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ERIC Number: ED534627
Record Type: Non-Journal
Publication Date: 2011
Pages: 269
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-0138-2
Learning to Internalize Action Dialogue
Cotter, Teresa Ellen
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
The purpose of this case study was to explore how participants of a communications workshop, "Action Dialogue," perceived their ability to engage in dialogue was improved and enhanced. The study was based on the following assumptions: (1) dialogue skills can be learned and people are able to learn these skills; (2) context and emotion influence how people apply dialogue principles; and (3) organizational culture plays a role in enhancing or inhibiting the transfer of learning. The researcher believes a better understanding of this phenomenon yields insights into fostering dialogue in a variety of settings to improve communication across different perspectives, strengthen relationships, and impact business results in organizations. Data collection methods included in-depth interviews with 19 workshop participants, a focus group, and document analysis. Participants spanned various timeframes since attending the workshop. The constructs for analysis and synthesis of research findings were experiential and informal learning, organizational culture, and transfer of learning. Internalization is viewed as the highest form of transfer. The study set out to examine how participants learned to internalize dialogue and embed it in their practice. The major findings uncovered were: participants found the interaction and balance of asking questions, speaking, and listening were personally and professionally rewarding; reflection and action were valuable supports; all participants reported a change in how they personally communicate; and organizational culture was a key influence on whether or not participants engaged in dialogue. The principal recommendations resulting from this study include: attendees of communication workshops should consciously reflect on experience and context, surface and test assumptions, and keep an open mind. Educators should deliberately encourage learners to combine formal workshop learning with informal learning, such as: reflection on the context and experience; practice, application, and modeling; experimenting with different approaches; and making conscious decisions to use dialogue to internalize the concepts and tools they have been exposed to in a workshop. Managers and leaders should recognize the impact of culture on the application of dialogue and collaboratively surface and examine elements of organizational and workgroup cultures that may enhance and/or hinder the use of dialogue. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A