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Article
Publication date: 30 November 2022

Zhining Wang, Chunjie Guan and Shaohan Cai

Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection

Abstract

Purpose

Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection and rumination and the moderating role of psychological capital.

Design/methodology/approach

This study used experience sampling methodology to test hypothesis. Specifically, this study applied two-level path analysis to analyze 1,290 observations from 129 employees.

Findings

The results show that authentic leadership positively influences reflection but negatively influences rumination, which in turn impact employees’ green creativity. Psychological capital positively moderates the effects of authentic leadership on reflection and negatively moderates the effects of authentic leadership on rumination. Furthermore, psychological capital moderates the linkages between authentic leadership, self-reflection and employee green creativity.

Practical implications

Organizations should make efforts in promoting authentic leadership and recruiting employees who possess high psychological capital. Moreover, managers can make effective efforts to stimulate employees’ reflection and mitigate rumination, thereby facilitating organizational sustainable development.

Originality/value

In investigating green issues related to employees’ daily cognitive processes, this study focuses on within-personal reaction mechanism to authentic leadership, concerning the moderating effect of individual psychological capital.

Details

Chinese Management Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1750-614X

Keywords

Article
Publication date: 29 November 2022

Catherine Glaister and Jeff Gold

This paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The…

Abstract

Purpose

This paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.

Design/methodology/approach

An interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.

Findings

Students identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.

Originality/value

In contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.

Details

Education + Training, vol. 64 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 30 November 2022

Wenzhu Lu, Bo Sun, Shengxian Yu and Shanshi Liu

This research examined how customer mistreatment activates individual customer-directed counterproductive work behavior (CWBC) by investigating the mediating roles of…

Abstract

Purpose

This research examined how customer mistreatment activates individual customer-directed counterproductive work behavior (CWBC) by investigating the mediating roles of negative work reflection and negative affect. It also explored whether job autonomy buffers the negative impact of customer mistreatment on CWBC.

Design/methodology/approach

The authors tested their predictions using an experience-sample method with a sample of data from 79 service workers across eight days. A multilevel structural equation model was used to test the hypotheses.

Findings

The authors found that negative work reflection and negative affect mediated the association between customer mistreatment and CWBC. In addition, job autonomy moderated the indirect impact of daily customer mistreatment on employees' CWBC through negative work reflection and negative affect.

Research limitations/implications

There are some concerns about a common method because all of the study variables were self-reported. Moreover, the study sample consisted of participants recruited exclusively from China, thus limiting this research's generality.

Practical implications

To eliminate the detrimental impact of customer mistreatment, supervisors can strive to improve the autonomy of those who interact with customers frequently to reduce their CWBC.

Originality/value

This study offers an integrative view to explain why service workers engage in CWBC when suffering customer mistreatment by testing the mediating mechanisms of negative reflection and negative affect in the association between daily customer mistreatment and CWBC. Second, the authors have broadened the study of customer mistreatment by introducing job autonomy as a critical condition, eliminating the indirect association between customer mistreatment and CWBC.

Details

Career Development International, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 7 November 2022

Vanessa Angioletti Ferreira Lemos and Janette Brunstein

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…

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.

Details

Industrial and Commercial Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 7 March 2016

Marianne Tracy

The purpose for this study is to publish the author’s dissertation research.

787

Abstract

Purpose

The purpose for this study is to publish the author’s dissertation research.

Design/methodology/approach

The qualitative study used stimulated recall (Gass and Mackey, 2000) of critical incidents (Flanagan, 1954) in a structured reflection interview (Johns, 1994) to study executives’ “reflection-in-action and on action” business practices. All of the participants (60 people from 10 organizations, aged from 38 to 68) were experienced executives. Each brought an average of over 15 years of leadership and industry experience to their understanding of and experience with these phenomena. The results were analyzed using Miles and Huberman (1994) qualitative data analysis methods.

Findings

Three research questions guided this study: How do executives describe, understand and utilize reflection-in-action in their work practices? The study participants were interviewed soon after an experience, meeting with subordinates and a discussion of two critical incidents representing their reflection-in-action to isolate and illuminate the instant and better understand this often subconscious process of reflection-in-action; How do executives describe, understand and use reflection-on-action in their working life? Here the study participants were asked to describe a recent change initiated by reflection-on-action to better understand that process and how it moves from reflection-on-action to action-on-reflection: the initiation of the new action or change; How do executives learn and develop their reflective practices? The participants were asked to describe how they learned, developed and sustained their reflective practices to better understand the nature and development of reflective practice on all levels: in-action, on-action and cyclically. The results of my research included four areas of analysis: reflection as emotional interaction, reflection as development, reflection as a system and reflection as a frame of knowing.

Originality/value

In this doctoral work, the author attempted to show that reflection contributes to improved performance. What the author also learned was that there is a positive relationship between reflection and building supervisor/employee relations, especially within teams. The author also learned that as you reflect, there are a lot of emotions involved. This is largely, in the author’s opinion, where there is a results focus and during performance conversations. The importance of this is that people grow and change when this happens. There is a definitive link. This was the author’s hypothesis and was proved.

Details

Development and Learning in Organizations: An International Journal, vol. 30 no. 2
Type: Research Article
ISSN: 1477-7282

Keywords

Book part
Publication date: 6 May 2015

Tanya Christ, Poonam Arya and Ming Ming Chiu

This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and…

Abstract

Purpose

This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and Collaborative Peer Video Analysis reflections) result in teachers’ greater depth and breadth of reflective ideas about literacy assessment practices as compared to their reflections in just one context.

