The Reflective Manager - Research Paper Example

The Reflective Manager Introduction Van Woerkorn et al (p. 375) assert that commendable employees may be distinguished because they frequently engage in reflection. Given this, managers ought to be more reflective, to effectually make an impact on the thrusts of the organization and its ultimate bottomline. Managers must be able to synthesize and analyze what has transpired, what is currently occurring, and what is anticipated to happen. If they are competent in reflection, they can come up with more prudent decisions which will lead to the most optimal results over the long term (Utomo 2007, p.1). Reflection about what has happened previously and what is presently occurring may allow some change in actions and behaviour, and ultimately, to a positive change and enhancement in ones professional practise (Cheetham & Chivers 1998, p.270). The significance of reflection can be found in the following sample statements: "reflecting on the whys" , "Why is the system organised this way? Can the task be delivered in a more efficient manner?" "What is the reason behind working this way?" Moreover, employees, particularly those who belong to management should be able to have a birds eye view of what is happening, beyond the bounds of the usual work, and give more emphasis to how they manage themselves and their time (van Woerkom, p.376). The current paper shall assess the point of individuals being reflective managers and how they can have an impact on organisational performance and goal achievement. Moreover, this paper shall delve into how effectual reflection is in the organisational context. Definition and History I would be dealing first with the definition and history of the concept of reflection before I go with my critical evaluation of the notion of individuals as reflective practitioners. Schon (1993) asserts that the concept of being a reflective manager is rooted in the desire to develop professionally. He says that this is possible if the manager exhibits critical thinking and is capable of reflecting on his action in relation to organisational learning. He further says that technical professions such as medicine, law, pharmacy and management are all competency-based, and these in effect are anchored on empirical, scientific methodologies. Schon (1983; 1987) questions the traditional perspective of the practise of professions. This view says that practitioners practise by deploying officially learned technical know how. He argues that this is not the only means from which they can resolve issues. Realistically, they utilise tacit know how or knowledge, which is a type of knowledge related to particular tasks. He calls this "knowing in action". Moreover, they craft paradigms of solutions to complex problems to allow them to solve them more easily. The eventual outcome is that professional practise becomes a tapestry of applied knowledge rather than pure theory. Schon (1987) further says that the critical capability for practitioners is the capacity to reflect. This is crucial for their continuous professional improvement. Therefore, he says that a core competence for professionals is reflection. From his perspective, this is critical to the development of other capacities and to sustaining a constant mode of self-improvement (Cheetham & Chivers 1998, p. 267). In addition, the principle of reflection traces its roots on the idea that professional practise and the accompanying issues are addressed by individuals who possess the intuition and know how from experience, rather than exclusively from theory (Foley, 2000b, p. 51). From the promotion of reflection, it has gained much popularity and has broadened its coverage. Brookfield (1995, p. 7) says that one of the outcomes of such increased popularity is the flexibility and ambivalence of its essence or meaning. Boyd and Fales (1983) assert that reflective practise is internally analysing and investigating a particular problem or issue. This analysis and reflection is compelled by a certain experience, which allows exploration and change in paradigms. Thus, it may be said that reflective managers are able to differentiate exemplary ideas from mediocre ones (Utomo 2007, p.1). Schon (1983; 1987) categorized reflection into to categories. These are “reflection-in-action” (i.e. in the midst of an activity) and “reflection-on-action” (i.e. following an activity). Individuals may also carry out reflection prior to an incident and this may be done by referring to a model or framework before reflection (Schön 1983; 1987). Reflective practise may also be referred to as “reflection-in-action” and “critical thinking” (Hackett 2001, p.105). Individuals as Reflective Practitioners Based on the research I made and on the practical knowledge obtained, I intend to focus on the elements that a reflective manager necessarily has in order to effectively influence organisational activities and performance. As a whole, the following elements should be present in order for an employee, particularly a manger, to be considered as a reflective practitioner: (1) learning from experience and mistakes; (2) vision-sharing ; (3) questioning group think; (4) asking for feedback; (5) experimentation; (6) knowledge sharing; and (7) keen awareness of employability (van Woerkom et al. 2002; Revans 1966, 1971, 1976, 1980, 1982) Learning from Experience and Mistakes This component may be regarded as the core of reflective learning since it encompasses pragmatically all that there is to know about reflection. Learning throughout life may be categorised into that which has been planned and that which is spontaneous. Majority of learning is actually spontaneous, is experimented on, and happens on the spot. The critical portion of learning is reflection, where experience is made a basis for insights (Boud et al. 1985). By definition, reflection is the translation of experiences into insights and learning, mainly from those experiences which are spontaneous (Bourner 2003, p.268). Therefore, the capability to reflect is correlated directly with how effectually persons learn from what they undergo, and thus reflection is a concrete means to gain wisdom and profound comprehension of concepts. This component is related to the principle of "reflection-on-action" which has been prescribed by Schon (1983). The principle of "reflection-on-action" is basically thinking back. The person will go back to the experience and process his feelings and those of others. It is an assessment and re-assessment of the said incident (Foley, 2000b, p. 52; Schon 1983, pp. 61-62). Moreover, Dewey (1933, p. 12) says that this type of thinking is different from other manifestations of thinking because it is related to "(a) a state of doubt, hesitation, perplexity, mental difficulty in which thinking originates, and (b) an act of searching, hunting, inquiring to find material that will resolve the doubt, to settle and dispose of the perplexity" (Dewey, 1993, p. 12). The framework put forth by Boud and Walker (1990) for eliciting learning from what one experiences lays down 3 phases of reflection which are related with a learning task. These are preparation; learning while doing the task or activity; and reflection following the activity. In such a framework, the ability to lean is tagged as "reflective observation". There is accent on observation, where the individual uses his senses and thinks critically about the experience from various views (Chickering and Claxton, 1981, p. 17). Reflection causes one to be stringently aware of that which is not desired. This goes for what we have been accustomed to at work; what is lacking in the way we relate to each other; errors; problematic issues; and low morale. Not acknowledging these realities will prove to e counterproductive; they must be viewed as chances to learn and improve (van Woerkom et al. 2002, p.376). Moreover, Senge (1990) says that mistakes and errors represent what needs to be complied with in terms of reaching an envisioned state. The difference between the current and future desired state is what needs to be worked on. Not succeeding is a means to learn and the present view of what is actually happening; on strategies that did not materialise; and how profoundly and clearly we understand strategy and strategic direction. These failures must not be taken as not being deserving or lack of power. It is critical that a person be able to face his errors squarely and to bravely admit ones weaknesses. Learning from ones errors is even more critical with managers who are tasked to oversee people. One can learn more effectually from experience throughout ones professional practise (Greenall 2004, p.9). Yet another principle of reflective practise is the ability to think critically. This has surfaced from the school of transformational learning, which have "a significant impact on the learner’s subsequent experience” (Clark, 1993, p. 47). This suggests that this type of learning is meant to have an influence on people who molds them and have an impact on their behaviours. Critical thinking is concerned with encouraging people to: (a) analyse the assumptions underlying their “traditional beliefs, values, behaviours and social structures”; (b) be aware that these assumptions are “historically and culturally specific”; (c) explore “alternatives to the current ways of thinking and living”; and (d) be sceptical of claims to universality (Foley 2000b, p. 52). Moreover, Brookfield (1995, p. 8) argues that reflection alone is not necessary critical in nature. He indicates that critical reflection is marked by more profound, comprehensive, and analytical thinking than mere reflection. Reflecting critically starts to happen when individuals have queries about data, insights, or behaviour (Merriam and Brockett, 1997, p. 284). In such instances, there is an acknowledgment of the scope of the situation and whatever can influence it. These include the "physical, psychological, social, relational, and personal characteristics" (Merriam & Brockett, 1997, p. 285) of the people who are involved both in what is being taught and what is being learned (Merriam and Brockett, 1997, p. 285). Critical reflection is important because of its tangible benefits to those who practise it. Merriam and Brockett (1997, p. 285) say