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The purpose for this study is to publish the author’s dissertation research.
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.
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Jess Smith, Ryann N. Shelton, Nate Scholten and Madelon McCall
The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.
Abstract
Purpose
The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.
Design/methodology/approach
This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.
Findings
The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.
Originality/value
This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.
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Inge Birkbak Larsen and Helle Neergaard
This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.
Abstract
Purpose
This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.
Design/methodology/approach
The research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM.
Findings
The research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM.
Research limitations/implications
The commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education.
Practical implications
The framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes.
Originality/value
This inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.
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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 and…
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.
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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 project…
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.
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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.
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Friederike Kittelmann, Patricia Kraft and Ellen Schmid
Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a…
Abstract
Purpose
Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.
Design/methodology/approach
This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.
Findings
This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”
Originality/value
This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.
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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 negative…
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.
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Inge van Seggelen - Damen and Karen van Dam
How does self-efficacy affect employee well-being? The purpose of this paper is to increase insight in the underlying process between employee self-efficacy and well-being at work…
Abstract
Purpose
How does self-efficacy affect employee well-being? The purpose of this paper is to increase insight in the underlying process between employee self-efficacy and well-being at work (i.e. emotional exhaustion and job satisfaction) by investigating the mediating role of employees’ engagement in reflection and rumination.
Design/methodology/approach
A representative sample of the Dutch working population (n=506) filled out an online questionnaire. Structural equation modeling was used to test the measurement model and research model.
Findings
As predicted, self-efficacy was significantly related to emotional exhaustion and job satisfaction. Rumination mediated the self-efficacy-exhaustion relationship. Reflection did not serve as a mediator; although reflection was predicted by self-efficacy, it was unrelated to exhaustion and job satisfaction.
Research limitations/implications
This cross-sectional study was restricted to self-report measures. Longitudinal research is needed to validate the findings and to further investigate the relationship between reflection and rumination.
Practical implications
Organizations might try to support their employees’ well-being through interventions that strengthen employees’ self-efficacy, and prevent or decrease rumination.
Originality/value
This study increases the understanding of the role of reflection and rumination at work. The findings indicate that self-reflection can have positive as well as negative outcomes.
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Eleanor Lawrence, Maggie W. Dunn and Suri Weisfeld-Spolter
The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call…
Abstract
Purpose
The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development.
Design/methodology/approach
New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity.
Findings
Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program.
Originality/value
Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.
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