Methodology/approach

This qualitative case study of 18 teachers tracks their reflective content over time, and uses emergent coding and constant comparative methods to identify patterns in the breadth and depth of teachers’ reflections across three contexts: video case studies, self-reflections, and Collaborative Peer Video Analysis.

Findings

Teachers demonstrate greater depth and breadth of reflection across the three contexts, as compared to any one context. Three patterns were identified that describe how teachers develop depth of reflection across these contexts: identifying problems, shifting learning, and transferring learning to novel contexts. Two patterns were identified that describe how breadth of reflection occurred across these contexts: broad array of ideas for a specific topic and a broad range of topics.

Practical implications

Teacher educators can use a three-pronged approach to video reflection to promote depth and breadth of teachers’ reflections. Opportunities should also be provided across time, and prompts should be provided for guiding reflection to support breadth and depth of teachers’ analyses.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Book part
Publication date: 1 December 2014

Tom Russell

This chapter analyzes one teacher educator’s development of a pedagogy of reflection over a period of 25 years. My personal interpretation of the meaning of reflective…

Abstract

This chapter analyzes one teacher educator’s development of a pedagogy of reflection over a period of 25 years. My personal interpretation of the meaning of reflective practice leads to seven principles of a pedagogy of reflection that focus on relationship, listening, metacognition, modeling, and learning from experience. Justification of my pedagogy of reflection includes an account of books that influenced my development as a teacher educator and the insights gained from living and teaching in a different culture. Excerpts from and discussion of the work of two preservice teachers illustrate my pedagogy of reflection and emphasize the importance of replying supportively to each individual who shows awareness of the unique learning process involved in becoming a teacher. The research methodology of Self-Study of Teacher Education Practices supported the development of my pedagogy of reflection and helped me to overcome the conditions that can constrain that development.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Book part
Publication date: 3 February 2015

Susan Main

This chapter explores the benefits of reflective practice in learning environments and discusses the conditions that can impede and facilitate reflection for teachers and…

Abstract

This chapter explores the benefits of reflective practice in learning environments and discusses the conditions that can impede and facilitate reflection for teachers and teaching assistants. Various strategies and tools to support teaching teams to reflect collaboratively are discussed and recommendations about how to introduce reflective practice are outlined.

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

Keywords

Book part
Publication date: 2 September 2015

Angelina N. Kuleshova and Alysia D. Roehrig

To describe how a defined video reflection prompt for preservice mathematics teachers shaped their reflective writing, which was examined using academic reflection as a…

Abstract

Purpose

To describe how a defined video reflection prompt for preservice mathematics teachers shaped their reflective writing, which was examined using academic reflection as a genre model.

Methodology/approach

Academic reflection as a genre model was used to unpack the reflective processes evident in preservice teachers’ written reflections on a practicum teaching experience in the context of a methods course assignment, prior to any formal instruction about reflective genre. This chapter examines how the quality of participants’ reflective writing corresponded with two promising products of reflection – the accuracy of participants’ claims about the effectiveness of instructional tasks used during teaching and the quality of suggested revisions to the lesson.

Findings

The findings indicate that the extent to which participants engaged with the required parts of the assignment corresponded with the accuracy of their claims about the effectiveness of instructional tasks and the quality of revisions they suggested to the lesson. The authors discuss the writing produced by the participants, providing examples from their reflections to demonstrate preservice teachers’ initial competencies in using genre.

Practical implications

Informed by the nature of writing produced by the participants, the authors extend the model of reflection as a genre and suggest how it could be used to teach preservice teachers to effectively structure reflective writing. Furthermore, the authors offer recommendations for how to define the video reflection prompt to serve as a more effective scaffold of preservice teachers’ analysis of student learning.

Details

Video Research in Disciplinary Literacies
Type: Book
ISBN: 978-1-78441-678-2

Keywords

Book part
Publication date: 17 October 2018

Tricia M. Kress and Kimberly J. Frazier-Booth

Since the publication of Schon’s (1984) landmark text The Reflective Practitioner, there has been a surge in research literature demonstrating reflection as an essential…

Abstract

Since the publication of Schon’s (1984) landmark text The Reflective Practitioner, there has been a surge in research literature demonstrating reflection as an essential “best practice” for teachers. However, it often feels as if reflection is forced into our lives or we happen upon it at inopportune times, creating a contradiction of un/predictability – it is touted as crucial but afforded only particular spaces or purposes, while it sneaks into our lives at inappropriate times. From our perspective, this indicates underlying flawed modernist and humanist logics at work in conceptualizations of teacher and teachers’ work –we cannot plan on bodies in motion being predictable, and just because reflection seems located in the mind, does not mean the human is solely involved in reflection. The purpose of this chapter is to explore reflexivity as un/predictable in order to generate new possibilities and potential that are not bound by modernism’s penchant toward structure and humanism’s myopic self-awareness. Via co/autoethnography, we present individual narratives illustrating our relationships with reflexivity in various spaces of our lives. By using various types of mirrors (e.g., classic mirror, interrogation mirror, window as mirror, water as mirror) as analytical devices, we illustrate reflexivity as embodied processes that emerge un/predictably as we traverse various geotemporal–political locations and engage with other human, non-human and material bodies. By recasting reflexivity as dynamic and fluid, we raise possibilities for spontaneously incorporating reflexivity into teaching–learning and research, thereby untethering critical reflection from modernist and humanist logics that attempt to corral reflection into discrete activities and truncate its potential for transforming praxis.

Details

Decentering the Researcher in Intimate Scholarship
Type: Book
ISBN: 978-1-78754-636-3

Keywords

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