Reflective Practices in the Workplace
- 1. TarhanAOL5007-8-4 1 Effects of Coaching and Reflective Practices in the Workplace Coaching has been recognized as a means of the learning process of an individual. There are many approaches, strategies and skills coaches display. One of the skills believed to have great impact on the coaching process is reflection. This paper is intended to present an overview of reflection and its’ practices as well as how it can improve organizations. It will also provide a personal reflection of experiences and steps that could be followed to encourage self- reflection in others. An Overview of Reflection Until recently, when reflection was discussed, the sources, the research had been mainly about teaching, classes, students and teachers. As Iwamoto (1997) mentioned learning is no more limited to schools, teacher and learners. It has also become the main agenda of the business organizations. Theories claim that adults’ learning is different from the students, they learn from their interactions, different perspectives, by living and working and by engaging in different activities and reflection (Iwamoto, 1997; Knowles, 1990). Reflection can be considered as a skill which can be developed and which can become more effective with systematic training and practice (Gün, 2011). According to Iwamoto (1997), reflection is a process which assesses the content, effort to interpret and give meaning to experiences. It is also becoming more aware of own learning. Reflection encourages new opportunities which leads to new understandings and deriving meaning from experiences. It helps build critical thinking skills by becoming conscious about behavioral patterns and contexts. Reflection is also considered as a process making the meaning experiences which can be applied to future actions and circumstances, in other terms using past experiences to improve
- 2. TarhanAOL5007-8-4 2 possible future actions. Different types of reflections can produce different types of outcomes both to the individuals and organizations. Kristal (2010) classified types of reflection into two categories: Noticing-simple reflection and Assessing-Critical reflection which is then categorized as Critical Reflection and Critical Self Reflection. Simple reflection is the stage where the client becomes aware of something that he is not aware of. In simple reflection strategies such as mirroring, reflecting back, paraphrasing client’s words could be used. Critical reflection, on the other hand requires assessment, analysis and evaluation of experiences. These experiences and assumptions may trigger different forms of reflection. Critical reflection was defined as making assumptions on others’ behavior whereas self-reflection was defined as subjective reframing which includes reflecting on own experiences (Kristal, 2010; Mezirow, 2000). Critical reflection and self-critical reflection were then subcategorized into three kinds of reflection; awareness, solution and experience. As Kristal mentioned the first kind is when the thinking stage begins and leads to a new perspective or change. Another kind of reflection is creating alternative solutions. At this kind of reflection, the coach encourages the client to think more strategically and reflect on opportunities. Critical Reflection on experience is a kind of reflection where the client is encouraged to reflect on current or past experiences. This also helps clients to act depending on their experiences in future situations. In general, the aim of reflection is becoming aware of one’s conditions, desires and wants, being honest and open to change. How does coaching and reflective practice improve organizations? Reflection plays an important role on the coaching process as it facilitates change (Kristal, 2010). According Kristal, there are conditions which facilitate change and development in the organizations. The first condition is flexible and dynamic structure. Length of the
- 3. TarhanAOL5007-8-4 3 meetings, the time between the meetings, overall process of the coaching process and the content defines the pace of the process. Relationship and environment is another factor that effects the coaching process. It is important that the coach and the client establishes a positive and trustworthy relationship where they are not limited and free to talk. Relationship refers to the connection and environment refers to the physical setting which both effect the process. Once these conditions are facilitated, reflection is more likely to occur. Reflective practice is at the heart of the learning process and requires a deeper understanding of one’s thoughts, actions and feelings. It serves as an opportunity to explore areas of development, concerns and make necessary adjustments. Reflective practice is simply thinking about and reflecting on what actions you take; however, it is different from casual thinking and it requires conscious effort to think about events and develop insights. There are many benefits of coaching and reflective practice in the workplace. They help build a common sense of shared values and goals. With the help of coaching, employees work towards meeting shared goals. They address individual needs and concerns and encourage them view and set personal goals by focusing on the positives and lessons learned through reflection of events. It encourages active listening and sharing which also builds communication. Reflective practice can also act as guidance for employees, encourages ongoing learning and consideration of different perspectives. All of these facilitate change and development in the organizations. My Own Experience on Reflective Practice Reflective practice is a term I have come across in this assignment. I believe reflection and its use in childhood, in a group or in the workplace mainly depends on the culture of the society you live in. In our society, especially in the past, reflection was not common and was not
