Critical

2/6/2017

What marks out professionals from practitioners, the best from the good? It’s a great question. One thing I would suggest is critical reflective practice (CRP). It’s a semi-structured way of learning in and through experience, often with support and challenge from peers, a coach or a non-managerial supervisor. It takes willingness and commitment, an on-going desire to learn, develop and improve. I want to suggest a four-stage CRP process (based on Kolb): experience; reflect; make sense; decide.

It will call us to pause, reflect and act; to be curious and test our assumptions, to expose our sometimes uncomfortable feelings and – for me – to pray for discernment and wisdom. Here are some sample questions. Firstly, experience: What happened? What was/am I aware of? Where was/is my attention? What was/am I feeling? What was/is the impact? Secondly, reflect: What was my intention? What beliefs or values were at play? What didn’t I notice? What assumptions was/am I making? What other options were/are available?

Thirdly, make sense: What are the bigger-picture issues (e.g. politics/principles)? What wider team or organisational issues does it reveal? What is the generic issue (e.g. conflict)? What theory or research could I draw on to inform my thinking and practice? What hypotheses am I making? Finally, decide: What have I learned through this? What do I need to do the same or differently in future? How I will I prepare next time? Do any wider issues need to be addressed? What will my next step be?

The third stage, ‘make sense’ distinguishes critical reflective practice from simple reflection on practice. It draws the experience and learning of others including academics and peers into the frame. It’s also the area that many professionals neglect because of time constraints – or because they are not sure how to do it. Simple ideas: journals, books, networks, conferences and LinkedIn groups. How good are you at critical reflective practice? What do you do to develop and sustain it?

56 Comments

Andre Radmall

3/6/2017 06:29:50 pm

Great article and great insights!

Nick Wright

3/6/2017 06:30:24 pm

Thanks Andre! :)

Ian Henderson

3/6/2017 06:31:20 pm

Thanks for your thoughts Nick - always valuable.

3/6/2017 06:31:49 pm

Thanks for your encouragement, Ian.

Nick Ralph

3/6/2017 06:32:53 pm

Excellent and practical things to reflect on the good and the not so good events in our life. I think it's much better to stop, think and reflect on things that happen to us, than to react to situations, but this can be quite hard to do in the'heat of the moment'!

3/6/2017 06:34:36 pm

Thanks Nick. Yes, reflection-during is often much harder than reflection-before or reflection-after, especially if we are in emotionally-charged situations!

Christa-Madhu Einsiedler

4/6/2017 03:44:56 pm

Thank you Nick for this brief encompassing overview over CRP! The process "experience; reflect; make sense; decide" seems quite mentally driven. I could imagine that despite the excellent questions one could stay "in the mind", intellectually analyzing and comprehending, yet not letting themselves being touched and transformed by a moment and experience? I would like to suggest an extension to the process: experience - feel - reflect - feel - make sense - decide. Your thoughts?

4/6/2017 03:51:19 pm

Thanks Christa-Madhu. That's an important point. I tend to explore emotional and physical experience at the 'experience' phase and, in coaching, at other phases too; e.g. 'What are you feeling as we talk about this, here and now?', 'Where are you feeling it?' and, at times, to physically enact experiences, hypotheses and potential decisions.

Gwen Griffith

4/6/2017 03:52:23 pm

Hi Nick-

Once again, I have not considered my evaluative process as a process!! Thank you for pointing out that I do have one, but it's not concrete nor had it related to wider theory (like Kolb). Thank you for bringing this attention to an important aspect of our vocation--

Gwen

4/6/2017 03:55:29 pm

Thanks Gwen. Yes, we learn intuitively as well as by rational process. I think a value of relating to wider theories and ideas means that we open our own observations, evaluations, ideas, conclusions etc. to wider perspectives, possibilities and critique.

Nick Heap

5/6/2017 04:42:17 pm

One thing I do regularly is to co-consult. Every month I have two sessions with two different professionals. For of each session, I am one person's consultant and for the other half, they are mine. This works very well. We can talk about anything at all in complete confidence and it only costs time and a bit of travelling. I always learn something new and useful and I have been doing it for forty years! It helps enormously to be a client so you understand what you are putting people through when you listen and ask difficult questions! Thanks, it's a great post.

