At the conclusion of the symposium in Vienna, we asked the participants what they associated with their best personal learning experiences and stories. We found it interesting that many parallels could be drawn between these very personal associations and the experiential spaces that appear significant to us in the development of Learning Journeys. They centred around dramatic experiences of sharpening role identities, learning from management mistakes, and insight into perspectives via coaching. Emotions and intuitive processes were especially highly valued with respect to the sustainability of learning experiences. Artistic actions and room for experimentation were experienced as helpful—as ways of progressing and trying things out, as well as crossing boundaries into other areas of expertise.

The participants were in agreement that relevant questions need space for inspiration and experimentation. The journey—also in the very real sense of the word—provides the occasion for a change in perspective and a space for deceleration, contemplation and distance from daily routines, habits and stereotypical patterns of perception. The aim is to go beyond the limits of one's own thought, to open oneself, to let go, and to challenge oneself and others in productive ways.

Awareness of one's own resources—both individually and as a team—is important in two respects here, regardless of whether our enthusiasm burns too high or too low: Awareness of resources comprises both a respect for their limits and an appreciation of their richness. Especially if we want to talk about sustainable management and developing innovations.


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