Learning theories and their interpretations in management research recognize the role of reflection as a central element in the learning process. There also exists a broad consensus that organizational learning (OL) happens at three intertwined levels of the individual, the group and the organization. This tri-level analysis has been most influentially presented by Crossan, Lane and White (1999), as a premise for their 4I framework of OL. Though the 4I framework builds strongly on existing literature on OL, it does not address the role of reflection as a factor operating between the inputs and outcomes in 4I sub-processes. Though a large body of research exists regarding the notion of reflection and its importance in terms of OL, this has not been discussed in the specific context of the 4I framework. This article contributes to the development of the 4I model by discussing how reflective practice—on three levels and within 4I sub-processes—fuels the OL process. The argumentation is based on an extensive literature review in three dimensions of learning, illustrated with an empirical inquiry into three business organizations and their reflective practice. In addition, the aim is to increase the understanding of reflection as not only an individual or group process, but as an organized practice, enabled by the tools of management control

Purpose The purpose of the study is to investigate how organizations can exploit performance management through reflective practice to foster innovativeness and performance. Design/methodology/approach A conceptual framework has been designed to link the studied concepts and to explicitly indicate current research gaps in the area. Moreover, the authors have conducted interventionist case studies to understand the interconnections between theory and practice. Findings This study showed that there are many possibilities with which to exploit performance management through reflective practice to foster innovativeness and performance. The study has three main implications. First, reflective practice can be learned and developed. Second, reflective practice is connected to innovativeness and performance. Third, performance management through performance measurement systems can assist in targeting the reflective practice. Originality/value New forms of performance measurement and management are receiving increasingly amount of attention, because the traditional forms of managing organizations do not fulfill the needs of rapidly changing environment. Prior studies maintain that a performance measurement and management supports the periodic execution of the same routines in organizations where changes are small or non-existent. In these forms, the role of reflection as an individual, collective or organizational practice is emphasized.

While heavy stress loads seem an unavoidable aspect of entrepreneurship, the positive side of stress (often referred to as 'eustress') remains a neglected area of research. This paper contributes to entrepreneurship research by linking the research streams of eustress and reflective practice. As a tool for analysing and developing thoughts and actions, reflective practice plays an important role in the interpretative work essential to positive stress experiences. Following an overview of approaches to stress at work, eustress and reflective practice, the paper explores how entrepreneurs experience the role of positive stress and reflective practice in their work and describes the reflective tools utilized by entrepreneurs in promoting eustress. The research process was designed to support reflective dialogue among the 21 Finnish entrepreneurs from different fields who participated in the study, with results based mainly on qualitative interviews. Nine of the interviewed entrepreneurs also kept a positive stress diary, including a three-day physiological measurement analysing their heartbeat variability. The findings suggest that positive stress and reflective practice are intertwined in the experiences of entrepreneurs and illustrate the role of reflective practice as a crucial toolset for promoting positive stress, comprising six reflective tools: studying oneself, changing one's point of view, putting things into perspective, harnessing a feeling of trust, regulating resources and engaging in dialogue. Individual reflective capabilities vary, and a theory-driven division of reflective practice into individual, social and contextual dimensions is considered useful in understanding those differences. The research offers a starting point for exploring how eustress and reflective practice affect the well-being of entrepreneurs. .) has worked as a researcher and teacher at the University of Tampere, Finland for about 15 years. She is currently a senior researcher in work-life development research programmes related to topics that include eustress, reflective work practice and dialogic leadership. She is also a freelance trainer and trained supervisor. Päivi Heikkilä (M.Sc.) works as a researcher in the Human-Driven Design and System Dynamics team at VTT Technical Research Centre of Finland. She has worked as a user experience expert, researcher and project manager on projects relating to user needs and the potential of novel digital services. She is currently project manager for the Eustress project. Mari Ainasoja (M.Sc. (Econ. and Bus. Adm.)) works as a researcher and project coordinator at the University of Tampere, Finland. She specializes in collaborative research with companies for business development. Her research interests include a wide range of topics, from feelings and stress in business to service development and digital marketing.

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Purpose – The purpose of this paper is to study the role of performance management (PM) in the use of reflective work practices. Design/methodology/approach – The empirical evidence was collected during a one-year, action-oriented research project. Findings – According to the results, PM can support the use of reflective work practices by affecting and guiding the human behavior in an organization. In this study, five roles of PM are emphasized in order to support reflective practices at work: making reflective work practices visible, supporting reflective dialogue, creating a favorable measurement culture, clarifying the goals at all organizational levels and motivating employees to use reflective work practices by means of compensation and rewards. Practical implications – The results of the study can help professionals realize that reflective work practices may benefit organizational performance. Originality/value – There is limited research and discussion on how a PM process through the use of reflective practices contributes to human resource management (HRM) and organizational effectiveness. In addition, PM literature has neglected the potential of reflective work practices in achieving performance at different levels (individual, group and organization). Reflective work practices, where individuals learn from their own and from each other’s professional experiences, may be the most important source of professional development and improvement. This paper argues that PM can also support this type of learning, and thus guide and motivate people in attaining business goals.