Reflective Learning in Management, Development and Education

David Higgins

• Publisher: Routledge
• Year: 2017
• eBook ISBN:
  9781351551854
• Topic: Education
• Subtopic: Education General

In recent years there has been a growing interest in the ideas surrounding reflective practice, specifically in the areas of learning in management, development and education. This interest has developed in a growing number of professional fields thus making for very diverse understandings of what can be regarded as complex approaches to learning.

In order to understand how reflective practice can support and aid learning it is helpful to acknowledge how we learn. First, all learners start from their own position of knowledge and have their own set of experiences to draw upon. Second, learning is contextual, something which managers need to acknowledge. To make sense and achieve a deep understanding of material and experiences, one needs to relate new information to existing knowledge and experiences. This is best achieved through a process of reflection. Indeed, the underlying rationale for the chapters in this publication is to explore how the role of practice, reflection, and critical reflection are understood and developed within a learning process which is supported through the application of reflective tools.

This book recognises and makes explicit the diverse, yet inclusive nature of the field. By including a range of contributions from both subject specific disciplines and professional contexts, it seeks to enable the reader in documenting some of the current uses of reflection and critical reflection, while also illustrating some of the newer methods in use, as well as the current contributions to thinking in the subject domain. Through this publication the editor and authors hope to provide a basis from which continuing professional development and education can be enhanced.

This book was originally published as a special issue of Reflective Practice: International and Multidisciplinary Perspectives.

INTRODUCTION

Why reflect? Recognising the link between learning and reflection

A large amount of material has been written over the years on management development relating to the issues of learning, training, and education. This special issue moves beyond previous studies, by exploring rationales for a management development approach that focuses on the practices of reflective learning which are most effective for management development and education. The articles contained in this special issue have sought to explore the challenges and opportunities for expediting reflection, as a practice, in the development of managers, professionals and students within the business community. The term reflective practice conveys meanings that range from the questioning of presuppositions and assumptions, through to more explicit engagement in the process of critical and creative thinking in order to make connections between experience and learning in practice and practical action. The practices of reflection suggest a method of inquiry which is characterised by engagement, pondering alternatives, drawing inferences and taking diverse perspectives, especially in situations which are complex and novel, calling for situational awareness and understanding. The development of reflective practices for managerial development and learning programmes is underpinned by an ability and willingness to question and explore ways of acting and thinking as we engage in business activities. This process of reflecting for, in and on action, makes it possible to change our current understanding of action by framing the issue or encounter in a different or novel way, or by improvising on new ways to solve the issue at hand.

The term reflection could be considered as a representation of human consciousness. Reflection as process or act refers to the means by which the human mind has knowing of itself and its thinking. Such a process is deeply embedded in the continuous relationship between action and reflection. In this sense one can conceptualise reflection as the action of turning (back) or fixing the thoughts on some subject, in order to learn. In terms of management development and learning, as illustrated in all the articles presented in this special issue it is quite apparent that reflection is one of the most important building blocks and drivers of human learning.

The appeal of such thinking to the process of management development and learning is the linking of learning with action, which is in direct contrast to some traditional academic approaches where these are disconnected. This is a key theme in this special issue. The sense of closeness between problems, challenges and practicalities of business and education, against the opportunities which can be gained by learning in and through experience, has resulted in the current importance of experiential learning and reflective practices, particularly in management development and learning. The influence of these ideas is evidenced in the articles presented which illustrate situations where reflections, on differing educational and practical experiences, can be used to underpin attempts to improve practice.

The process of reflection is of critical importance in terms of management development as it allows one to critique taken-for-granted assumptions, in order to become more open to differing ways of inquiry, points of view opinions and behaviours. In this special issue, reflection is seen as much more than simply understanding. It involves the inclusion of a process into ones cognitive structures, relating these to other forms of experience and understanding. Management development and learning can be enhanced through the use of reflection by surfacing and critiquing tacit understanding or taken-for-granted mental structures. An important role of reflection then is that of reviewing practice, taking time to step back and to ponder the meaning of what has happened, the impact of it and the direction one is taking.

The use of reflective practices in management development and learning is appealing as it raises the likelihood of learning being relevant, particularly in the day to day practice of business, therefore situated and meaningful to those who engage in it. The challenge, in my view, for readers of the special edition and the wider field of academia in general, is the assumption that learning based on the systematic, rigorous and public reflection on experience, represents a fundamental change in emphasis in thinking about how people learn in particular business situations.

The role of this special issue is to both explore, challenge and offer opportunities for advancing the process of reflective practices in managerial development and learning. The issue presents to the reader a number of articles which integrate reflective practices into their work as researchers and practitioners within organization based development programmes, as well as contributing to research development. The issue represents value to those who are contemplating the use of reflection within managerial development and learning processes as well as to those who may be seeking to make sense of their own experiences. Taken together the articles are a celebration of not only new research agendas but some strong forward thinking about the use of reflective practices in this particular field.

