Using Focused Conversation in the Classroom
Abstract
Focused conversation is a method of collecting observations, emotions, interpretations, and decisions from groups that have shared a significant experience. This article reports how the author used focused conversation to discuss the events of September 11 with students in three sections of a master’s-level organizational change class in the week following the Trade Center and Pentagon attacks. It discusses ways of using focused conversation in the classroom and in the workplace in a wide range of applications.
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Reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases.
“Indeed, reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases [42,43].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [42]
The objective step is important for capturing the concrete aspects of the authentic learning environment and sets the stage for deeper exploration in the following steps.
“This step is important for capturing the concrete aspects of the authentic learning environment, and sets the stage for deeper exploration in the following steps [39,42].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [42]
The interpretive step of the model is crucial for encouraging critical thinking and connecting real-life experiences to broader contexts.
“This step is crucial for encouraging critical thinking and connecting the real-life experiences to broader contexts [39,42,43].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [42]
Cited by
Sorted by citations
Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7 · see citing works
“Then, the third stage is about analyzing and interpreting the experience, involving the meaning, significance, issues, and challenges [42,43].”
BackgroundInfluential
- Authors
- Spee, J. C.
- Affiliations
- University of Redlands (US)
- Corresponding author
- Spee, James C.
- ORCID
- Spee, James C.
- Venue
- Journal of Management Education
- Publisher
- SAGE Publications
- Published
- 2005-12
- Volume
- 29
- Issue
- 6
- Pages
- 833-851
- ISSN
- 1052-5629 (ISSN-L)
- 1552-6658
- OpenAlex
- W2167948203
- Cited by
- 13
- References
- 0
- Citations by year
- 2024: 2 · 2023: 1 · 2022: 1 · 2020: 2 · 2019: 2 · 2018: 2 · 2015: 1 · 2012: 1
- FWCI
- 1.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Organizational Behavior Teaching Review (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Focus Groups and Qualitative Methods
- Social Sciences › Business, Management and Accounting › Management of Technology and Innovation › Management and Marketing Education
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- September 11 attacks, classroom discussion, organizational change, group decision making, collective experience, workplace applications
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