"Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily; and why older persons, especially if vain or important, cannot learn at all."
Thomas Szasz, author and Professor Emeritus in Psychiatry at the State University of New York

Learning Conversations^SM

What is a “learning conversation”?
Imagine having a conversation that led to deep understanding. Participants are fully engaged. Information and insights build on each other and connections with prior knowledge and current issues are everywhere. “Aha!” moments occur as assumptions are explored and either confirmed or found to be no longer valid. Time flies and energy builds. Answers or ideas seem to come from nowhere and everywhere. Agreements are easier to reach and commitments to act are stronger. This is a learning conversation.

Learning conversations are a way of approaching an exchange with another person or group as well as a set of skills and practices. As a way of approaching an exchange they are structured to provide the optimal environment in which to communicate to learn. The structure and resulting processes generate the conditions for trust and openness combined with balanced relationships and respect. Such structures allow participants to work toward communication that is helpful, candid and able to be heard by others.

This type of communication is different than informal conversations, presentations, or feedback. In today’s fast-paced, complex world success depends on the engagement and contributions of each employee. Learning conversations promote full understanding of others’ thinking and draw out the solutions/ideas/goals that are inherent within the organization. Learning conversations focus on deep understanding and are built on multiple academic theories from the helping and learning disciplines ¹ that have been real-world tested. They are a fundamental building block of strong working relationships, creative solutions and smart organizations.

In a learning conversation:
– There is no “expert” holding the one right answer
– Participants listen to understand rather than refute
– Questions are asked to gain information or pose possibilities for consideration, not to trap others
– Attention is on learning through the conversation rather than one specific outcome

What are some uses of learning conversations?
Learning conversations use communication skills that everyone has – speaking what is in your mind, listening to others and asking questions. However learning conversations also require that these skills be used positively as tools to craft understanding and action rather than as weapons to win a point. The goal is to learn the way to the solution. This requires being attentive to how the conversation occurs and having the discipline to hone your ability to communicate skillfully.

Typical pitfalls that can derail learning in traditional conversations include:
– Listening to rebut rather than to understand
– Defending rather than exploring assumptions
– Responding emotionally rather than using the emotion to inform your understanding
– Holding back observations or questions rather than letting them be addressed
– Communicating as the “expert” rather than learning with others
– Responding impulsively rather than fully listening and understanding

Skills necessary to learn in a group setting can be honed through conscious application.

What skills are involved in successfully conducting a learning conversation?
Most learning conversations only require the basic communication skills that everyone has – the ability to speak what is in your mind, listen to others and ask questions. However learning conversations also require that these skills be used positively as tools to craft understanding and action rather than as weapons to win a point. The goal is to learn the way to the solution, not be “told”. This requires being attentive to knowing the right tool needed for the job and having the discipline to hone your ability to use the tool skillfully.

Typical pitfalls that can derail learning in traditional conversations include:
– Listening to rebut rather than to understand
– Defending rather than exploring assumptions
– Responding emotionally rather than using the emotion to inform your understanding
– Holding back observations or questions rather than letting them be addressed (fear)
– Communicating as the “expert” not seeing the need to learn with others
– Responding without reflection
Skills necessary to learn in a group setting can be honed through conscious application and practice.

Contact Parallax for more information on how a learning conversation could be helpful to you, your team or organization.
 

¹ Learning conversations draw on the work of:
– Chris Argyris, (double loop learning) link to http://www.infed.org/thinkers/argyris.htm 
– Solomon Asch (effective communication) link to http://www.psych.upenn.edu/sacsec/about/solomon.htm 
– David Bohm (dialogue) link to http://www.fcg.com.au/reflections/sustex3.html 
– Carl Rogers (client-centered support) link to http://www.ship.edu/~cgboeree/rogers.html 
– Edgar Schein (process consultation) link to http://web.mit.edu/scheine/www/home.html 
– Peter Senge (systems thinking, personal mastery, mental models, shared vision and team learning) link to http://www.infed.org/thinkers/senge.htm 

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