David Higgins
University of Huddersfield

Is reflective practice the key to survival for small independent retailers? Evidence from South-East Wales

Kath Ringwald and Scott Parfitt

Glamorgan Business School, Pontypridd, UK

This article considers the role of reflective practice in the survival of small independent retailers (SIRs), based on case studies of SIRs in South Wales. The research suggests that there are four key factors which determine an SIR’s individual competitive footprint: the ambition of the owner-manager; the appropriateness of the location; the firm’s understanding of the market and the environment; and the ability to differentiate the product and service offering. The findings also suggest that each factor’s performance is improved through the owner-manager’s’ reflective practice. The case studies show how owner-managers’ active responses to critical reflection improves the performance of the firm and develops organisational learning.

Introduction

This article considers the role of reflective practice in the survival of small independent retailers (SIRs), given increasingly aggressive competition and changing customer expectations (Coca-Stefaniak, Parker, & Rees, 2010). In particular it considers the fate of the non-grocery SIRs that for decades were a feature of every British high street – men’s and ladies’ fashion stores, hairdressers, furniture stores, DIY and hardware suppliers, florists, etc.

Despite the rapid loss of SIRs in the 1970s and 1980s – businesses were being lost at a rate of up to 45 per day in the UK (Dawson, 1983) – very little research was being undertaken into why, or what could be done to support SIRs. Only 1% of articles published in the International Journal of Retail and Distribution Management during the 1980s and 1990s focused on SIRs or local retailing (Bennison, Warnaby, & Pal, 2010). Calls for government support also fell on deaf ears and government policy regarding local shopping provision remained ‘confused in aim and implementation’ (Dawson, 1983, p. 32). Since the 1990s the consequences of declining high streets in our towns and unsustainable village stores in rural locations have received political, public and academic attention (House of Commons All-Party Parliamentary Small Shops Group, 2006; National Retail Planning Forum [NRPF], 2004; Pioch & Byrom, 2004; Bennison, Clarke, & Pal, 2005).

It is now generally recognised that the continued presence of SIRs and local shopping provision (LSP) offers economic and social benefits to urban and rural communities (Coco-Stefaniak et al., 2010; Pioch & Byram, 2004). In economic terms, SIRs contribute to the local economy by employing local people, developing local supply chains, e.g. using a local accountant, buying stationery from a local supplier and paying local business rates, etc. The Local Multiplier 3 developed by the National Economic Foundation is used to calculate the impact a source of income (say, a local SIR) can have on the economy based on the way that money is spent and re-spent, making a greater impact than the total turnover of the business might suggest. In terms of social benefits, SIRs can provide a focus for the local community where an established local market can be identified, which in turn will attract other new SIRs. Local SIRs allow residents with limited mobility a degree of independence (Guy, 2010) and lowers carbon emissions by reducing the need for car journeys. SIRs can also add value for consumers by providing goods and services tailored to local needs.

However, like all small businesses, SIRs have been burdened by the costs associated with new legislation and regulation. They cannot compete with the scale economies achieved by the chain stores and multinationals, nor can they access comparable global supply chains. Independent high street stores have also been hit by the closure of stalwarts like Woolworths, leaving more units empty and making town centres less attractive to customers (Bennison et al., 2010). Although there have been some signs that consumers are rejecting the homogeneity of the shopping mall in favour of a more unique, independent offering (Elms, Canning, de Kervenoael, Whysall, & Hallsworth, 2010), the onset of recession saw the supermarkets, multinationals and discount stores regain customer loyalty. Coca-Stefaniak et al. (2010) also suggest that SIRs suffer because they have no collective voice to represent their interests and because owner-managers (OMs) of SIRs have not received appropriate management training.

Given these difficulties, coupled with the rise of internet shopping and the attraction of shopping locations that offer retail and entertainment opportunities at a single out-of-town location, it is not difficult to see why SIRs are fighting for survival. Yet, there are examples of thriving independent retailers in almost every community, so how do they survive when so many others fail? This study seeks to explain how and why reflective practice appears to be giving SIRs a greater chance of success in the most challenging of environments.

This research is based on five case studies of SIRs in South-East Wales, prepared between 2009 and 2010. For the purpose of this study South-East Wales is defined as the area of the M4 corridor bounded by the border with England to the east, Swansea to the west, Abergavenny to the north and the Bristol Channel to the south. The area contains the three largest cities in Wales. Cardiff is the capital city of the principality. It has a well-established city shopping centre with Victorian arcades, traditional shopping streets which are now pedestrianised and several large shopping centres all linked to provide an extensive and impressive shopping experience with numerous adjacent car parks. Cardiff benefits from being within easy reach of the entire South-East Wales region, being no more than one hour by car or train from the boundaries. Swansea and Newport are both well served with retail outlets of all kinds, but both cities have been affected more significantly by the recent recession than Cardiff. The remainder of the area is made up of fairly affluent rural areas in the east around Chepstow and the Vale of Glamorgan in the west. In the centre are the former industrial valleys which stretch from the coast to the edge of the Brecon Beacons in the north. The valleys areas have experienced high levels of unemployment since the 1970s, with a decline in retailing in the area over the same period. Many town centres are now in severe decline. Shoppers have become accustomed to travelling to one of the cities for major purchases, with other needs being met locally.

