Reflection and Learning about Knowledge Management in Organisations - Essay Example

?Reflection and Learning about Knowledge Management in Organisations Introduction Fitzgerald (1994:67) described reflection-on-action as “The retrospective thought of practices that were previously carried out in order to unearth the knowledge exercised in definite situations, by examining and re-evaluating the information that is remembered”. Reflection-on-action consists of transforming information into knowledge by performing a cognitive investigation. On the other hand, Boyd and Fales (1083) assert that reflection-on-action is “The practice of forming and illustrating the significance of experiences in relation to both the world and the self”. The conclusion of this procedure is evident in transformed conceptual viewpoints (Boyd and Fales, 1983). Boyd and Fales concentrated more on self actualisation. Here refection not only enhances the existing information, but challenges the theories and belief systems that are accepted. Atkins and Murphy (1994) improved on this concept by proposing that for reflection to have real effect on the people who practice it, it has to be followed by an intention to act according to the information acquired from reflection. The only issue that is not comprehensively addressed by these different observations of reflection is that they do not address the significance of having action come after reflection. Reflection refers to the dynamic, continual and careful assessment of any kind of knowledge on the basis of its supporting premises and any potential conclusions (Dewey, 2009). Reflection is indicative of the fact that a concept is disbelieved or believed because of some data, evidence, or basis for that belief. Dewey (2009) stated that there are some three qualities that are evident in most reflective people: liberalism, wholeheartedness, and responsibility. Open-mindedness or being liberal denotes having the capacity to listen and accept more than one explanation of an issue (Hislop, 2009). It also means listening to different perspectives, and acknowledging the fact that even the accepted facts can be questioned. Responsibility refers to the desire to dynamically seek for truth and use the facts that have been revealed in particular problem situations (Fitzgerald 1994). Wholeheartedness is suggestive of the fact that a person can conquer his or her uncertainties and fears by making significant changes, as well as by assessing him or herself and the society at large (Samter and Burleson, 1984). Dewey observed that there were five stages of reflective thought: 1. Suggestion: A challenging situation is construed as being problematic, and a number of proposals are created and viewed as being potential solutions. 2. Intellectualisation: The consequences of the problem have been experienced, and are intellectualised so that the difficulty may be resolved. 3. Guiding Concept: One proposal after another is employed to be a potential solution, or hypothesis; the primary proposal can actually be perceived as a working hypothesis to start and direct observation as well as other functions in the gathering of factual material. 4. Reasoning: Reasoning connects all past and present concepts and contributes towards elaborating on the fact that the reflective inquiry has revealed 5. Hypothesis Testing: The refined concept is agreed upon, and the examination of this hypothesis commences (Dewey, 2009). Dewey viewed reflection as a kind of liberty from the practice of routine behaviour. He affirmed that reflection frees people from impulsiveness as well as routine behaviour. It allows them to direct our actions through foresight, and makes it possible for them to make preparations according to the purposes they reached through their deliberations (Dewey, 2009). Donald Schon's ground breaking views on concepts like, 'double-loop learning', 'the learning society', and 'reflection-in-action' grew to be accepted in educational practices. In the 70s, Schon, along with Chris Argyris, came up with the concept of double-loop and single-loop learning (Schon, 1984). Single-loop learning is described as teaching, planning, and testing, all of which remain at the tacit phase of learning. On the other hand, in double-loop learning, practice, thinking, as well as challenges between the two can be evaluated. Donald Schon’s concepts on the different learning systems revealed that there is a starting point where workers in general have mental maps on how they want to proceed in certain situations. These mental maps are formed after experiences of reflection-on-action. They involve how the employees prepare for, execute, and review their actions. It is these maps that direct worker’s actions instead of the theoretical concepts they claim as being relevant. There is a definite split between human action and theory. Donald Schon and Chris Argyris proposed that two hypotheses are involved. There are concepts that are implied in how workers conduct themselves as practitioners, and those on which they call to explain their actions to others. Peter intended to make use of the latter through his working performance. Schon was fascinated with how professionals come to understand things; since he was persuaded that professionals were aware of many more concepts than they could articulate in any language. He named this as reflection-in-action. It involves evaluating one’s experiences as well as beliefs, and how they relate with the current theories. Schon also believed that social systems have to grow to be able to change or adjust themselves without necessarily triggering intolerable disorder. He affirmed that the progression towards systems of learning was a’ tentative and inductive procedure for which there was no satisfactory theoretical basis’ (Schon, 1984). In this case study, Peter had in mind the intensity with which he had worked at his job for the past year when he made the suggestion to have the meeting before Christmas. Before suggesting that the meeting come before Christmas, he had probably taken time to pause and reflect on the events that had taken place through the year that was now nearing completion, in order to gain some meaning about his actions from his deliberations. Using a critical vantage point such as a general meeting it will allow Peter to identify aspects of his behaviour that were particularly in the course of the ending year that were particularly useful to the organization. John Dewey stated, “People do not acquire new knowledge from mere experience…they learn from meditating on their experiences” (Dewey, 2009). Workers, such as Peter, can actually store evidence of their functions in order to present it to supervisors in meetings. The function of reflecting-on-action had allowed Peter to deliberate on why he had performed as he did, all through the year. In so doing he came up with a group of ideas and questions on his practices. In addition, Peter probably had expected some type of acknowledgement of his efforts on behalf of the company from his manager at the end of the year. When this was not forthcoming, he probably grew frustrated and began to reflect on the reality of this experience. The fact that the Christmas holidays were near meant that the company operations would slow down as people began to take stock of their activities. This atmosphere allowed him the time to reflect retrospectively. Conclusion Critical reflection helps individual workers to find better ways of improving their organizations as well as themselves. It starts with a personal decision to improve one’s thought processes. It opens people up to numerous possibilities; some of which could result in an improved livelihood and more productivity for organizations. Reflection allows for workers to form an attachment to their organizations through learning. Different kinds of reflection such as a worker reflecting on how the information he has acquired in learning about himself can be of any assistance to the organization, as well as brainstorming in small groups, can allow workers to positively affect organizational values. In addition, critically examining group thinking and requesting for feedback can facilitate for employees to make the most of work operations and redefine organizational goals, thereby generating double-loop learning procedures at the corporate level. References Atkins, S. & Murphy, K. (1994) ‘Reflective Practice’ Nursing Standard, vol. 8, no. 39, pp. 49-56. Boyd, E. & Fales, A. (1983) Reflective Learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2), 99-117  Dewey, J. (2009) Constructivism. Constructivist Learning Theory, viewed 22 January 2013 from . Fitzgerald, M. (1994) Theories of reflection for learning in Reflective practice in nursing, Palmer and Burns (eds), Blackwell Scientific, Oxford.  Hislop, D. (2009) Knowledge management in organisation, Oxford University Press Inc, New York. Samter, W. & Burleson, B. R. (1984) Cognitive and motivational influences on spontaneous comforting behaviour, Sage, Newbury Park. Schon, D. (1984) The reflective practitioner: how professionals think in action, Basic Books, New York. Read More