Running head: REFLECTIVE PRACTICE SYNTHESIS

Reflective Practice Synthesis

Dorene Uhrich

Colorado State University

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Abstract

Reflective practice has been tested extensively in many different occupations, generally

with very positive results. The time commitment, skill level of the mentor or facilitator, and the

learners motivation to participate seem to be strong influencing factors in the success of

reflective practice in a work place. With that said, there are also many barriers such as time,

desire, oppressive structure, and peoples discomfort with the unknown. The goal of this article

is to synthesize the factors important to implementing productive reflective practice in a

workplace.
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Introduction

Why is it that some learners can experience struggle at work and continue making the

same mistakes time and again, while others rarely make the same mistake twice? What skills

have these individuals developed to learn from their experiences, and how is the work place

structured to support this reflective practice?

Reflective practice is a strategy learners employ to develop a deeper schema of

understanding after an action. As a form of experiential learning, the action taking place is a

critical component to reflective practice, since the learner needs to think critically back on the

event. Instead of blind trial and error, the learner takes information from the results of an action

and modifies his hypothesis and future attempts.

This reflection can be entirely self-directed, but it is often instituted as a part of the

culture and practices in a work or educational setting, which develops the time and ability in the

participants. Reflective practice has been implemented and studied in numerous environments,

including healthcare, social work, and teaching. In looking at what it was about the learning

environments that made reflective practice successful or made it struggle, we can judge the

factors important to implementing productive reflective practice in a workplace.

Methods

Reflective practice goes by many different names, and the literature describing it vary in

intent and direction. To gather information about the current knowledge base of reflective

practice, the Colorado State University library website was employed to identify books and

scholarly articles that shed light on the factors of reflective practice in a workplace that lead to it

being productive.

Because reflective practice goes by different names and can be found even when not
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directly addressed, many search terms were used. The first was reflective practice, bringing up

many articles detailing exploration of the use of reflective practice in real work environments

from many different fields.

The next search terms used were work-based learning. Although reflective practice

and work-based learning are not truly synonyms, they are connected ideas. Articles were found

that discussed the role of mentors, inquiry, and reflection in work-based learning.

Because is such a critical component of reflective practice, the terms inquiry and

personal inquiry at work were also used. Asking questions of oneself is the beginning of

reflective practice, so even if it is not labeled as such, this research weighs in on the success of

this practice in the workplace.

The final terms used in the main search were reflection-on-action, since this synthesis

focuses primarily on the reflection after the learning event, as opposed to reflection-in-action

which allows the learner to think and adapt on her feet as it is happening. This search brought up

an article focused on removing barriers to achieving reflection-on-action in managers, which led

to further insight into the way to structure a work place where reflective practice thrives.

Reflective Practice Defined

While there are many ways to implement reflective practice, the basic idea and goals

seem to be common no matter which researcher or field is examined. Holton & Grandy (2016)

use the term voiced inner dialogue, while Watts (2015) distinguishes reflective thinking from

other thinking by focusing on situations of uncertainty. Reflective practice is designed to help

the participant learn from his/her experiences through deep thought about an action or

interaction. Galea (2016) explains the purpose of true reflective practice is to empower the

participant to learn more than what can be taught or dictated by others.

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Burhan-Horasanli & Ortactepe (2016) and many others describe three main kinds of

reflection: reflection-in-action, reflection-on-action, and reflection-for-action. Reflection-in-

action is done while taking the action. It involves the pivots and reactions needed during an

action. Reflection-on-action happens after the action and is the most common reflective practice

analyzed in current research. This is designed to allow the learner to problem solve and grow

based on deep reflection so in future situations he/she may make wiser actions. Reflection-for-

action is described as anticipatory reflection. Instead of occurring during or after an action, it is

done prior to the action, considering possible outcomes and planning for contingencies. All three

can be done on an individual basis or with the guidance of a facilitator.

Mentors and Facilitators

In Farrells (2016) study of three new English as a Second Language teachers first

semester, he led a teacher reflection group. He described his role as a participant observer,

creating a safe space and allowing room for the learners to reflect on their teaching and the

shocking moments they were faced with in their new roles. His format to the reflective group

was to allow the teachers to talk about anything they wanted. The conversations began

informally then he would focus the group on the patterns emerging in their discussions, helping

them reflect on their situation and actions. He shared that while people could form their own

groups without a facilitator, they are strengthened by an administrator who created a safe, non-

evaluative place for participants to reflect.

