The Role of Reflection in Managerial Learning: Theory, Research, and Practice

Marilyn W. Daudelin

ISBN 10: 1567202594 / ISBN 13: 9781567202595

Published by Praeger (UK), 1999

About this Item

This text offers readers a detailed examination of the role of reflection in managerial learning. It challenges the traditional views that reflection is the same as contemplation, that it is incompatible with management, and time-consuming for managers. Num Pages: 256 pages, references. BIC Classification: KJM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 243 x 161 x 21. Weight in Grams: 502. . 1999. hardcover. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781567202595

Bibliographic Details

• Title: The Role of Reflection in Managerial Learning: Theory, Research, and Practice
• Publisher: Praeger (UK)
• Publication Date: 1999
• Language: English
• ISBN 10: 1567202594
• ISBN 13: 9781567202595
• Binding: Hardcover
• Condition: New

About this title

Synopsis

Challenging work experiences are the richest source of learning for today's managers. Yet lessons embedded in these experiences are not always obvious. This comprehensive book describes a critical yet under-researched element of how managers learn from these experiences: reflection. Today's workplace demands continual learning, which in turn requires reflection. While this book supports the prevailing view that reflection is central to experiential learning, it challenges the traditional views that it is the same as contemplation, that it is incompatible with management, and that it is time-consuming and unnatural for managers.

Original quantitative and qualitative research reported in this book indicates that two different yet complementary modes of managerial reflection exist: active and proactive. Active reflection is something that managers naturally engage in during challenging job experiences, whereas managers must be prompted to engage in proactive reflection. Both modes involve processes of intentional inquiry. Different forces are necessary to stimulate each type of reflection. Based on these findings, the claim is made that the potential to learn from experience is greatest when managers intentionally engage in both modes. Accordingly, a holistic model that integrates active and proactive reflection is presented. This model has important implications for theorists and researchers of managerial learning by identifying previously unreported aspects of reflection. It is also relevant to practitioners and companies who desire to enhance what their managers learn from their workplace experience.

About the Author

KENT W. SEIBERT is Assistant Professor of Business and Economics at Wheaton College./e His scholarly work and managerial experience at three Fortune 200 firms have focused primarily on management learning and development.

MARILYN W. DAUDELIN is a writer and consultant specializing in helping people learn from their challenging work experiences using reflection strategies./e She has over 20 years experience as an internal consultant and program manager at Polaroid Corporation.