Leadership development and reflection: what is the connection?

Abstract

Examines the relevance of critical reflection practices in leadership development. The article provides suggestions for incorporating critical reflective practices in a leadership development program. A constructivist approach is adopted from educational literature which advocates using critical lenses to enable students to build on previous experiences of leadership and to incorporate new learning. Reflective processes encourage multiple perspectives to be generated that challenge teachers and future leaders to excel in complex and uncertain environments. Consequently, leadership development and good teaching practices depend on reflection-in-action.

The Reflective Learning Continuum: Reflecting on Reflection

“…Research by van Woerkom et al (2002) Densten and Gray (2001) contend that the depth of learning is a function of openmindedness (i.e., listen to multiple perspectives), responsibility (i.e., desire to seek the truth), and wholeheartedness (i.e., willingness to make change by critically evaluating self and others).…”

“…However, the reflection construct is receiving considerable attention in a wide range of disciplines including social work (Dempsey et al, 2001;Fisher and Somerton, 2000), information systems (Mukherjee, 2004), earth sciences (Harrison et al, 2003), leadership development (Densten & Gray, 2001) and particularly in the areas of human resource development (Bourner, 2003;Corley & Eades, 2004;Maclellan, 2004;Van Woerkom, 2004;Van Woerkom et al, 2002) and health sciences (Biggs et al, 2001;Kember et al, 2000;Leung & Kember, 2003;Liimatainen et al, 2001). We examine this diverse literature base and blend it with emerging business education literature for the purpose of defining the reflection construct, identifying its dimensions and processes, and as input for further consideration of its measurement.…”

Using Cluster Analysis to Segment Students Based on Self-Reported Emotionally Intelligent Leadership Behaviors

“…Moreover, where reflection is absent, there is the constant risk of making poor decisions and bad judgments (Brookfield, 1995). For example, without reflection, leaders may be convinced by past successes of their invincibility and fail to consider other viewpoints, with possibly disastrous consequences (Densten & Gray, 2001). Similarly, leaders may avoid reflecting on a course of action because such reflection might challenge their favorable perceptions of themselves (Conger, 1992).…”

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

“…As Densten and Gray (2001) state, "teachers are faced with the challenge of presenting underlying theories in a way which will demonstrate the relevance of theory to their students" (p. 3). In general, instructors who design online courses which require students to use in-depth learning techniques such as integration and reflection show higher course achievement (Bliuc, Ellis, Goodyear, & Piggott, 2009).…”

“…It helps students consider their perceptions of leaders/leadership and how they make subsequent interpretations (Densten & Gray, 2001). It also offers students an opportunity to connect course concepts to their personal lives (Moore, Boyd and Dooley, 2010, p. 5).…”