The manager as a practical author of learning

Kolb’s theory of experiential learning has proven extremely popular and useful in management education. However, despite its usefulness it is not entirely unproblematic and, using social constructionist perspectives, this paper critiques Kolb’s model of learning and his image of the manager as a “practical scientist”. From this critique, we suggest a more social and conversational view of learning, and present an image of the manager as a “practical author”. We then go on to show how managers as practical authors of learning can use different forms of conversation and activity to promote learning in themselves and others.