that reflective practise is able to expand the perspective of professional development because it changes how one thinks of an issue. This is culled from experience rather than functional theory, which are found in conventional frameworks. Moreover, Brookfield (1995, pp. 22-6) provides the following as the reasons why reflective practise is critical. First, it assists professionals in making prudent decisions; it solidifies reason for professional practise; allows evading of self-blame; promotes grounding of practitioners in the emotional sense; promotes continuous learning; and enhances "democratic trust". Reflective practise allows the cultivation of an atmosphere where individuals hold mutual respect, have a voice, and are listened to. Moreover, Marsick and Watkins (1990) say that critical reflection is linked with comprehending ones standards, motivations, preferences, and all other things that have to do with enhancing oneself. The empirical study of Marsick and Watkins (1990) suggests that this practise allows individuals to pose questions against convention and to look at what they assume in their way of thinking and behaving. Vision Sharing Vision sharing is among the concrete and tangible tasks that one may observe as an outcome of reflective practise. One is able to relay outcomes of reflection by articulating a vision, posing important queries, putting forth enhancements (van Woerkom, et al. 2002 p.376). Ensuring that ones vision is articulated in public is a critical component of reflection (Argyris and Schön, 1996) because ideas may be put into substantive use only when shared with others. Exemplary workers who are capable of reflective do not criticise for criticisms sake. On the contrary, they suggest enhancements to the status quo. Management should encourage working with others and through others to be able to attain desirable outcomes. The most effectual style of managing is one that is able to elicit good outcomes with the empowerment of their staff. One must likewise note that managerial training does not necessarily ensure this. Functional competence will remain critical, and may be accorded by gurus in numerous contexts or fields. And yet, without the chance to experiment with others and to pose questions, the lack of a vision, all make technical training futile. The latter alone, will fail in the thrust of developing key managers (Greenall 2004, p.11). Based on Rost (1993), leadership is a function of influence between the manager or leader and his staff, with both sharing the intention of improving the status quo. Challenging Group-think Thinking critically may not be constantly regarded as something good. Those who practise critical thinking are the same individuals who question group think. These are ideas which a group consensually and dogmatically take as correct or true. This also suggests that critical thinkers are keen about dogmatism and are able to call on "higher values". Being able to question group think is useful for all groups (van Woerkom et al. 2002, p.377). Asking for Feedback The core feature of the behaviour model of Argyris and Schön is the equilibrium between soliciting the feedback of others and of being able to convey ones vision. These are both social facets of critical reflection. The criticality of this facet is attested to by the statements of respondents referring to a social dimension of critical reflective working behaviour. On one end, social interaction is a critical source of raw data for reflective analysis. On the other hand, reflection on ones own is not regarded as objective and effectual. Individuals move and act as social begins and will need to validate their insights and get support to realise their propositions or plans of action (van Woerkom et al. 2002, p. 377). Experimentation Schon points out the difference between reflection-on-action and reflection-in-action. The former is a form of novelty or trying out new things. For example, when a person does reflection while doing something, he is able to pick something during that moment of practise. He is not reliant on the knowledge prescribed by theory or does not comply with conventional techniques, but builds on his own experience and constructs his own knowledge on the basis of what has been experienced. Experimentation is frequently cited as the ending step in reflection. Similar to studying management, reflection during practise is the core characteristic of critical perspectives (Alvesson andWillmott, 1992). Brookfield (1987) asserts that “exploring and imagining alternatives” is one of two core tasks in critical analysis. The first step is determining and questioning what is assumed. Exemplary teams may not have a need for a suggestion box, since they are very open to putting forth their ideas for the greater good. Action learning is a form of reflection of the current happenings in the organisation which are observed in action. This represents support to reflection (Lawless & McQue 2008, p.333). Reflection-in-action deals with “the idea that a kind of knowing is inherent in intelligent action” (Schon 1983, p. 50). In contrast with reflection-on-action, this deals