Reflection

The Responsible System of Self ~ Inner Dialogue

Both historical and modern literature on leadership and professional practice reveals
that a necessary tool to enhance personal/professional growth rests in our ability to
engage in reflective practice on a regular basis. This practice is a discipline that for
some comes more naturally, while for others it takes conscious energy, effort and
practice. In order to truly be leaders and to find our personal power we cannot avoid
this layer of learning that leads to transformative change ~ which is the third loop of
triple-loop learning. In modeling the practice of reflection we offer ourselves the tools
necessary to enter into community with others. By acknowledging our own gifts and
challenges we are ultimately better equipped to see these same components in
others. By giving voice to our self-complexities we move forward in accepting the
multiplicity in others as we pause to suspend our judgments.
Reflection
Is the act of analyzing our actions, decisions, or products by focusing on what we
did or are doing and learning lessons that can be applied to new situations.

Requires an awareness of what information we perceive and how we process that

information and time to reflect.

Allows us time to consider what has occurred, what was expected, how one felt,
what thoughts or ideas make sense of the situation and ones feelings, how these
interpretations relate to other experiences and interpretations, and what
assumptions and values underlie ones interpretations.

Reflection-on-action: Occurs after the fact as we examine our actions and

practices.
1. How did I feel about the situation?
2. What went well?
3. What did not go as well as I expected?
4. What options did I consider as I selected my best behaviour/action?
5. What option did I choose?
6. How did I know what I chose to do was best in this situation? Did I base my
decision on theory, experience or intuition?
7. How did I know that another behavior/action would not be appropriate?

8. What made this situation unusual?

9. What might I have done differently?
Reflection-for-action: Is the generation or clarification of the contextual
knowledge and skills that will be useful in the future.
1. What did I learn that I could apply in other situations?
2. How did I alter my knowledge, theories, or attitudes as a result of this experience?
3. What did I learn from this situation that confirms my intuition?
4. What will I remember from this situation?
5. If I were in a similar situation again, how would I behave?
Reflection-in-action: Is the mental processing of actions as they occur. It
involves a sensitivity and responsiveness to the signals, cues,
and feelings we observe in ourselves.
1. What cues from the person or group do I see that tell me how they are responding
to my behaviors/actions?
2. What assumptions or inferences am I making?
3. What options are available? What are the possible consequences of each? What
would work best in this situation?
4. What principles/theories are guiding me?
5. What is unique about this situation?
6. What level of direction/specificity/structure is best here?
Reflective Practice Requires
compassion, risk, patience, tolerance, humour and dedication
a critical analysis of our observations, thoughts, actions and decisions
an awareness of our perceptions, assumptions, biases and judgements
a sense of personal responsibility with regards to our actions and decisions
a commitment to remember, learn, and focus on changing behaviours if
needed a discipline
a sense of trust in understanding what principles, theories and intuitions are
guiding us

Some Methods of Reflective Practice

Morning pages
Journaling including notes to self, logs, or any form of writing, or creative
expression such as mind-mapping, graphic recording or audio recording
Silence
Dialogue with others
Learning Logs
Thoughts and questions
Meditative practices
Sweat lodges
Activities in nature
Physical activities
Creative visualization
Expression in music or other art forms
From: Improving learning through reflection by Karen Hinnett (full article
http://www.heacademy.ac.uk/resources/detail/id485_improving_learning_part_one)