By David Boud

This booklet is an available access element into the idea and perform of labor mirrored image for college kids and practitioners. Taking a cross-disciplinary procedure, it covers administration, schooling, organizational psychology and sociology, drawing on examples from Europe, the center East, North the USA and Australia. It strains mirrored image at paintings from an emphasis on education, via a spotlight on how businesses study, to a priority with the required studying teams to function effectively. It emphasizes productiveness mixed with pleasant lived event of labor existence and issues tips on how to a brand new collective specialize in studying at paintings.

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Example text

Raelin 2002: 66) Reflective practice opens up for public scrutiny our interpretations and evaluations of our plans and actions. We subject our assumptions to the review of others (Raelin 2002: 67). The outcome may be validation of knowledge, assumptions, plans and actions and a development of these through the dialogue implying individual and organizational learning. This approach – people reflecting together in an organizational context – calls attention to the organization as a context for reflective practice.

Dewey, J. C. Heath. , Child, J. and Nonaka, I. (eds) (2001) Handbook of Organizational Learning and Knowledge, Oxford: Oxford University Press. L. (1996) ‘Action learning: bridging academic and workplace domains’, Journal of Workplace Learning, 8, 6: 45–53. , Ranson, S. and Strain, M. , Lilley, S. and Willmott, H. (1994) ‘The ‘New Organisation’ and the ‘New Managerial Work’, European Management Journal, 12, 4: 454–61. Giddens, A. (1990) The Consequences of Modernity, Stanford, CA: Stanford University Press.

People putting a lot of ‘why-questions’ may be seen as troublesome and may risk being marginalized. In a way critical reflection bridges an individual and social perspective on learning in recognizing the social and cultural nature of information and knowledge. The social relations perspective Raelin associates reflection with learning dialogues. The process of reflection is collective; we reflect together with trusted others in the midst of practices: Reflection brings to the surface – in the safe presence of trusting peers – the social, political and emotional data that arise from direct experience with one another.

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