David A. Kolb

Despite conflicting belief systems and other divisive problems, people can still learn from each other to create new knowledge. The medium is conversation. This challenging new book asserts that business conversations can be seen as social experiences through which we discover new ways of seeing the world, destroying the barriers between us. When this occurs, new knowledge can emerge or be developed. How can people learn from their differences, rather than be divided by them? One way is by creating conversational spaces—areas where conversation occurs. 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. With illustrations and case studies, the authors demonstrate the practical value of conversational learning in diverse organizational settings. Emphasis is shifted from techniques that are essentially insensitive to different contexts, attitudes, and beliefs, focusing instead on a theory of learning that is more social and interactive. This remarkable new source of explanatory theory validates an intensely pragmatic way to help organizations get people talking to one another, thereby advancing the well being of the organizations and those within them.

Being a lifelong learner is one of the secrets to happiness, success, and personal fulfillment. But what's the best way to become one? Kay Peterson and David Kolb have the answer. They offer deep, research-based insights into the ideal process of learning and guide you in identifying your dominant style. You'll discover how knowing your learning style can help you with all kinds of everyday challenges, from remembering someone's name to adding a crucial professional skill to your repertoire. This book is a guide to awakening the power of learning that lies within each of us.

Based on the experience of the restructuring of the MBA program atCase Western Reserve University, the book describes thetransformation of a program from one where student learning wasincidental to teaching and research into one where learning ispreeminent. Draws from ten years of curriculum change efforts totrace the entire process of program redesign, from initialdiscussion to implementation and evaluation. Examines strategicplanning within the professional school and describes in detail theManagerial Assessment Course--a key element of the new program anda driving force for self-directed learning. The book provides specific designs, methods, and procedures forconducting outcome assessment studies, including five typesparticularly relevant to professional schools: alumni studies,employer studies, faculty studies, student-change studies, andprofessional competency studies. Throughout the book, the authorsand contributors describe a wealth of useful, thought-provokingideas and learnings on management education and institutionalchange.