The power of reflection as a practice lies in the new perspective gained when we let go of our preoccupation with our point of view and embrace an open minded stance. This can lead to learning, insight and understanding. When did you last take the time to reflect?
A broad definition of reflection is ‘serious thought or consideration’(Oxford Languages). Our culture is awash with achievements to be gained, ladders to be climbed and goals to be reached. It is unusual for us to reach a goal, and then pause to reflect on the progress made. Especially in our work places, where time is money and staff are in short supply, reflection may be viewed as a waste of productive time. Workplace culture may also denigrate reflection to an individual practice of only personal benefit (1).
There is a body of research about reflection as a personal and professional practice. These studies reveal that organisations benefit from encouraging their staff to pause and reflect (1). Rather than being a poor use of time, organisational reflection allows for evaluation, sense-making, application of learning and informed decision making. Giving staff time to reflect and building a workplace culture that values reflection allows alignment betwen the company’s needs and the staff members’ needs. This has a flow-on effect of an increase of staff members’ engagement with their work. This is largely because reflection heightens feelings of connection.
Young adults making decision about thier future, and who develop an ongoing reflective practice where they focus on their purpose experience greater life satisfaction. Feeling that they have a contribution to make alongside some agency in their decisions is beneficial in colouring their perception of their lives. Additionally, reflection impacts upon their direction in life as they make decisions demonstrating their personal values (2).
Learning from mistakes can only occur when the mistake is explored (3). The learnings identified can lead to creative problem solving and greater innovation. When looking at what went wrong, the goal is continuous improvement, not to bring feelings of failure or guilt to the fore. Reflection on an error can reveal multiple causes and consequences. Taking responsibility for any personal contribution to a mistake can be difficult, but can also lead to greater maturity, empathy and learning.
If you are looking to start a reflective practice, here are some ideas to get you started.
- Set aside dedicated time to reflect on what you’ve achieved. Reflection doesn’t happen when you are distracted. It takes focus. Give yourself an environment where you can engage with the process well.
- Gratitude is a reflective practice. Keeping a gratitude diary flows out of personal reflection. It’s a simple, easy way to have daily reflective moments.
- Follow a guided set of questions to evaluate the process and end result. This is a good example to follow: https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle
- Use critical thinking skills to examine the achievement from different angles.
- Gather some facts about the outcome of your accomplishment. How could you improve or change the outcome?
- Reflect through using some creative expression. This could be journalling, art, movement or creative writing.
- Spend some time thinking on what initially inspired you to tackle this task, and the result of your work.
- Or, just sit down with a cup of tea and think about what you’ve done. Thank yourself for seeing it through and identify a few things you’ve learned along the way.
Reflection is a life-enhancing practice that holds power to make you a different person, employee or manager. The practice is a valuable use of time, holding the potential to make you more self aware, engaged in your work with a higher satisfaction in life.
1 Bravenboer, D. (2018). The unexpected benefits of reflection: a case study in university-business collaboration. Journal of Work – Applied Management. ISSN: 2205-2062
2 Bundick, M. J. (2011). The Benefits of Reflecting on and Discussing Purpose in Life in Emerging Adulthood. New Directions for Youth Development, 132, 89–103
3 Mustafa, G. (2005). Learning and Teaching in Higher Education: Gulf Perspectives. ISSN: 2077-5504
