Reflective practices as a way of learning in organizations

Abstract

The aim of this study is to investigate how reflective practices can affect learning in the organization. In the theoretical background two views on knowledge are presented – “knowledge as possession” and “knowledge as practice”. This is followed by an elaboration of the concept of knowing in the organization. The concept of knowledge is connected to learning in organization, with a presentation of two perspectives on learning corresponding to the views on knowledge. This leads up to the introduction of the concept of reflection, which incorporates the two previously presented perspectives. Critical reflection and collective reflection is highlighted. Ending the theoretical part, knowledge sharing is presented as enabling collective reflection. The research question is investigated through a case study. The case under investigation is Norsk Pasientskadeerstatning, in which 15 employees participated. First, reflection meetings were conducted; secondly, five of the participants were selected to an in-depth interview. The findings from the study indicate that the reflection meetings did not elicit reflections to a large extent. Reflective practices currently existing in the organization seem to affect learning to a greater extent, and informal reflective practices seem to be more prominent. The context in which employees are embedded could influence how reflective practices affect learning in the organization, suggesting a need for readiness to reflect.