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Human Resource Development Review
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How Groups Learn:The Role of Communication Patterns, Cue Recognition, Context Facility, and Cultural Intelligence

Joyce Silberstang

Adelphi University, Garden City, New York, silberstang{at}adelphi.edu

Manuel London

State University of New York at Stony Brook

This article explores the role of group learning by focusing on how intragroup communication patterns (implicit and explicit) influence learning readiness dimensions (cue recognition, context facility, and cultural intelligence), which in turn influences the group’s ability to learn and the type of leaning that occurs. Groups with high levels of cue recognition, context facility, and cultural intelligence are more likely to discuss difficult issues and decide whether and how much the group needs to learn than groups with low levels. Communication patterns and learning readiness contribute to adaptive, generative, and transformative learning, fostering the type of learning that is most beneficial for the group at the time. Human resource development professionals can help groups improve their communication patterns and thus strengthen learning readiness and enhance their ability to effectively communicate, learn, and reach their goals.

Key Words: Group learning • learning readiness • communication patterns • cues • cultural intelligence

This version was published on September 1, 2009

Human Resource Development Review, Vol. 8, No. 3, 327-349 (2009)
DOI: 10.1177/1534484309337300
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