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Organizing Reflection

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1 Organizing Reflection
Dr Mary Hartog National Teaching Fellow Middlesex University Business School

2 A Critical Pedagogy Situated in an organisation context – learning as a social process More than the learning of individuals One way of organising learning for change

3 Vince (2002) The Organizing of Reflection is informed by three characteristics: Questioning assumptions & making visible power relations Facilitating a ‘container’ for managing anxieties Contributing to democracy

4 Challenges for this kind of Adult Learning
The organisation milieu itself- management rhetoric Management is not a neutral activity, it affects people’s lives Political and emotional sphere of organisation life Holding a space in which different perspectives can be seen & heard Neutrality- aligned to everyone & know one at the same time The personal process of the educator

5 The Case Scenario A work based learning programme in leadership development 60 middle - senior managers Client: local authority, children & families service, public sector cuts, service change & redundancies Consulting partner who provides workshops University provides action learning sets & a post grad WBL qualification

6 The learning Relationship
Facilitation: holding a space for learning Content & process, experience, real live issues Confidentiality: trust Peer learning, questioning assumptions, support & challenge Really listening: Connected knowing & connected teaching (Belenky et al 1986) Returning the knower to the known (ibid)

7 The Assessment Challenge
Thee assignment: RAL, Plan, Project Experiential learning: self reflection at the center of the work, the problem of subjectivity Journey to voice The role of visual representation & metaphor in learning Evidence Kim’s (1999) hierarchy : the narrative, the literature & the critique

8 Why Now? Adult education has been part of our work in Business Schools & universities for some time History of professional education Difference is in the pedagogy Complex: self directed learning, being as well as doing Rise of work based learning in HE Learning in work & professional practice has a greater focus on practice improvement - development Rise in working with organisations, cohort, learning as a social process, political & emotional, navigating complexity EI more explicitly on the agenda of management learning Current context of changes facing organisations & public sector, looking for skills, even the CBI telling managers to ‘skill up’ & get an MBA

9 What Next Need to place tutor facilitation, education & development on the HE learning agenda Understanding the context & challenges presented in adult & management learning Specifically how to hold a space for learning & work effectively with the political & emotional components of experiential learning Tutor development, self reflection, reflexivity, a discipline of self reflective practice, & coaching of reflecting teams

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