A Complete Guide to Learning Through Reflection

Emma Weber

Many people in Learning & Development are beginning to recognise that reflection is at the heart of great learning.

Back in the Eighties, research showed the benefits of reflection in personal and career development (Schon, 1983), and this hasn’t changed. Research continues to support the notion that reflection is a fundamental requirement in transferring any learning, be that in life or in the workplace.

A recent paper from Ruth Helyer (2015) found that when done well, reflection can facilitate ongoing learning and also provide a structure to make sense of learning so that it can be embedded into real change.

I couldn’t agree more. Reflecting on our learning experiences can be a powerful method of progressing learning goals. I firmly believe that any transfer of learning solution to support learners should have reflection at its core. Without reflection, learning is wasted. Employers have much to gain from encouraging staff to actively reflect on their work practices (Cox, 2005).

While reflection can be achieved individually without a framework, it can be much more powerful to discuss reflective learning outcomes with another. Turning Learning into Action™ specialists facilitate reflection for learners after a learning or change initiative, and in turn create an empowering experience where learning is brought back to life and given more meaning.

Heyler (2015) talks about the importance of trust when reflection is being facilitated. People need to feel secure and safe when engaged in reflective practice (Osterman & Kottkamp, 2004). This is so true, and something we often see in Turning Learning into Action™ sessions. The learner needs to know that they are in a safe space where they can deeply reflect with no judgement, to enable effective learning transfer.

And we’re not the only ones banging on the reflection drum! Stefano, Gino, Pisano & Staats (2014) found that reflecting on learning and experience is in fact far more influential than learning from experience.

Check out these 6 Reflection Tools to Boost Your Learning for a complete guide to learning through reflection.  

The dictionary defines reflection as “serious thought or consideration”.

Clearly giving serious thought or consideration to learning is a great avenue to take to facilitate growth and business outcomes from learning.

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References:
  • Cox, E. (2005). Adult learners learning from experience: using a reflective practice model to support work-based learning. Reflective Practice, Vol. 6 No. 4, pp. 459-472.
  • Helyer, R. (2015). Learning Through Reflection: The Critical Role of Reflection in Work-Based Learning (WBL). Journal of Work-Applied Management, vol. 7, issue 1 (2015), pg. 15-27.
  • Osterman, K. & Kottkamp, B. (2004). Reflective Practice for Educators: Professional Development to Improve Student Learning, 2nd ed., Corwin Press, Thousand Oaks, CA
  • Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY
  • Stefano, G. D., Gino, F., Pisano, G. & Staats, B. (2014). Making Experience Count: The Role of Reflection in Individual Learning (June 14, 2016). Harvard Business School NOM Unit Working Paper No. 14-093; Harvard Business School Technology & Operations Mgt. Unit Working Paper No. 14-093. Available at SSRN: https://ssrn.com/abstract=2414478 or http://dx.doi.org/10.2139/ssrn.2414478

 

Emma Weber is a recognized authority on the transfer of learning. As CEO of Lever – Transfer of Learning, she has helped companies such as Telstra, Oracle and BMW deliver and measure tangible business results from learning. Emma has also been a guest speaker at learning effectiveness conferences worldwide and authored the hugely successful book “Turning Learning into Action“. Much more detail around the issues and solutions examined in this article are available in the book – please feel free to download a free chapter.