or the past two years, the opening plenary session at the Association of Business Communication's (ABC's) annual convention has L. included presentations from both the Outstanding Teacher Awardee and the Outstanding Researcher Awardee. The purpose for including both presentations in the opening session is to draw attention to the synergies between teaching and research-a synergy that I believe is critical for ABC's growth and development.In their presentations (this issue), the outstanding teacher awardee, Jenny Gilsdorf, and the outstanding researcher awardee, Jone Rymer, offer us poignant stories about their personal and professional growth. I believe, however, that these narratives not only tell us about two scholars' developmental journeys, but also mirror a developmental journey of our own Association. Their journeys exemplify a process of generative learning that is core to both individual and organizational transformation.The purpose of my presentation there and present paper is to provide an integrating framework for exploring the linkages between the ideas put forth by Gilsdorf and Rymer. To develop this framework, I will use a psychodynamics perspective to examine the connections among individual development, an organization's developmental process, learning, teaching and research.
Individual JourneysCombined, Jenny Gilsdorf and Jone Rymer have taught and conducted research for more than 45 years. Both of their narratives provide illustrations of the developmental tasks they have faced as teachers and researchers, their coping strategies and their subsequent generative learnings (Senge, 1990a).Jenny Gilsdorf tells a personal story not only about her students and the changes in her students' use of the English language, but also tells us