5/6/2017 04:44:52 pm

Thanks Nick. What a great example. It reminds me of action learning and peer coaching. Can you say a bit more about, 'two different professionals'..?

6/6/2017 09:00:37 am

One of my partners is an ex-Relate (Marriage Guidance) counsellor who has also done a great deal of Action Learning particularly in Universities and the public sector. My other partner is a teacher of Cocounselling (CCI version) and has worked at a senior level in IT. I have worked with other people too. They don't need to be "professionals". Anyone who can listen well and be present can be extraordinarily helpful. There is more about the approach here http://nickheap.co.uk/articles.asp?ART_ID=246.

6/6/2017 09:01:45 am

Hi Nick. It sounds like you have developed a very skilled and experienced support and development network.

7/6/2017 09:14:18 am

Thanks, Nick, here http://nickheap.co.uk/articles_by_cat.asp?ART_CAT_ID=47 are some more articles of mine about coconsulting you may find interesting. I have also found Re-evaluation Counselling theory and practice absolutely invaluable. Have you come across this? If not, here is their website http://rc.org. If you would like to have a chat, or meet, please get in touch.

7/6/2017 09:17:22 am

Thanks for the useful links, Nick. On the action learning front, you may find this short reflective piece interesting? http://www.nick-wright.com/action-learning-in-action.html

Ron Bayless

6/6/2017 08:55:35 am

Might that now be a valuable process regardless of whether it's work or not? Writing this now, I'm reminded of the following two items: 1) the saying "Physician, heal thyself," and 2) Pogo's observation that "We have met the enemy and he (she) is us."

6/6/2017 08:59:42 am

Hi Ron. Yes, I think the process can be valuable in all aspects of life. Reflective processes are common in spiritual disciplines and, say, mindfulness. I think it is particularly important in professional roles to enhance e.g. quality, capability, development and accountability.

Audrey Morrison-Greet

7/6/2017 09:05:46 am

Thanks your post - a very helpful.

7/6/2017 09:06:14 am

Thanks Audrey. You're welcome.

Avinash Phillips

7/6/2017 09:07:17 am

Glad you brought this up. It's essential if we want growth and excellence.

7/6/2017 09:08:11 am

Thanks Avinash. Do you have any insights or practical tips from your own experience that you could share?

Ann Guindi

7/6/2017 09:11:43 am

Hi Nick I love your comments. I keep a reflective journal on my coaching and supervision. I feel that this helps me to look at my practice to reflect and learn. As a nurse I am used to reflecting on my practice all the time.

7/6/2017 09:13:26 am

Thanks Ann! :) I'm curious - how do you bring wider 'external' perspectives (e.g. theory, research, peer insights) into your reflective process?

Martin Hipwell

7/6/2017 09:32:52 pm

Yes I'm very in to this also listening is a powerful tool.

7/6/2017 09:33:37 pm

Hi Martin. Do you have any examples from experience you could share?

Jennelle Keith

7/6/2017 09:34:12 pm

I love the idea of a journal. Stop at the end of a training session and journal ideas in that moment. It will assit in future trainings, what to avoid and what to include.

7/6/2017 09:40:15 pm

Hi Jennelle. One of the advantages of journalling is that it can enable us to see recurring themes emerging over time and through different experiences. At the end of training sessions, I like to use the simple formula for capturing learnings for development: 'What went well?' and 'Even better if?' These can be great questions to pose to participants too. It's an appreciative approach, enables us to build on the good and helps us focus on the most important points for the future.

Betsy Aylin, PhD

7/6/2017 09:41:57 pm

I have been using Kolb in education and training for over 30 years. I really like this application of his model and will use it as a reflection tool. Marries nicely to Argyris and action learning. Thanks.

7/6/2017 09:44:10 pm

Thanks Betsy. I would love to hear more about how you have used and applied Kolb's and Argyris' models in your education and training work!

Sean Wolak

13/6/2017 08:52:12 am

This is a great question for sure but you do have to also gauge ur audience. It also depending for sure on what the content is and the learning styles for sure. I am a trainer for AAA and ever class is different. Training new hires is completely different from teaching seasoned agents in my opinion. New hires u have to be more fun because u are the first face of the company that they might see. But the real key is as I said above understanding their learning styles.