Raelin (2011) analyzed what traits were needed to create a reflective workforce. He

postulated that rather than a strong leader, a workplace is better off with leaderful practice where

the whole team is used to reflective inquiry and authentic curiosity. To do so, the leadership in

such a group needs to be concurrent (multiple people can stand up as a leader at any given time,
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collective, collaborative, and compassionate. So instead of having one mentor for the

reflections, the team can naturally pass that baton between members of the group as needed or

hold it together. He argues this model of work-based learning allows learners to create and

consume knowledge just-in-time.

Online Reflection in a Community

A very different and growing method of reflective practice is one found online. The

discussion boards in online graduate school classes like this one a are a great example of this

reflective practice. Learners are asked through journaling assignments and extensive written

conversations with each other to reflect on their beliefs, readings, and actions. They also receive

feedback, both from their professors and peers, that often leads them to reflect more deeply on

their ideas.

Burhan-Horasanli & Ortactepe (2016) examined reflective practice in internet

communication technologies like blogs, discussion boards, and online journaling. The learners

were encouraged to engage in reflection through writing assignments and also needing to

respond to other peoples writings. Several factors led to the success of this model. First, the

professor asked open-ended questions that could have different arguments or experiences and

that asked the learner to reflect on their ideas or experiences. Second, the professor did not

participate much in the discussions in order not to interfere with the self-sustaining nature of the

reflective discussions. She instead provided a summary at the end of each reflective discussion

so her thoughts did not guide the discussion. Learners ended up reflecting on their identities,

challenges, personal traits, their growth as professionals, their current ideas, and plans for future

improvements. They found that in an online discussion forum their learners demonstrated all

three kinds of reflective practice: in-, on-, and for-action.

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A key finding for Burhan-Horasanli & Ortactepe (2016) was the importance of

collaboration in the reflection. Learners reflected in the online environment in their initial posts

and assignments, but the reflection was extended regularly through further engagement with their

peers around their ideas. A major benefit of that online community of practice, much like

Farrells (2016) in-person community, was the mutual support and feedback provided by having

a group of individuals all engaged in reflective practice together.

Questioning Strategies

Most discussions of reflective practice touch on the importance of the questions asked.

Both the questions themselves and the order in which they are asked play a role in creating an

environment where people want to reflect. Holton & Grandy (2016) structured the questions so

they started with questions about the organizations practices then moved into questions about

the persons individual practices. They suspect putting the questions in this order allowed the

participants to feel comfortable before reflecting on themselves personally. Similarly, Farrell

(2016) designed his sessions to start with informal chat and then as topics began to surface he

would ask follow-up questions to delve deeper into the topics. The informal nature was cited in

multiple studies, as was the importance of having high support and high challenge to make a

very effective reflective practice experience.

Enhanced Results

In the majority studies centered around reflective practice, researchers find positive

outcomes. Sometimes these outcomes are anecdotal, like the Farrells (2016) novice teachers.

Other studies find improved metrics after reflective practice is engaged in a work setting.

One example is the 2016 study of the impact of doctors engaging in reflective practice to

see if it had an impact on hospital readmissions (Kashiwagi, D. T., Burton, M. C., Hakim, F. A.,
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Manning, D. M., Klocke, D. L., Caine, N. A., Hembre, K. M., & Varkey, P.). The authors

examined a hospital where the doctors engaged in reflective practice for each of their general

medicine patients that were readmitted to the hospital within 30 days of discharge. They had a

team that met every other week throughout the year of the study to reflect on these returning

patients. This team found patterns, designed a chart doctors could use before initial discharge,

and charted other unexpected variables. They considered more than half of their readmissions

preventable, and by the end of the study the readmission rates showed a significant, sustained

decrease. They continued monitoring readmission rates for a year following the reflective

practice, and the readmission rates continued to be dramatically lower than the year before the

study was instituted. This is evidence of reflective practice improving effectiveness across a

large team (25 physicians and 20 PAs).

