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Pask’s great contribution to cybernetics is to take seriously the notion of interaction in the circular processes that lie at the heart of the subject. From his earliest days he worked with interactive systems. His master work, conversation theory, epitomises the interactive system, which he then extended and generalised into the interaction of actors theory. In this paper, the requirements that conversation places on our understanding of participants is presented in the form of a specification. In particular, the ways of behaving and the assumptions under which we have to behave if we are to be able to converse with success are expounded. These are in great contrast to neo‐Darwinian assumptions. The difference between communication by code and communication by conversation is explored, and the primacy of conversational communication is argued. Finally, it is claimed that the ways of behaving and the assumptions that are the requirements for a conversation to take place are presented as personal qualities that were particularly apparent in Pask himself.

Resistance to change has generally been understood as a result of personal experiences and assessments about the reliability of others. Accordingly, attempts are made to alter these factors in order to win support and overcome resistance. But this understanding ignores resistance as a socially constructed reality in which people are responding more to the background conversations in which the change is being initiated than to the change itself. This paper proposes that resistance to change is a function of the ongoing background conversations that are being spoken and which create the context for both the change initiative and the responses to it. In this context, resistance is not a personal phenomenon, but a social systemic one in which resistance is maintained by the background conversations of the organization. Successfully dealing with this source of resistance requires distinguishing the background conversations and completing the past.

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

Interpersonal skills are now key features of management courses. However, the principles of conversation have not been widely studied. Like any skill, conversation can improve with practice. First, it requires that you know what you are doing and then try out the various skills. Ten key points emerging from the issues raised are outlined as guidelines for skill development.

This paper proposes a research method for analysing talk about accounting concepts, systems and numbers. The authors argue that studying accounting talk in situ is a fruitful way to understand both the role accounting plays in the framing of relationships between individuals and the associated emotional content of these exchanges. As such, the authors argue that conversation analysis (CA) is a useful complement to interviews in qualitative research.

The authors introduce a specific approach to CA called positioning theory, which captures the linguistic and emotional subtleties embedded within interpersonal interactions, and the way accounting impacts and mediates these relations through measuring, assessment and control. The authors draw on one particularly animated conversation about accounting in a manufacturing company. The conversation was a largely emotional and animated exchange between individuals where talk about accounting was imbued with metaphors, violence, sex and humour.

While participants in conversations may appear to draw on similar forms of language and expression, CA allows researchers to see that the meaning of these shared expressions change based on who is saying them, whom they are saying them to and how they are saying them. Dissecting conversations as they unfold, offers a more nuanced and multifaceted understanding of accounting as central to the social fabric of organisational life.

As opposed to interviews, which often suffer from the rationality of hindsight (referred to as retrospective rationality), CA captures the unfolding nature of accounting talk in real-time–not upon reflection.

This paper aims to gather empirical evidence for what colleagues from different organizations reported they learned from informal professional learning conversations. Informal learning conversations with colleagues is a powerful yet understudied source of self-directed, professional development.

This study of mixed methods investigated the types of learning 79 leaders from 22 organizations reported they learned via post-conversation surveys from 44 peer-led discussions over a two-year period.

Survey data suggest empirical evidence of five learning outcomes – informational, conceptual, operational, reflective and social learning. The study describes these categories, the overall distribution of these types of learning in the community and how most conversations were “high-yielding” in a particular outcome.

To the knowledge of the authors, this study is the first to suggest empirical evidence of categories of learning that participants report from informal, cross-organizational learning conversations.

To explore human resource (HR) practitioner perspectives of the effectiveness, challenges, and aspirations of the performance management (PM) system to inform future directions for PM design and success.

Interviews with 53 HR practitioners from a cross-section of organisations operating in the United Kingdom, Canada and New Zealand.

Practitioner's discussed the criticality of effective conversations across all elements of the PM system. Using an interpretive approach, and through a lens of social exchange theory (SET), we used their voice to develop a conversations-based PM model. This model centres on effective performance conversations through the design and implementation of the PM system. It includes four enablers and five environmental elements. The enablers (aligned goals, frequent feedback, skills development, and formality) depend on skilled interactions and conversations, and the organisational environmental elements (design, development function, buy-in, culture, and linkage to other systems) are enhanced when effective conversations take place.

Practitioners can use the conversations model to help shape the way they design and implement PM systems, that place emphasis on upskilling participants to engage in both formal and informal honest conversations to build competency in the enablers and assess organisational readiness in terms of the environmental elements.

By listening to the under-utilised voice of the HR practitioner, and through a lens of SET, we developed a PM model which emphasises reciprocity and relationship building as key tenets of the PM system. While past research recognises the importance of effective conversations for PM implementation, it has largely silent been about the role of conversations in system design. Our model centres these conversations, presenting enablers and environmental elements to facilitate their core position within effective PM.

This article introduces a concept of managing as part of the conversation of organising. It is not so much the idea that managers use conversation, but that conversation is the sea in which they swim. A story is used to lift the conversational processes that both promote and restrict managers’ actions and an alternative identification of leadership as a relationship rather than a gifting or status is suggested.

The aim of this paper is to contribute to making higher education, particularly online education, more relevant and inspiring by orienting it toward the pragmatics and aesthetics of knowing. This paper also demonstrates the relevance of cybernetics and cybernetic thinking in education today.

The author's general strategy is to connect processes of knowing to the purpose of education, thus providing an organizing principle for the design and practice of online education. Nontrivial conversation and aesthetic experience are combined in a cybernetic complementarity, conceptualized as the processes that foster understanding. This serves the purpose of education, defined here as developing an understanding of how knowledge is constructed and fostering ways of knowing that are creative and complex.

Because the world has become increasingly complex, ambiguous, and pluralistic, the type of thinking needed to act and interact in the world must also be complex, e.g. creative, adaptive, relational, and empathetic. Research shows that this type of thinking is brought forth by aesthetic experience and nontrivial conversation. Combining these as processes of knowing provides a non-dogmatic way of orienting education toward student-centered constructivist learning.

Connecting nontrivial conversation and aesthetic experience as processes of knowing is an original contribution to education literature. This is also an exemplar of generating a cybernetic complementarity for conceptual modelling in education design. Anyone interested in how online education can extend efforts to transform higher education so it may better facilitate thinking in ways that are creative and complex will find this paper valuable.

The notion of vulnerability underlies relationships of trust. Trust between leaders and staff is needed to solve concerns that hinder equity and excellence in teaching and learning. The purpose of this paper is to examine whether and how leaders show vulnerability by disclosing own possible contributions to concerns they try to resolve.

Data included transcripts of conversations held by 27 educational leaders about a concern with another staff and a questionnaire about the nature, causes and history of the concern. Questionnaire analysis identified if and how leaders described their own possible contribution prior to the conversation. Transcript analysis identified instances of leaders’ contribution disclosure.

Results indicate that while two-thirds of leaders identified an own contribution, when prompted prior to the conversation, one-third saw no own contribution. Leaders indicated contributing by not acting on the concern, by acting in ways inappropriate or insufficient to resolve the concern, or by not clearly communicating their concern in the past. Eight of the 27 leaders publicly disclosed their contribution in the actual conversation. In some conversations this disclosure prompted reciprocal disclosure of information about the concern and its causes by the other person, aiding a more effective concern resolution.

Through examining leaders’ interpersonal behavior in difficult conversations, the importance of leaders’ acknowledgments of own mistakes and communication of their own vulnerability is highlighted. A positive view of vulnerability is argued for, epistemic vulnerability, which manifests itself in the willingness to be honest and open to learning by accepting one’s own fallibility.