This article proposes a framework relevant to the continuous learning of individuals and organizations. Drawing from the theory of experiential learning, the article proposes conversational learning as the experiential learning process occurring in conversation as learners construct meaning from their experiences. A theoretical framework based on five process dialectics is proposed here as the foundational underpinning of conversational learning. The five dialectics-apprehension and comprehension; reflection and action; epistemological discourse and ontological recourse; individuality and relationality; status and solidarity-are elaborated. As participants engage in conversation by embracing the differences across these dialectics, the boundaries of the dialectics open a conversational space. Attending to this conversational space enables those in the conversation to remain engaged with each other so that differing perspectives can catalyze learning experientially and promote individual learning and organizational learning.Members of an executive management team have been working for about a year to learn how to collaborate more productively as a team. Over the year, it becomes increasingly clear that without major changes in the company's direction or dramatic improvements in the economy, the future does not look good for their company. At their last meeting the chair of the executive management team made a bold proposal that, if adopted, will take the company in vastly new directions in an attempt to head off the company's financial problems. The team is now faced with a major decision. Several people on the team are in favor of this bold initiative, which seems irresponsible to one team member, who wants to postpone the decision thinking that the economy may improve without such risks. Another team member suggests that less dramatic changes are needed now. This decision presents the team with their first substantial test to gauge the progress they have made in their efforts to learn how to work together more effectively as a team. Downloaded from As you read this scenario, what comes to your mind? What are the 'next steps' you would probably want to take if you were a member of this executive management team? Are there clear answers? From your perspective, is there one path to resolution, one truth? Would conversations play a role in next steps?While individual responses about next steps are likely to vary appreciably, most people would agree that conversations play a major role in the decision-making process. If candid and respectful conversations are a well-established norm for the team, it is more likely that people can begin to understand each other's perspectives somewhat more easily. If frequent, candid conversations are more of an anomaly, the impact can be dramatically different. What contributes to conversations that offer ongoing opportunities for seeing perspectives not imagined before and for learning from each other? If people can share and learn from each other's experiences, their decisions may ...

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Given the varied backgrounds, experiences, and perspectives among students and faculty in management education and organizational studies programs, often teachable moments present themselves around differing perceptions. Seizing these moments to talk about difficult, controversial issues—or undiscussables—can catalyze and deepen learning. This article delves into the underutilized resource of class conversations for conversational learning. It explores how to prepare more receptive learning environments and how to prepare faculty to facilitate conversational interactions that can promote a more complex level of learning. The article concludes with two illustrations from actual classroom work.

To transform experience into learning, reflection that often occurs through the medium of conversation is necessary. Specifically, we focus on conversation in debriefing and processing sessions following simulations and games as opportunities for transforming experience into learning. We suggest approaching debriefing sessions with a redefined role of the facilitator as one who has profound respect for the wisdom and voice of each participant and an openness to surprise and personal learning. Careful attention needs to be given to creating a hospitable and receptive space to hold and nurture the debriefing conversations. Specific contextual considerations in creating that space include making a conscious effort, attending to concerns of perceived safety, moderating the energy level, confronting conflict in ways that are growth promoting, valuing and encouraging the integration of the head and the heart of each participant, and valuing reflective listening as highly as active speaking.

Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school (Grande Ecole). Qualitative feedback and personal observations on the implementation and outcomes of using this new learning paradigm reveal that although the steps from teaching to learning initially tested for MBA students in the United States are widely accepted, there were unexpected obstacles and opportunities in setting up the model in France. Some of these differences can be attributed to culture, particularly to immensely different educational philosophies that shape attitudes and norms within French classrooms and to the notion of learning itself, which is normalized by the social expectations of careers in management forged in French history. This article provides the theoretical basis of the particular learning model tested, describes the conditions