13/6/2017 08:54:12 am

Hi Sean. Yes, understanding your audience by drawing on relevant research and theory, e.g. vis a vis learning styles, can significantly enhance the quality and impact of training. I'm curious: what is AAA?

14/6/2017 10:28:05 am

Nick, AAA stands for American Automobile Association.

14/6/2017 10:28:40 am

Aaah, thanks Sean. I'm in the UK.

Matt Lohmeyer

13/6/2017 08:55:14 am

Knowing und understanding deeply what you are teaching.

13/6/2017 08:57:42 am

Hi Matt. I agree. Knowing and understanding what you are teaching is important. There is also something about engaging well with the students so that they are willing and able to engage with you and with what you are teaching.

Bill Gamble

13/6/2017 10:13:01 pm

Somewhat, plain and simple - Know your subject and relate to those you are training as to knowing what their concerns are and what they hope to gain from the training.

13/6/2017 10:15:27 pm

Hi Bill. I heard someone recently say, 'Know your participants, know your subject, know your training techniques.' Have you found any training techniques useful that enable participants to develop critical reflective practice?

HERMAN RANU WIHARJO

14/6/2017 10:29:35 am

Do not forget that the ultimate goal of training is an increase in employee performance, meaning that we must remain oriented and focus on performance changes that are presented.

14/6/2017 10:32:10 am

Hi Herman. That's certainly one possible goal of training, depending on the context. In principle, critical reflective practice will improve performance, quality, outcomes and potential.

Panchanadhan Rajagopalan

14/6/2017 10:33:08 am

You prove to be professional in your approach to training when the organisation / group that invites you realise the good ROI.

14/6/2017 10:34:19 am

Hi Panchanadhan. Are you saying that a good ROI is a demonstration of the professionalism of training provided?

Lesley Hornsby

14/6/2017 10:44:45 am

For me, knowing your stuff; understanding training techniques and the dynamics of adult learning are all a given; the very least you should aspire to. The real trick is to remove your own ego from the equation. Be able to concentrate solely on what people need and help them find and achieve their own goals, rather than impose your own. To absorb and retain information effectively, as well as apply it, the 'learner' needs to feel relaxed and happy. The 'trainer/facilitator' needs to be expert in creating rapport and trust.

14/6/2017 11:00:30 am

Hi Lesley - and well said. It sounds like you are a good example of a reflective practitioner! A colleague adds 'credibility' to rapport and trust. If confidence (and, at its extreme, ego) is based on what we believe about ourselves, credibility is based on what others believe about us. You may find this short related piece interesting? http://www.nick-wright.com/blog/learner

Hilde Jaspaert

23/6/2017 10:18:40 am

I agree with Lesley: a great trainer is a learning enabler. It's not about his knowledge or ego. It's about how he facilitates transitions participants make. So it is imperative his focus is on his learners, why they need/want to learn something new and how he/she (the trainer) will find the best way of making learning happen. Increased performance should be the outcome although that will always remain a hard one to check/prove. What the trainer should check is how 'able' people are at the skills being taught.

23/6/2017 10:24:56 am

Hi Hilde. I like the idea of 'facilitating transitions' in training. I think a limitation in reflection-on-practice alone is that, without referencing external research, theories etc (e.g. vis a vis learning, training, transitions), there is a risk that the trainer-practitioner only draws on his or her own insights or observations. By contrast, critical reflective practice enables the trainer to expose his or her insights, observations, beliefs, behaviours, practices etc. to a wider source of support, challenge etc...and thereby potential for growth. Does that make sense?

Munib Amin Shadid

23/6/2017 10:25:44 am

Interesting discussion. I may add the hands on training demonstrated first by a practitioner or on job trainer/ coach (learning enabler) that leads to behavioral change in the workplace and learning transfer. Such change and transfer need line management support otherwise it will not work. Training needs to be based on real individual learning needs that are matching with workplace core business needs. I may highly recommend the establishment of a competency system where a properly prepared job profiles become available to define real learning needs and design a strategy linked learning, that improves employee performance and ultimately the overall company performance.