- 4. TarhanAOL5007-8-4 4 encouraged. Over the years, like many societies, our culture was due to change. Reflection and coaching are terms that have been discussed and are encouraged recently. Therefore, I did not grow up in a culture of thinking and reflecting on my skills. Although that makes reflection and reflective thinking harder, as a person I am open to feedback, suggestions and change. Needless to say, this has developed because I am in the profession of teaching as teaching requires constant thinking and reflecting. Also, as a teacher I had many trainings in the field which encouraged critical thinking. Having worked in the field of education both as a teacher and a leader and also studying leadership, I find myself in a journey of self-discovery reflecting on my skills, identifying my strengths and weaknesses and setting personal goals. I believe learning about and applying reflective practice will further my leadership skills. Self-Reflection and its Effect to Organization’s Professional Environment Self-reflection is a key to employee’s empowerment as it encourages cognition (Smith, 1997). It enables professionals to make informed, conscious decisions. It fosters purposeful change and efficacy. Through reflection employees draw conclusion on past experiences and take proactive roles in future decisions. Therefore, reflection encourages higher levels of professional performance and creates motivation in the workplace. As Gün (2011) indicated awareness is the first step towards being able to change, and one way of change is through self- reflection of abilities, strengths, weaknesses and setting personal goals. Steps to Encourage Self-Reflection in Others There are many ways, strategies to encourage self-reflection in others as a coach. One of the most important and common strategy is active listening. It not only facilitates reflection but also maintains the coach-client relationship. Another very important strategy is reflecting back
- 5. TarhanAOL5007-8-4 5 what the client says. It helps the clients to realize what has been said in an objective manner. Challenging the clients could be used as another tool to encourage reflection. It facilitates clients to assess and analyze the situations or their choices. Another very valuable strategy might be reviewing experiences. Asking the clients to review past or current events encourages critical thinking and reflection. Coaches can also use powerful questions that would enable the clients to think critically. Reflection process could take during coaching meeting, however, reflection can occur after the coaching meetings as well. Mau (2013) explained the coaching meetings as reflection-in-action which refers to allowing the practitioners to draw upon their experiences, past knowledge and skills with the help of the coach. He described the second type of reflection as reflection-on action which allows the practitioners to spend time after the meetings and explore their own mannerisms. Through various strategies a coach can encourage reflection-on-action outside the meetings. Giving homework and assignments on thinking and reading, keeping a diary where they take reflective notes, developing a timeline, making lists, filling feedback or evaluation forms, making diagrammatic presentations such as concept maps, mind maps or diagrams, writing stories, making films or interviews, groups discussions are all valuable tools which will enhance reflection outside the coaching sessions. Either during the coaching sessions or after, using a variety of strategies help build awareness on the employees. Being aware of self and being ready to change brings many benefits to the individuals and the organizations. In that sense, coaching and coaches play a key role in today’s business world to achieve the desired outcomes, manage and adopt change and to build organizational capacity and effectiveness.
- 6. TarhanAOL5007-8-4 6 References Gün, B. (2011). Quality self-reflection through reflection training. ELT Journal: English Language Teachers Journal, 65(2), 126-135. doi:10.1093/elt/ccq040 Iwamoto, C. S. (1997). Critical reflection: A manager's tool to enhance learning at work. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/304392047? accountid=28180 Kristal, Z. (2010). The role of reflection on clients' change in the coaching process. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/230949088?accountid=28180 Mau, A. (2013). The meaning of being a reflective practitioner in the coaching profession. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/1545896688? accountid=28180 Smith, M. C. (1997). Self-reflection as a means of increasing teacher efficacy through cognitive coaching (Order No. 1384304). Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/304423191?accountid=28180
- 7. TarhanAOL5007-8-4 6 References Gün, B. (2011). Quality self-reflection through reflection training. ELT Journal: English Language Teachers Journal, 65(2), 126-135. doi:10.1093/elt/ccq040 Iwamoto, C. S. (1997). Critical reflection: A manager's tool to enhance learning at work. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/304392047? accountid=28180 Kristal, Z. (2010). The role of reflection on clients' change in the coaching process. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/230949088?accountid=28180 Mau, A. (2013). The meaning of being a reflective practitioner in the coaching profession. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/1545896688? accountid=28180 Smith, M. C. (1997). Self-reflection as a means of increasing teacher efficacy through cognitive coaching (Order No. 1384304). Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/304423191?accountid=28180