hunt OISE, University of Toronto
"This book contains insightful discussions of what conversation is and what it does for the learner. It explores a wide range of challenges for the creation of the kinds of conversations that produce learning. A particularly interesting theme addresses the struggles of students as they learn to deal with the responsibility of creating their own conversations. What does one do when students demand teaching That is, when they insist that the teacher must talk and must deliver knowledge As is the case with any work associated with David Kolb, the book is full of deep insights and warm invitation to participate. It will be of interest and value to anyone who thinks seriously about human learning and its transforming power."-James E. Zull Professor of Biology, Director of the University Center for Innovation in Teaching and Education, Case Western Reserve University, Cleveland, Ohio

Author Bio

ANN C. BAKER is Assistant Professor in George Mason University's Program on Social and Organizational Learning, and in its Women's Studies Program. PATRICIA J. JENSEN is Associate Professor of Business and Management at Alverno College, Milwaukee. DAVID A. KOLB is Professor of Organizational Behavior at the Weatherhead School of Management, Case Western Reserve University.