Exploring the contribution of guided reflection to organizational learning: Implications to educational organizations.

摘要

This applied dissertation was designed to explore the value of a guided reflection upon organizational learning. The aim of this research study was to improve professional performance of workers in one workplace through participation in a professional workshop. The author reported on a qualitative approach to action research. A model of guided reflection was in place in order to provide members with systematic methods to help teachers interpret experiences in order to develop organizational learning. Participants included 14 schoolteachers who shared perceptions of the guided reflection model. Data were gathered from participants' narratives. Participants' narratives were used to discover if there were changes to show a development in organizational learning. The participants' narratives were systematically analyzed using a coding and categorizing process. Analysis of the data revealed changes in the members' perceptions in limits, school vision, responsibility, self-disclosure, and relationships. The findings were in comparison to Senge's (1990) theory on organizational learning (Evidence was found that the use of the guided reflection model fostered educational learning.