Building a Learning Community by Aligning Cognition and Affect within and Across Members

Abstract

Management education programs often rely on collaborative learning, which requires high levels of openness and interpersonal support. We describe how one program accomplishes this and offer a theory to explain why it works. We propose that the activity is successful because it addresses in a repeating sequence (a) the alignment of affect with cognition within members’ subjective worlds, (b) the integration of cognition across members, (c) the use of shared cognition to generate new affect-rich activities, and (d) the alignment of affect across members. We believe this four-stage cycle enhances management education wherever collaborative learning is important.

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