Fostering soft skills leadership through a critical reflection approach

Abstract

Purpose

This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study presents procedures for promoting critical reflection using critical incidents, dialogue and reflective diaries, which can be a reference for researchers, managers, consultants and corporate educators.

Design/methodology/approach

This research was guided by an interpretative qualitative approach that is suitable for the study of critical reflection. The authors chose the method of action research because of its interactionist and interventionist character, which allows for the evaluation of the leadership soft skills development experience.

Findings

A leadership soft skills development program based on the concept of critical reflection in the work context leads to leaders having potential to promote changes in management practices and enhancing behavior, and the study points out the conditions necessary for success in instituting the desired changes and transformation.

Practical implications

The proposed developmental model, based on reflective conversations of critical incidents, dialogue and reflective diaries, stimulates critical reflection. This can be applied by other actors who are interested in promoting assessment and the development of soft skills.

Originality/value

There are few studies that discuss critical reflection in the corporate environment. In particular, few present models or tools that foster a reflective view of one’s assumptions, beliefs and values. This research not only advances this proposal by introducing considerations from practical experience as developed through action research, but it also signals the high potential of the study’s approach to promoting the development of soft skills.

Citation

Lemos, V.A.F. and Brunstein, J. (2023), "Fostering soft skills leadership through a critical reflection approach", Industrial and Commercial Training, Vol. 55 No. 1, pp. 143-156. https://doi.org/10.1108/ICT-01-2022-0001