Bill Braun described a classroom exercise in which students came
to an "awareness of the importance of reflection."
> To some degree or another, every one
> in class indicated that they spend some time (many said they would
> increase the time) reflecting AFTER the fact, looking back on what
> transpired, making personal commitments on what to do differently next
> time.
>
> However, we discovered that it appears to be very difficult to engage in
> reflection BEFORE one acts, taking the time to remember some core values
> of behavior and action. Or, linking back to Richard's point, looking down
> to consciously note which rung of the ladder of inference one is standing
> on.
This distinction between "Before-the-fact" and "after-the-fact"
reflection has peaked my curiousity. Whether framed in terms of
individuals or organizations, these two concepts seem to relate to
Planning (before-the-fact reflection) and Control (after-the-fact
reflection). Yet, I wonder if these are artificial distinctions. I'm
always in the midst of action. Therefore, when I reflect in the midst of
that action, I am simultaneously thinking about what has happened and what
will happen. Consequently, past and future are present in every moment.
Is it possible to separate the two? Is it practical to separate the two?
What methods could/should be used in separating the two?
Bill also indicated that he learned from this experience that he needs to
better retain the lessons he learns from reflection. I'm sure this is a
global sentiment. What methods do you recommend for improving the
capability of retaining lessons--at individual or organizational levels?
Steven Maranville <maranville@basil.stthom.edu>
--"Steven J. Maranville" <maran@basil.stthom.edu>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>