Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

Holden, Rick; Griggs, Vivienne

doi:10.1080/13678868.2011.601596

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…reflective and creative (O'Connell & Dyment, 2011). However, its relevance has been questioned, some scholars arguing that students tend to interrogate their practice only superficially (Betts, 2004) or that reflections are mechanical rather then addressing or analyzing deeper issues within their own practice (Holden & Griggs, 2011). Further criticism is aimed at the limited instruction sometimes given to students on how to write a journal; students tend to write for the instructors rather then for themselves; and, journaling does not meet the needs of all students (O'Connell & Dyment, 2011).…”

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confidence: 99%

“…General formats of critical event analysis may include: an account of the incident; an initial overview of the responses to the incident; issues that where identified and problems brought to light; what was learned; and a review of the outcomes (Lister & Crisp, 2007). For some students, critical incident analysis is an effective means of reflection--on--action (Schön, 1983) and for planning future action (Holden & Griggs, 2011). This planning for future action is commonly referred to in recent literate as reflection--for--action (Thompson & Pascal, 2012).…”

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confidence: 99%

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Between reflection on practice and the practice of reflection: a case study from aviation

Mavin

Roth

2014

Reflective Practice

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Reflection on practice continues to gain increasing support, if not a requirement, within vocational and professional fields. As a method of instruction, it can be used to develop increased awareness of individual performance and support lifelong learning. However, whereas research generally focuses on how individuals become proficient practitioners through reflection, it is less concerned, if at all, with how individuals learn to become proficient as practitioners of reflection. This paper turns to an example from aviation to describe a modification of practice that makes reflection an integral part of practice. In our partner airline, all pilots not only engage in reflection on practice for improving practice but also in activities that improve the practice of their reflections. Training pilots to assess video recorded sessions of other pilots-via benchmark training-is viewed as an important step in improving pilots ability to review their own performance during their biannual performance assessment.

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confidence: 99%

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confidence: 99%

Between reflection on practice and the practice of reflection: a case study from aviation

Mavin

Roth

2014

Reflective Practice

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“…Nonetheless, while the benefit of reflection is to allow a connection between theory and practice, Smith et al (2007) note that reflection is especially difficult in social science subjects since it is not an embedded discipline, and therefore students generally struggle without substantial support from their tutors. Holden and Griggs (2011) highlight the difficulties in transferring reflective practice from the classroom to other scenarios. In addition, there students may be reluctant to engage with what seems like an academic activity, especially if it does not contribute directly to their degree classification -students are typically outcomes oriented (Kerawalla et al, 2008).…”

Section: The Challenge For Studentsmentioning

confidence: 99%

Enhancing graduate prospects by recording and reflecting on part-time work

Evans

Richardson

2017

Industry and Higher Education

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Business leaders are becoming increasingly explicit regarding the skills, attributes and behaviours expected of graduate entrants. These skills are often developed through a combination of academic studies and work experience. While universities are increasingly providing opportunities for experiential learning, typically a placement year or internship, a growing number of students are undertaking self-initiated part-time work alongside their full-time degree studies. This part-time employment, typically in retail or hospitality, will help develop the skills, attributes and behaviours that employers demand. However, it is important that graduates are able to elucidate their learning to future employers during the graduate recruitment process. The purpose of this viewpoint article is to challenge full-time degree students who are working part-time to record (perhaps through a logbook) and reflect on their work experience so that they will be able to provide concrete examples to reinforce their skills and experience. The article concludes by discussing the role of universities in the process.

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“…The dominant teaching paradigm in much management and leadership education today is one of knowledge / information transfer. However, Lawless and McQue (2008) and Holden and Griggs (2011) have argued that fostering reflective practice requires more than an approach based on 'teaching about' reflection. Reflective learning, beyond the very superficial, inevitably raises questions about the tutor-student relationship.…”

Section: Reflective Practice 391mentioning

confidence: 99%

“…Whilst an advocate of the written learning log, Thorpe (2004) acknowledged the lack of research in terms of the actual change that occurs in individuals who engage in reflective thinking over time. Holden and Griggs (2011) suggested their research highlighted a small number of very positive examples with regard to transfer, but at the same time revealed two prominent barriers. First, a lack of interest and motivation to transfer in any 'formal' sense; students argued that reflection was something they did practice but 'informally'.…”

Section: Reflective Practice 391mentioning

confidence: 99%

Teaching critical reflection in Sub-Saharan Africa: business as usual?

Blackburn

Holden

Burrell

2014

Reflective Practice

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Reflective practice enjoys a prominent position in management education in the West. However, its 'export' raises questions about both positioning and effective delivery. This paper reports on exploratory research in relation to the teaching of reflective practice as part of a Masters management programme delivered in two sub-Saharan African countries. In relation to prevailing practice in the West, the research evidence is clear. Whilst challenging in terms of its teaching, the cultural context of the West does not preclude access to the essential ideas of reflexivity and an analysis of self. Drawing on data collected as part of the teaching of an MSc in Leadership and Change Management in Malawi and Swaziland, this paper reflects on the nature and extent of this challenge in a very different cultural context. Students from these two countries found the concept interesting but troublesome. Assessment of and questioning about practice revealed some success, but more often a high failure rate in achieving a level of criticality in reflection and a level of depth of self-analysis. The research speculates if a 'business as usual' teaching agenda in such cultural contexts in effect sidesteps the question of the appropriateness of an Anglo-American model of reflective practice.

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Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

Cited by 9 publications

References 10 publications

Between reflection on practice and the practice of reflection: a case study from aviation

Between reflection on practice and the practice of reflection: a case study from aviation

Enhancing graduate prospects by recording and reflecting on part-time work

Teaching critical reflection in Sub-Saharan Africa: business as usual?

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