Barriers to Productive Reflective Practice

Reflective practice does not always work or stay true to its intended purpose. Galea

(2012) argues that in a quest for efficiency, much of the reflective practices in the teaching field

have been standardized. She wants reflective practice to lead to an emancipation of teachers

from the authoritarian teaching and learning patterns that echo controlling and disciplinary

schooling practices, but instead she often finds they, regularize and regulate teachers

constructed meanings of their profession along centralized signifying systems and hinder the

creation of other concepts of teaching. Her recommendation is to have participants reflect on

the act of reflective practice to bring it back to its true purpose.

Another potential barrier is the uncertainty of the inquiry process and our innate desire to

be right and appear competent. Dewey (1933) states, One can think reflectively only when one

is willing to endure suspense and to undergo the trouble of searching. To many persons both
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suspense of judgment and intellectual search are disagreeable. People often try to appear as if

they are confident, so the vulnerability and doubt associated with productive reflection can limit

its effectiveness. Galea (2012) points out that teachers feel like they risk credibility by showing

they do not know something, which has the potential to turn reflective practice into a fabricated

representation of knowing and the rituals of coming to know. She quotes a teacher that

described the process as, a presentation of what you did not know before and what you have

come to know thanks to the process of reflective practice.

Hayes & Kelsey (2015) also shared concerns about participants feeling like they have to

say what the instructor or mentor wants them to say as opposed to really reflecting honestly.

Watts (2015) echoed these concerns in her research on using reflective practice with social

workers in their in-service training. She found that often students would say the things the

instructor hoped they would say in a reflection instead of truly reflecting on their own ideas.

This could be because of a fear of revealing their inner thoughts they know may conflict with the

professors thoughts, or it could be a faster, less cumbersome process. She described through her

experience as both a student and then an instructor, the best environment for reflective practice is

one that has both high support and high challenge.

Yet another potential challenge is the time required for reflective practice. Several

researchers pointed out the busy work day in both the education and health care fields. Holton &

Grandy (2016) stated, time for reflection is frequently compromised, forfeited for other

demands on a managers time. It appears reflection time is often one of the first tasks to go when

time is short.
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Conclusion

Looking at all the varied research on reflective practice in its various forms gives great

insight into how to implement a reflective practice environment in the workplace, although there

are still many hurdles yet to be resolved before it is guaranteed to be successful.

While reflective practice can be done individually, there is a lack of research on what that

looks like and how impactful it is, so a good starting place in the workplace is to set up a

reflective practice group. This would eliminate or at least minimize the potential barrier of

participants not having enough time and would also allow for some norms and structure to be put

in place encouraging all to participate.

One of the most powerful benefits cited more often than improved productivity was the

idea of collaboration and comradery. So another good reason to make this a real group as

opposed to encouraging individual reflection is that learns will have the support of a group to

push their ideas further and explore common experiences. Having different perspectives and

also a common understanding since they are in the same workplace was cited as having a

positive impact on relationship building and the depth of the reflection.

The most critical factor in whether or not a reflective practice group would be effective

appears to be the mentor or leader of the group. Groups with designated mentors shared the

importance of having a highly trusting and supportive environment. They were careful not to

lead the discussions with their own experience, but instead asked challenging, open-ended

questions. The other model used was Raelins (2011) leaderful approach where the leadership of

the group is shared. While there is not enough research on the execution and effectiveness of a

leaderful approach, the method of having shared responsibility for the direction and progress of
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the group seems like it may bypass the many concerns about the participants feeling pressure to

say what they think the leader is looking for instead of how they really feel.

A final consideration is the types of questions to be asked. Some reflective practice

groups seem to stay primarily in the realm of analyzing what has happened in the work or

learning environment, asking open-ended questions designed to support the participants in

reflecting and learning from the action. Another method is having more planned questions

instead of what comes up in the course of the work. Yet a third, and promising, method is giving

the team a real problem to solve, like the doctors readmission rates in the hospital. In this

situation, the group has the task of discussing, testing, and reflecting around a common area they

want to solve together. Depending on the work environment and the objectives of the reflective

practice group, any of the three could be successful.

There is still a great deal of room for additional research about reflective practice. While

it seems to be very common in the education and medical fields, there are many career paths

where it does not appear to have been explored. More research on the methods involved in

successful reflective practice would also help people looking to implement it find success.

Overall, reflective practice appears to be a positive method of helping people walk away

from experiences having learned more than peers that do not stop and analyze actions, their

implications, and their alternatives. It is something that would need to be implemented very

carefully since there are so many potential negative impacts, but the majority of the research is in

agreement that it has positive results.

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