with analysis and reflection while practicing and is an exercise that managers ability to know while doing. The success to this exercise lies in the "action-present" or the time during which practise is being carried out and which facet of the action has spelled the difference (Schon, 1983, p. 62).The reflective manager should be quick in learning from the moment of decision making. This reflection-in action may seem to lack formality, since it does not have to do with protocol or prescribed steps in problem solving (Schon, 1983, p. 50). Knowledge Sharing The exchange of knowledge can be regarded as a manifestation of openness (Argyris and Schön, 1996). Knowledge sharing suggests that individuals are not only driven by guarding their own positions but also intend to contribute to something which is nobler (Senge, 1990). This may also be observed from the social facet of reflection in organisations. For as long as know-how, insights, and strategies are kept to oneself, then the company will not be able to leverage from these and the person may be disappointed with their desire to modify for the better their practises at work. Moreover, Senge (1990) asserts that individuals actions are carried out not only from their own agenda or interest; the ability to reflect elicits considerations of society and of the larger context in which the individual belongs. The outcome of reflection is synergy; it benefits the organisation only if its manifestations, in the form of insights, ideas, and vision, are conveyed to others. Commendable employees enjoy knowledge sharing with their peers, without being anxious that others will outdo them. For instance, a Training Manager from a banking institution notes that a competitive culture has repercussions on the willingness to share knowledge. Therefore, there should be efforts to develop and cultivate a culture that does not foster competitiveness, to promote knowledge sharing (van Woerkom et al., p.378). Awareness of Employability Being keenly aware of the degree of employability is an almost natural outcome of reflective capacity. Because one has mastery and knowledge of what one is capable of, the employee also becomes aware of their motivations and the degree to which they are satisfied with work. Thus, if they find it imperative, they may choose other career alternatives. Companies and their employees have an advantage in employees who have a resolute desire to stay on the job or are at least keenly aware of their fit to their current job and organisation . The accountability for ones career is critical if an employee is expected to contribute strongly to organisational goals. This awareness is clearly brought about by reflection (van Woerkom, p.377). Conclusion In the event that managers acquire the effectual capacity for reflection in their respective practises, they may be more suitable to sufficiently meeting the requisites for success in organisations. The latters environment is distinct in its dynamism. This is also a concrete means by which they may cultivate their staff professionally and encourage growth. On the other hand, if they are resistant to reflection or fail to manage effectually, they pose a risk to organisational success. Moreover, if staff are not developed, they will be fazed by competition. If the organisation is fortunate, the lack of reflective capacity will cause staff motivation to decrease; if they are not so lucky, the culture of the organisation itself will prove to be unhealthy and not supportive of organisational thrusts (Greenall 2004, p.11). If reflection is wanting, there is a persistent threat in the quality of decisions and the prudence of their actions (Brookfield 1995). If there is no reflection, managers may be lead to believe that exemplary behaviour in the past still works in the present. There may be a tendency to be dogmatic, and to be closed to novel perspectives. This may have dangerous implications. On the same note, managers may evade reflection since reflecting will dislodge them from their comfort zones in terms of thinking and acting (Conger, 1990). And yet it is not adequate or managers to just pick up from their experiences and errors. It is also imperative that they are able to convey the vision to their subordinates; question what is consensus; be receptive of feedback; be open to new ways of doing things; open to exchange of ideas; and be keen about the development of their staff (van Woerkom et al. 2002; Revans 1966, 1971, 1976, 1980, 1982). Revans (1966, 1971, 1976, 1980, 1982). All these are made possible if are able to optimally reflect on their experiences and share their insights to their staff and be receptive of what they have to say in return. Moreover, they should even reflect in the process of deployment (action), and even be able to share what they have learned to those they manage. More importantly, Dewey (1993) has said that a reflective practitioner manifests three traits: having an open mind, being accountable, and being wholehearted. References Alvesson, M and Willmott, H 1992, Critical Management Studies, Sage Publications, London. 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