Abstract
Purpose: This study aims to trace methods that help to develop the reflective behaviour that is necessary for identifying and describing learning processes in organisations that focus on improvement and innovation.
Methodology, approach: An extensive literature review results in the characteristics of reflection when reflection is used to trace learning processes in innovation. This results in five characteristics. Literature on research methodology is reviewed in order to find methods that promote this reflective behaviour. These methods are analysed to find out to what extent they contain the characteristics for reflection in innovation processes.
Findings: The literature review leads to five elements that characterise reflective behaviour in innovation processes. It offers a description of several methods that can be used to identify learning processes. The main conclusion is that hardly any method contains all five characteristics for adequate reflective behaviour.
Research limitations/implications: The current study mainly reviewed research methodologies and no other methods that actively promote reflection.
Practical implications: The findings offer concrete guidance for practitioners how to encourage reflective behaviour and innovation processes.
Originality and value of the paper: The paper refers to the interest of both research and practice. From the research point of view it presents a variety of methods for analysing learning processes in order to deepen our knowledge with respect to these processes. From the practice point of view, it offers concrete methods that enable participants to develop reflective skills that help them to become more knowledge productive. An earlier version of this article was as a paper presented at the sixth international conference on HRD research and practice across Europe, Leeds.
Methodology, approach: An extensive literature review results in the characteristics of reflection when reflection is used to trace learning processes in innovation. This results in five characteristics. Literature on research methodology is reviewed in order to find methods that promote this reflective behaviour. These methods are analysed to find out to what extent they contain the characteristics for reflection in innovation processes.
Findings: The literature review leads to five elements that characterise reflective behaviour in innovation processes. It offers a description of several methods that can be used to identify learning processes. The main conclusion is that hardly any method contains all five characteristics for adequate reflective behaviour.
Research limitations/implications: The current study mainly reviewed research methodologies and no other methods that actively promote reflection.
Practical implications: The findings offer concrete guidance for practitioners how to encourage reflective behaviour and innovation processes.
Originality and value of the paper: The paper refers to the interest of both research and practice. From the research point of view it presents a variety of methods for analysing learning processes in order to deepen our knowledge with respect to these processes. From the practice point of view, it offers concrete methods that enable participants to develop reflective skills that help them to become more knowledge productive. An earlier version of this article was as a paper presented at the sixth international conference on HRD research and practice across Europe, Leeds.
| Original language | English |
|---|---|
| Pages (from-to) | 670-686 |
| Journal | Journal of European industrial training |
| Volume | 30 |
| Issue number | 9 |
| DOIs | |
| Publication status | Published - 2006 |
Keywords
- Learning organisation
- Learning methods
- Learning styles
- Knowledge economy