This book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
’I would recommend this work to anyone introducing or encouraging others in this noble task of reflective learning at work.’ Institute of Training and Occupational Learning ’…we look for good practice to emulate and models of excellence to which we can aspire. Such material has been scarce until now. Brockbank and her co-authors have compiled a rich source for us to mine. I would recommend this book to anyone introducing or encouraging others in the task of reflective learning at work.’ People Management '…if you are interested in developing double loop, transformational learning in your place of work then ensure you give this book some of your time.' TrainingZONE 'The six chapters provide a good overview of reflective learning as the process that lies at the heart of efforts towards a "learning organization", and the case studies (all UK based) are well chosen from private and public sector sources to illustrate the issues.' Change-Management-Monitor Website 'Recommended' Change Management Monitor, April 2003 '…the real strength of the book is the richness of the stories of learning which are provided as the essential "data". These follow a "grounded" approach and provide an open and honest account of the learning processes in the organisations concerned. …a wealth of "food for thought".' Education and Training, 2003