Using phenomenological methods of heuristic inquiry, nine midcareer women col
laborated as co-researchers to explore learning in professional developmental rela
tionships. Six months' interview and journal data revealed that women's develop
mental relationships are created and sustained largely through talk. Furthermore,
they experience not only instrumental, performance-based learning, but also what
Mezirow (1991) calls "transformative" learning-learning that significantly revises
beliefs, attitudes, and values and results in a changed worldview or perspective.
These findings suggest that current definitions of managerial communication may
be too narrowly construed, neglecting its potentially developmental function. This
study has important implications for midcareer women, human resource develop
ers, and communication scholars.
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