Critically Reflective Work Behaviour Within Autonomous Professionals’ Learning Communities

Abstract

Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a faceto-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals. A framework for Vocations and Learning (2011) 4:41-62

Complex Projects and Transition-Driven Evaluation: The Case of the easyRights European Project

“…The two dimensions not adopted by easyRights are "career awareness" and "reflective working"; the first mainly applies to a closed, competitive organizational context; the second is more related to an individual sphere in the work environment so not suitable to guide interactive dialogues. The five adopted by easyRights are challenging groupthink, critical opinion sharing, openness about mistakes, asking for feedback, and experimentation as suggested by de Groot et al [58]. Table 1.…”

A Reflection on Professional Practice

“…de Groot et al, 2011). In this paper, the authors highlight the importance of reflection as a key learning activity for individual and organisational learning-especially when unexpected challenges such as workplace changes or errors occur (Hetzner et al, 2011).…”

“…Feedback from co-workers proves particularly valuable for learning and can potentially lead to work improvement (Renn & Fedor, 2001). Feedback and open dialogue enhance reflection as they stimulate people toward alternative ways of thinking and behaving at work (de Groot et al, 2011;.…”

“…Working with colleagues augments critical thinking and enhances reflection processes, either concerning one's own actions or another person's behaviour (de Groot et al, 2011;Tigelaar et al, 2008). As a result, social support from peers serves an important role in helping individuals to cope with changes that affect their daily work and learning Wanberg & Banas, 2000).…”

Critically reflective dialogues in learning communities of professionals

“…Different studies make reference to informal learning assumed to occur within communities (De Groot et al 2011;Egan and Jaye 2009;Jaye, Egan, and Smith-Han 2010;Li et al 2009). In this paper we define learning communities as small groups of autonomous professionals who deliberate with the purpose of sharing knowledge and constructing meaning about their profession (Wood 2007).…”