23/6/2017 10:32:52 am

Hi Munib. I agree that work-based training that lacks line-management support is less likely to be successful in terms of achieving change in the workplace than that which has support.

I am sometimes sceptical about competency systems and frameworks. Here are some examples of some of my own musings vis a vis leadership competencies:

*http://www.nick-wright.com/blog/qualities-of-leadership
*http://www.nick-wright.com/blog/leadership-as-transformational-dynamic

Let me know what you think!

Steven Walker

23/6/2017 03:59:58 pm

Dear Nick Wright thanks for taking the time to post this. Pedagogy-vs-Andragogy? There is a lot of overlapping. I find that if I tap back into linking my presentation skills to one of my attendees favorite high school teachers is a huge advantage to my success of conveyance of materials. A great trainer/instructor is also a great presenter. Is it teaching or is it acting? It's both! Getting the students / attendees to, "pull in your direction", is as important as SME content. Get them engaged as soon as possible. I don't think I have ever had 100% participation, however, taking the time to mentally turn around and sit in your students seat, (during every single training event) is not just important, it's paramount. Most adult attendees can't tell the difference, between a good instructor and a bad one. They have nothing which to compare the experience. They are there simply for the information. Professional vs Practitioner all depends on your student evaluations.

23/6/2017 04:04:36 pm

Thanks Steven. I like your emphasis on 'sit in your students' seat'. It can make such a difference to how we engage with people and groups. There are resonances with these two short pieces (below). Let me know what you think?

*Learner: http://www.nick-wright.com/blog/learner
*Teacher: http://www.nick-wright.com/blog/teacher

Dr. Edgar Mueller-Gensert

26/6/2017 08:57:21 am

If you hire the best golf trainer in the world and get two days of intense training and coaching under the best possible conditions, will your performance on the golf course be SIGNIFICANTLY higher than before? Why do golf pros spend so much time on the driving range exercising their skills (which are already superior)?

What I am trying to say is, that if there is no system in place to help the trainees to DO WHAT THEY HAVE LEARNED, everyday business and old habits will take over again.

Transfer means transfer of freshly acquired skillsets into everyday behavior. And this is, where most trainings fail, be the trainer/coach/learning enabler the best in the world.

We need to turn common sense into common behavior - by ecouraging the trainees to do and do and do.

Here, the trainees' organisation comes in - if they do not support the transfer, they will lose a great part of what they invested into sales training.

Excellent sales trainers must also help the organisation.

26/6/2017 09:05:23 am

Hi Edgar. I agree that ensuring people have opportunity to practise what they have learned can make a big difference. Enabling people to reflect on their practice can make a big difference too, especially if they do it with access to wider ideas, research etc. about what can make the biggest difference.

Martin Whiting

26/6/2017 11:58:08 am

Many thanks for some stimulating ideas and comments. Whatever we do and however we deliver training we must connect with our audience, we cannot expect the audience to automatically connect with us. It is also helpful to have an observer to provide independent feedback to us. Do you record your training sessions for self review?

26/6/2017 12:04:27 pm

Thanks Martin. Yes, having an observer to provide feedback can be very useful. We can also grow in our own ability at observing ourselves in relation to, say, the material and the participants, e.g. 'What is the quality of contact and engagement between us?', 'What is influencing our connection?' etc. We can invite observations from participants which can involve contracting with the group around, e.g. 'What is going/went well..?', 'Even better if..?' In critical reflective practice, we can also hold up our observations to scrutiny in relation to wider research vis a vis e.g. learning styles, complex group dynamics etc.

Katie Bratisax

26/6/2017 10:06:23 pm

I think knowing your audience is really key as well. A training for one group might not work as well for another group based on environment and audience.

26/6/2017 10:09:10 pm

Hi Katie. I agree. I think this is an area where looking into research vis a vis, say, Gestalt field theory, can be very valuable, e.g. this excellent piece by Malcolm Parlett: http://www.institutovenezolanodegestalt.com.ve/Gestalteca_Articulos/Reflections%20on%20Field%20Theory%20-%20Parlett,%20Malcolm.pdf

Critical

Leave a Reply.

Nick Wright

Archives

Categories

Critical

Leave a Reply.

​Nick Wright

​Archives

Categories

Nick Wright

Archives