Critical reflection, unlearning, and engagement

Abstract

Although individual unlearning is believed to play a critical role in promoting higher-order learning, there has been little quantitative research on this process. This article aimed to investigate the antecedents and consequences of individual unlearning based on transformative learning theory. A survey was conducted among 301 employees working in various occupations and organizations in the United States. The results of structural equation modeling indicated that unlearning mediated the relationship between critical reflection and work engagement and that critical reflection mediated reflection and unlearning. This study contributes to the literature by quantitatively demonstrating the direct and indirect influences of critical reflection on work engagement through individual unlearning, which has been discussed only conceptually and qualitatively in the extant transformative learning literature.

Healthcare professional perspectives on barriers and enablers to falls prevention education: A qualitative study

“…The modes of educational delivery were perceived to be a key enabler for effective falls education. In line with participant views, group education [ 81 , 82 ], interactive education [ 83 ], and encouraging self-reflection [ 84 ] have been found to improve engagement and reinforce learning. Involving families when delivering education can also lead to better patient outcomes [ 85 ].…”

How job resources influence employee productivity and technology-enabled performance in financial services: the job demands–resources model perspective

“…Consequently, this might fuel the development of personal resources, such as self-efficacy beliefs concerning coping with and learning to use new technology, thereby contributing to its easy adoption. It is conceivable that employees may engage in technology-related work practices more easily due to learning possibilities at work that support opportunities for critical reflection and unlearning (Matsuo, 2019), thereby helping employees deal with novel ways of working with technology. Employee productivity as an outcome.…”

“…In line with this, work environments that provide possibilities to learn in terms of critical reflection and unlearning (i.e. giving up non-functional work habits) have been shown to advance a sense of WE (Matsuo, 2019).…”

Mindful Unlearning in Unprecedented times: Implications for Management and Organizations

“…Mindful unlearning enables the dynamic interplay of learning and unlearning at different stages of crisis management (Bundy et al, 2017) through several mechanisms: mindful awareness of impermanent and sensual processing (pre-crisis stage), mindful awareness of interdependence, and right intention (crisis management stage), and mindful awareness of transiency and past experiences (post-crisis stage). The concept of mindful unlearning contributes to the temporal nature of management and the learning continuity at the organizational level (Hernes and Irgens, 2013) with a critically reflective approach (Matsuo, 2019) guided by the principle of right intention from the Noble Eightfold Path. Mindful unlearning moves away from rigid conceptualizations of phenomena, static structures, routines, inflexibility, and mindlessness (Gersick and Hackman, 1990;Langer, 1989;Vu et al, 2018).…”

“…An innovative employee sharing plan was formed in China so participating organizations could 'borrow' employees from the pool to meet its urgent need for labour during the pandemic (Wade and Bjerkan, 2020). Unblocking prior assumptions with mindful sensorial and impermanent awareness can also contribute to a reflective approach to unlearning (Matsuo, 2019). Prior preparations and context sensitivity may attend to emotional challenges, stress, and anxiety, or frustration that can potentially be involved in the process of unlearning (Cotter and Cullen, 2012;Visser, 2017).…”