Conversational Moves That Matter

Abstract

Cross-organizational "learning conversations" are an important source of informal learning among professionals, though little is known about whether specific characteristics of conversational interaction contribute to different learning outcomes in such conversations. This mixed-methods study examined the relationship between what (learning outcomes) and from what (specific conversational contributions) 79 executives from 22 organizations reported they learned from informal, peer-led conversations. Findings suggest that (1) there are unique associations between different types of reported learning outcomes and specific types of conversational contributions that are controversial, narrative, and inquiry in nature and (2) higher and/or lower proportions of certain conversational moves may support particular types of learning outcomes. We conclude with a discussion of findings and how they can support developing more nuanced taxonomies of effective discourse for informal learning, and identify areas for future research.

Unpacking the Mechanisms Shaping Perceptions of Quality in Early Childhood Education Research and Practice as Illuminated by Cross- Cultural Conversations Between Practitioners from Britain and Jamaica

“…Because we understood lack of focus as one of the dangers that might potentially emerge while we engaged in our discussion, prior to commencing each conversation, we outlined an unofficial agenda to detail what we wanted to discuss in the session. In addition to helping to minimize the frequency of straying too far off on tangents, it also helped us to ensure that we were "productive" in each conversation by ensuring we addressed key issues relevant to our contexts (Hartung & Wilson, 2016).…”