Personal and professional renewal, exploring relational learning among consultants within a group context

This study explores the concept of relational learning--learning with and from others--in a small group context. It investigates relational learning as a powerful form of personal and professional renewal for educators. Specifically, the study examines the interactions of six female consultants and coordinators (including the researcher) who meet as a study group to share and explore aspects of their practice. The focus of the study group is learning and understanding. Five meetings take place throughout a seven month period using a Study Group Framework, developed for the study, to structure the meetings. The study parallels a companion study by research partner, Susan Garrett, who explores relational learning among a small group of female vice-principals. Four questions are investigated: (1) What interactions enhance relational learning? (2) What structures or conditions support relational learning? (3) How can relational learning be characterized? and (4) What forms of relational learning occurred when a small group of consultants and coordinators met to reflect upon and examine aspects of their practice? The study is qualitative and draws from Hunt's (1992) work on research-as-renewal and from Moustakas' (1990) work in Heuristics. It builds on the relational theory of J. B. Miller (1991) and her colleagues at the Stone Center. The research data includes verbatim transcripts of the participants' initial and final interviews, the five study group meetings, and three post meeting interviews with research partner, Garrett. The analysis focuses on the interactions in the study group meetings and is completed in two parts. Part I is an on-going informal analysis which takes place during the five study group meetings. Part II is a more extensive analysis completed after the five meetings and the participants' final interviews. A Preliminary Model of Relational Learning is conceptualized in Part I and extended and clarified in Part II resulting in a Three Phase Model of Relational Learning. The final model characterizes three phases of relational learning: Phase I--learning about self from interaction with others; Phase II--learning about others and information from interaction with others; and Phase III--learning with others and creating 'something' together--new knowledge, new understanding or a new perspective. Two versions of the final model are presented. Version A describes each of the three phases and summarizes interactions that foster movement within each phase. Version B portrays movement between the phases and summarizes interactions that promote movement from one phase to the other. The study offers suggestions on how to use the Study Group Framework as well as the Three Phase Model of Relational Learning. The Relational Learning Model could be used as a frame of reference for identifying and understanding interactions that foster relational learning. The model could also be used as a catalyst for further research on the concept of relational learning. Finally the significance of the study is examined in terms of three audiences: "for me, for us, for them" (Reason and Marshall, 1987).