Lack of time, unconducive environments, cultural norms or negative past experience are just some of the reasons that participants give for not maintaining their reflective practice after their studies (Cox, 2005). In this article I explore several opportunities that have been tested at Lancaster University Management School over recent years that create different approaches to developing reflective and reflexive practice. In a sense, they offer more choice for individuals to find a method that works for them. Reflective or Reflexive Reflective learning has a rich history of research and application through practice-based approaches at Lancaster, epitomised by management learning pioneers such as Michael Reynolds, John Burgoyne and Mark Easterby-Smith. Reflective learning has been defined as a mirror image (Cunliffe, 2002). Reflexive learning is a more recent development, with Ann Cunliffe championing its significant benefits within management learning. Reflexive learning is often seen as a progression from reflective learning and has been defined as ‘bending back on itself’ (Steier, 1991) as a form of self-analysis. Both reflective and reflexive learning methods are used extensively in leadership development programmes, with managers drawing on relevant experience for reflection and learning. At Lancaster these approaches are used on programmes such as the MBA, Executive MBA (EMBA), Senior Leader Apprenticeship and International Masters Program for Managers (IMPM). Different methods enable learners to stimulate their thinking, such as learning journals, classroom dialogues or critical incident diaries. Some learners find it hard to engage with these approaches, perhaps not knowing where to start. I faced this experience myself when I came to a residential at LUMS in 2009. I felt anxious and daunted when faced with spending 30 minutes completing a daily reflective diary on my emotions. Creating a more varied range of methods that enable reflective and reflexive learning to take place therefore has appeal, akin to having a range of different learning styles to suit individual preferences. Two approaches I have developed in my own teaching practice are examined here as inspiration for educators. The earlier definitions are helpful as the first activity aligns to the idea of holding up a mirror to oneself in recalling a significant incident. The second activity augments the notion of reflexivity through self-analysis and being more critical about oneself. Activities Firstly, artefacts are a novel way to ask learners to reflect on their past experiences. I typically ask participants to select an artefact that holds leadership significance for them and to bring this into the session. Each person then shares their object, the story behind it and why it holds importance for them. I have found this a particularly valuable activity at the start of a programme as it helps people to get to know one another and builds trust through the sharing of personal aspects of one’s lived experience. Further information on this activity can be found in a book chapter in a Field Guide to Leadership Development (Watton and Chapman, 2017). Secondly, I have developed a written form of reflection using letter writing exchanges. These can be done in pairs or triads. The letter is sent with the expectation of it being read and you receiving a reply. The decision as to what to share and reveal is very personal and it affords new insights into oneself from both the sender and recipient. The letters themselves form a reflexive dialogue between the authors over time whilst being embedded in practice (Cunliffe, 2002). This proved to be particularly powerful for EMBA alumni and students when writing their reflective dissertations. Better understanding These two activities create important spots of time for learners to engage with both sensemaking and dialogical practice. We know that these two elements are important components of reflective and reflexive learning as well as leadership learning. From a leadership development perspective, activities such as these enable learners to do, see, talk, read, and write about leadership which in turn enables an increased understanding as what good leadership looks like (Jackson and Parry, 2011). This is vitally important in developing the leaders of the future. I would encourage other management educators to consider how they might design different methods and opportunities for reflective or reflexive moments in their modules. How might we draw on other academic disciplines to explore creative opportunities which are out with the norm or unexpected? I continue to look at how I can extend my personal application of these types of activities and how I can capture and share these with others through my research. 35 Scholarship Matters The merits of students and managers on leadership development programmes utilising reflective and reflexive learning approaches have been established in academic literature over many decades. How can we enable them to achieve depth to this learning and to maintain it as an on-going practice?
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