在领导力培养中寻找发展:评估研究生的反思性学习

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Timothy O’Brien
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引用次数: 0

摘要

学者们认为,反思能力,即质疑自己可能认为理所当然的事情的能力,是管理学院应该培养学生的一项重要元认知技能。不过,反思性学习是一个复杂而独特的过程。人们对学生如何经历这一过程、他们学到了什么,以及代表不同反思潜能的学生如何以不同方式经历这一过程知之甚少。本文报告了一项使用凯根的 "建设性发展理论"(Constructive Developmental Theory)进行的研究,以评估一所专业学校中学习领导力的硕士生在不同的发展阶段如何体验培养反思能力的相同教学方法。这项研究揭示了处于不同发展阶段的学生如何对培养反思能力的相同教学方法产生截然不同的体验。结果表明,对于反思潜能有限的学生来说,他们的发展有了很大的进步。其他一些学生在课程开始时已经具备了一定的反思能力,但最初并没有表现出反思能力。然而,这部分学生学会了实践反思,却没有真正质疑自己的假设,这种方式代表了发展性的成长。我将与大家分享这项研究的细节,并总结出在不同经验范围内进行反思性教学的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Looking for Development in Leadership Development: Assessing Learning for Reflexivity Among Graduate Students
Scholars have identified reflexivity, the ability to question what one might be taking for granted, as a critical meta-cognitive skill that management schools should cultivate amongst students. Reflexive learning though is a complex and idiosyncratic process. Little is known about how students experience this process, what they learn, or how a range of students representing different degrees of potential for reflexivity experience such a process differently. This article reports on a study using Kegan’s Constructive Developmental Theory to assess how masters students at a professional school studying leadership and representing different developmental stages experience the same teaching methods for cultivating reflexivity. This work illuminates how students at different stages of development experience the same teaching method for cultivating reflexivity quite differently. Results indicate that for students with limited potential for reflexivity, there is profound developmental growth. Other students who began the course with existing reflexive capacity did not initially demonstrate skills of reflexivity. However, this group of students learned to practice reflexivity without actually interrogating their own assumptions in a way that represents developmental growth. I share details of the study and conclude with implications for teaching reflexivity across a diverse range of experience.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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