Research methodology

This exploratory qualitative research was originally inspired by the BBC television series ‘Mary Queen of Shops’. The programme shows how retail consultant Mary Portas works with failing SIRs to turn their fortunes around by advising on business planning, strategy, marketing, store layout, décor, product offering and customer service. As module tutors for a retail and supply chain module for undergraduate students, we were looking for an exciting and challenging project for students, and this seemed a very suitable model. Groups of five to six students were required to identify a non-grocery SIR willing to engage in the project. We found SIRs were willing to participate because they had a genuine wish to help the students and were very interested in their findings. Unlike many other types of small and medium enterprise (SME), SIRs are an under-researched group and appeared to welcome the interest shown in their problems. The students all received a briefing from the module tutors at the outset of the exercise which encouraged students to conduct a SWOT analysis of the business, identifying the strengths and weaknesses in relation to product range, merchandising, customer satisfaction, marketing and promotion, store layout, location, market awareness, management and leadership skills, etc. They were also encouraged to analyse the OMs ability to identify and respond to opportunities and threats in their immediate environment. In particular, they were advised to consider the role of the OM and his/her contribution to the direction and success of the business. The groups were given six weeks to act as consultants to their chosen SIR, during which time they developed a trust-based relationship with the OMs which afforded them excellent access to information. They used semi-structured interviews with OMs, staff and customers. They also observed consumer behaviour within the store. Some of the groups visited competitor outlets for comparison purposes. The module tutors supervised the research throughout.

At the end of the period each group produced a report for the ‘ client’ and presented their findings to their peer group and tutors. Students had the opportunity to discuss one another’s case studies, at which point it became evident that a pattern was emerging from the SWOT analyses of each company. The discussions within the student group were observed by the tutors. We facilitated these discussions as a focus group, to elicit additional information which had been obtained in the course of the study but which had not featured in the final presentations. Four key factors appeared to be common to all of the case studies to a greater or lesser degree. In each case the presence or absence of these factors appeared to impact upon the relative success of the organisation. The key factors are:

• The ambition of the OM. The OM has personal ambitions as an entrepreneur and/or ambitions for the business to be the best, the most profitable or the customers’ first choice. The ambitions need not extend to business growth, though that might be a consequence of the achievement of ambition. There is a considerable body of literature relating to entrepreneurial motivation and ambition, but second- and third-generation owner-managers in family businesses may not consider themselves to be entrepreneurs and therefore their personal motivations for themselves and the business may not be ‘entrepreneurial’ in the conventional sense.

• The location of the retail outlet. In this context the desirable location is considered to be a position which is close to the customers’ desired location, but not necessarily close to competitors, large or small. Indeed, some of the owner-managers would deliberately avoid close proximity to big-store competitors, lest it highlight the differences in product range and price.

• The owner-manager’s awareness of the market – particularly customers and competitors. Owner-managers need to be aware of customer needs and expectations, which evolve over time. The OMs need to understand their target market or market segment and the nature of competition in that segment. They also need to understand the business context in which they compete, e.g. political and environmental factors which might impact on the market.

• The differentiation of product or service offering. Big-store competitors tend to offer a homogenous product range in every shopping centre and mall in the country. SIRs have the opportunity to tailor the offering to the market segment and offer a range of additional services that chains and multiples cannot offer.

From the four dimensions above we were able to produce a ‘competitive footprint’ which illustrates the relative strength of each factor. The larger the ‘ footprint’ the more resilient and successful the SIR appeared to be. This led us to consider what might determine these ‘footprints’. We (the authors) followed u...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Citation Information
• Notes on Contributors
• 1. Introduction: Why reflect? Recognising the link between learning and reflection
• 2. Is reflective practice the key to survival for small independent retailers? Evidence from South-East Wales
• 3. A longitudinal reflection of blended/reflexive enterprise and entrepreneurial education
• 4. Planning for uncertainty: soft skills, hard skills and innovation
• 5. Bank advisors working with contradiction: meeting the demands of control through reflective learning
• 6. Advancement of guided creative and critical reflection in the professional development of enterprising individuals in business and nursing
• 7. Reflective Learning and Clerical staff at a University College in the Cayman Islands: Implications for Management (An Exploratory Study)
• 8. Wikis: building a learning experience between academe and businesses Keith Halcro and Anne M.J. Smith
• Index