Developing as a Reflective OD Practitioner

Transcription

1 Developing as a Reflective OD Practitioner OD Network Conference October 31, 2011 Baltimore, MD John L. Bennett, Ph.D. McColl School of Business Queens University of Charlotte Charlotte, NC bennettj@queens.edu Deborah Singer Dobson SAIC McLean, VA Deborah.s.dobson@SAIC.com Gary Wagenheim, Ph.D. Simon Fraser University Vancouver, BC wagenhei@sfu.ca

2 What attracted you to this session? Why are you here? What do you want to gain?

3 Desired Learning Outcomes Developing greater self-awareness Understanding reflective practice theories and concepts Surfacing and analyzing taken-for-granted assumptions Learning to frame and reframe their practice Developing better reflective practice skills Applying reflection to your own professional practice Developing a reflective life-long learning practice

4 Agenda Welcome, Introductions & Overview Guided Reflection Demonstration Explanation of Reflective Practice Terminology Participants Guided Reflection Practice Debrief of Practice Sessions Application of Reflection to Your OD Practice Wrap up

5 Agenda ü Welcome, Introductions & Overview ü Guided Reflection Demonstration Explanation of Reflective Practice Terminology Participants Guided Reflection Practice Debrief of Practice Sessions Application of Reflection to Your OD Practice Wrap up

6 Reflection Models: Johns s Model of Structured Reflection Description of the experience: key processes within the experience Reflection: what you were trying to achieve and why as well as consequences Influencing factors: sources of knowledge and differing facts involved in the decision making process Learning: current emotions; view in context of historical and social processes (Platzer & Snelling, 1997)

7 Terminology Critical incidents are positive or negative events you deem significant because it influenced adaptations or changes you made in the moment to your OD practice (Flanagan, 1954; Furr & Carroll, 2003). Assumptions are taken-for-granted beliefs that have not been tested for validity. Frames are mental models set of ideas and assumptions that you use to help you assemble data into patterns for understanding (Bolman & Deal, 2008).

8 Terminology Reflection is a constructionist view of reality in which individuals consciously reflect upon, reconsider, construct, or make sense of their experience to understand its meaning (Dewey, 1933; James, 2000; Schön, 1983, 1987; Weick, 1995). Reflective practice is a process of actively thinking about experience, and considering the underlying assumptions that frame the experience in ways that differentiate between routine and unique situations (Schön, 1983, 1987).

9 Terminology Reflection-on-action is after-the-experience reflection without a direct connection with the immediate experience, although future action may change as a result (Schön, 1983, 1987). Reflection-in-action is in-the-moment reflection that produces in-the-moment changes in current actions (Schön, 1983, 1987). Reflective practitioner is an individual capable of accessing reflection-in- and -on-action (Schön, 1983, 1987).

10 Reflection Involves Awareness of thoughts and feelings Analysis of the situation including existing knowledge Development of a perspective of the situation developed by analysis and application of information to the experience

11 Kolb Learning Cycle Testing Experience Generalization Reflection (Kolb, 1984; McGill & Beaty, 2001)

12 Agenda ü Welcome, Introductions & Overview Guided Reflection Demonstration Explanation of Reflective Practice Terminology Participants Guided Reflection Practice Debrief of Practice Sessions Application of Reflection to Your OD Practice Wrap up

13 Real Play Pairs Use interview protocol We will debrief the experience as a large group

14 Identifying & Analyzing Assumptions What assumptions did you make or observe the person you were interviewing make? What assumptions or barriers might get in the way of you using this process?

15 Framing & Reframing What is framing? What is reframing? What is the value of reframing? How do you reframe?

16 Framing & Reframing Frames include and exclude data Each frame is incomplete Possible to switch and combine frames Need self-awareness and artistry to use multiple frames

17 Agenda ü Welcome, Introductions & Overview ü Guided Reflection Demonstration ü Explanation of Reflective Practice Terminology ü Participants Guided Reflection Practice ü Debrief of Practice Sessions Application of Reflection to Your OD Practice Wrap up

18 Strategies for Improving Reflective Practice Meditation Journaling Reflective partner Post action review

19 Action Planning To Develop as a Reflective OD Practitioner I will By With this support In order to

20 References/Resources Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass Publishers. Brookfield, S. (2002). Using the lenses of critically reflective teaching in the community college classroom. New Directions for Community Colleges(118), Ferry, N. M., & Ross-Gordon, J. M. (1998). An inquiry into Schon's epistemology of practice: Exploring links between experience and reflective practice. Adult Education Quarterly, 48(2), Johns, C. (2009). Becoming a reflective practitioner. (Third edition) West Sussex: Wiley-Blackwell. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

21 References/Resources continued McGill, I., & Beaty, L. (2001). Action learning: A guide for professional, management & educational development (Revised 2nd ed.). London: Kogan Page Limited. Schon, D. A. (1983). The reflective practitioner: How professionals think in action: Basic Books. Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass. Platzer, H., & Snelling, J. (1997). Promoting reflective practitioners in nursing: A review of and journals to facilitate reflection. Teaching in Higher Education, 2(2), Williams, R. M., Wessel, J., Gemus, M., & Foster-Seargeant, E. (2002). Journal writing to promote reflection by physical therapy students during clinical placements. Physiotherapy Theory and Practice, 18 (1), 5-15.

22 Agenda ü Welcome, Introductions & Overview ü Guided Reflection Demonstration ü Explanation of Reflective Practice Terminology ü Participants Guided Reflection Practice ü Debrief of Practice Sessions ü Application of Reflection to Your OD Practice ü Wrap up

23 Desired Learning Outcomes ü Developing greater self-awareness ü Understanding reflective practice theories and concepts ü Surfacing and analyzing taken-for-granted assumptions ü Learning to frame and reframe their practice ü Developing better reflective practice skills ü Applying reflection to your own professional practice ü Developing a reflective life-long learning practice