The Role of Reflection in Managerial Learning: Theory, by Seibert K.W., Daudelin M.W.

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That x causes y) are inadequate for understanding the dynamics of complex systems. The idea of mutual causality (loops rather than lines) provides a richer and more accurate picture of organizational systems (Morgan, 1986). Figure 1-1 Conceptual Framework of the Role of Active Reflection 14 The Role of Reflection in Managerial Learning Moreover, in contrast to contingency theories, which posit that knowledge of a few moderating variables enables the prediction of precise outcomes, a “multiple possibilities perspective” maintains that perfect predictability has very limited validity in the social sciences (Tyler, 1983).

This tutorial approach has helped student teachers learn how to move beyond acquiring facts, rules, and procedures to developing the ability to construct and test new categories of understanding, strategies of action, and ways of framing problems. Permaul (1982) discusses the importance of mentors as guides for reflection on experiential learning and identifies four roles for mentors: raising questions, challenging observations, sharing experiences, and providing positive reinforcement. Finally, Knights (1985) argues for a relationship with a person who will listen to a learner verbalize what she is experiencing in a particular situation.

Critical reflection, critical thinking, and hypothesis testing are presented as three learning strategies that managers must employ to learn from experience. Critical thinking enables managers to determine the extent to which a newly encountered situation is like or different from others they have encountered. If it is similar, they can appropriately apply past knowledge; if it is different, they can identify what needs to be learned. Robinson and Wick emphasize that critical reflection is not passive, contemplative thinking but is rather an active process of probing for and then challenging the assumptions, values, and beliefs that underlie actions.