Reflection-in-action as a collective process: findings from a study in teaching students of negotiation

Shannon Johnston, Ray Fells

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Real-time reflection-in-action is a critical capability for effective practitioners, just as the more common reflection-on-action is critical for learning. Reflective practice is typically regarded as an individual activity. However, to be an effective negotiator involves real-time reflection-in-action. Results from a Masters-level Negotiation unit show that reflection in negotiation contexts is emergent rather than sudden, is collective, and typically occurs in a break from the negotiation action. We develop the work of Schön and Yanow and Tsoukas to propose a framework of reflection-in-action that better fits the interactive context of negotiation and explore some implications for the teaching of negotiation and other similar professional situations.

Original languageEnglish
Pages (from-to)67-80
Number of pages14
JournalReflective Practice
Volume18
Issue number1
DOIs
Publication statusPublished - 2 Jan 2017

Fingerprint

Teaching
Reflective Practice

Cite this

@article{8c83e870f05e48a7a56b8c26942716d9,
title = "Reflection-in-action as a collective process: findings from a study in teaching students of negotiation",
abstract = "Real-time reflection-in-action is a critical capability for effective practitioners, just as the more common reflection-on-action is critical for learning. Reflective practice is typically regarded as an individual activity. However, to be an effective negotiator involves real-time reflection-in-action. Results from a Masters-level Negotiation unit show that reflection in negotiation contexts is emergent rather than sudden, is collective, and typically occurs in a break from the negotiation action. We develop the work of Sch{\"o}n and Yanow and Tsoukas to propose a framework of reflection-in-action that better fits the interactive context of negotiation and explore some implications for the teaching of negotiation and other similar professional situations.",
keywords = "group dynamics, negotiation process, reflection-on-action, Reflective practice",
author = "Shannon Johnston and Ray Fells",
year = "2017",
month = "1",
day = "2",
doi = "10.1080/14623943.2016.1251410",
language = "English",
volume = "18",
pages = "67--80",
journal = "Reflective Practice",
issn = "1462-3943",
publisher = "Taylor & Francis",
number = "1",

}

Reflection-in-action as a collective process : findings from a study in teaching students of negotiation. / Johnston, Shannon; Fells, Ray.

In: Reflective Practice, Vol. 18, No. 1, 02.01.2017, p. 67-80.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Reflection-in-action as a collective process

T2 - findings from a study in teaching students of negotiation

AU - Johnston, Shannon

AU - Fells, Ray

PY - 2017/1/2

Y1 - 2017/1/2

N2 - Real-time reflection-in-action is a critical capability for effective practitioners, just as the more common reflection-on-action is critical for learning. Reflective practice is typically regarded as an individual activity. However, to be an effective negotiator involves real-time reflection-in-action. Results from a Masters-level Negotiation unit show that reflection in negotiation contexts is emergent rather than sudden, is collective, and typically occurs in a break from the negotiation action. We develop the work of Schön and Yanow and Tsoukas to propose a framework of reflection-in-action that better fits the interactive context of negotiation and explore some implications for the teaching of negotiation and other similar professional situations.

AB - Real-time reflection-in-action is a critical capability for effective practitioners, just as the more common reflection-on-action is critical for learning. Reflective practice is typically regarded as an individual activity. However, to be an effective negotiator involves real-time reflection-in-action. Results from a Masters-level Negotiation unit show that reflection in negotiation contexts is emergent rather than sudden, is collective, and typically occurs in a break from the negotiation action. We develop the work of Schön and Yanow and Tsoukas to propose a framework of reflection-in-action that better fits the interactive context of negotiation and explore some implications for the teaching of negotiation and other similar professional situations.

KW - group dynamics

KW - negotiation process

KW - reflection-on-action

KW - Reflective practice

UR - http://www.scopus.com/inward/record.url?scp=85002189023&partnerID=8YFLogxK

U2 - 10.1080/14623943.2016.1251410

DO - 10.1080/14623943.2016.1251410

M3 - Article

VL - 18

SP - 67

EP - 80

JO - Reflective Practice

JF - Reflective Practice

SN - 1462-3943

IS - 1

ER -