In the first week of this course an emphasis of learning through reflection was presented to us, at first I was excited to put this new concept into practice in my learning. 7 weeks on and the fire that I originally started off with has burnt out as I begun finding this whole process a chore I had to do each week. The reflection process for me had slowly become something that was done because it was a course requirement and I lost sight of the learning benefits.
The readings this week have given me a refreshing perspective on reflection, although in future I may not take such a formal written approach, the thought process is definitely something of value. Of course the main focus of both the readings was double loop learning, which is considered a key component of reflection (Synnott, 2013). Unfortunately I myself also do this that when things go wrong I tend to blame other people and so become defensive (Argyris, 1991), this reaction is definitely a hindrance to my potential learning and improvement. Recognizing this problem I want to make changes and not only look at what others have done wrong but first analyze my own performance. This idea of double loop learning is very applicable to Mike’s Bikes, because with the results of each rollover I feel I need to be asking whether there are alternatives which could dramatically improve our performance.
For the results of this next rollover instead of first looking to the performance of other I will first look at mine and think what I could contribute to make and improvement first. I hope that this will help me to learn more and benefit my team’s performance as well. I admit I have been taking the back seat for the past few weeks but now I want to look at the way I perform and not just do the same thing to just get by, but look at alternatives that could lead to potential improvement.
Argyris, C. (1991). Teaching smart people how to learn. Reflections, 4(2), 4--15
Synnott, M. (2013). Reflection and double loop learning: The case of HS2. Teaching Public Administration, 31(1), 124--134. doi:10.1177/0144739413479950