Reflection In action

Learnability is much more than routine learning by doing. It includes an ability to reflect in action (Schon, 1983). Infosys s director of HR offered a concrete example of learnability and why it is so important ... 

The time that it t es to complete toe experiential sequence - experience-reflection-abstraction-experiment - can be extremely brief, almost simultaneous. Donald Schon has characterized toe process as one of reflection in action . Box 5.3 summarizes his description of toe moment-by-moment sequence of events in this process of doing-reflectlng-adapting. 

Reflection-in-action causes us to be critical, to question our assumptions about what works and does not work in these situations. We think critically about the thinking that got us into this fix or opportunity, and in the process restructure our understandings, our strategies for action, our ways of framing problems. 

Schon s notion of reflectlon-in-action was described in Chapter 5 (see Box 5.3). You try something. It does not work. You try something else. It works. You have learned. In Schon s model of reflection-in-action, learning experiences start with a routine response, which, when it does network, precipitates a surprise . In the case of managers pursuing a developmental project, the whole point has been that you should not have been trying out routinized responses. 

Schon, D.A. (1988). From technical rationality to reflection-in-action. In Dowie, J.. Elstein, A. (eds.) Professional Judgment. A reader in clinical decision making. New York Cambridge University Press. 

One of the characteristics of successful professionals in a variety of fields is frequent postmortem analysis. This self-imposed study of events that have occurred in one s professional life is called reflection in action [S]. After an engineering event has occurred in which ethical decisions were made, one sits down (individually or in a small group) and reviews the case, analyzing the facts, the missing information, the constraints, the unnecessary perceived constraints, the options considered, the options not considered, and the strategy used to arrive at the decision. 

As demonstrated in Example 23.2. there are many reasons why reflection in action is so powerful, but we focus on two. 

This aim is interesting in that it explicitly states that culture can be designed and shaped. In a very generic sense then, this relates to The How the HSE culture concept is possible by effort. It is presumed formable and shapeable. Furthermore, emphasis is put on the necessary connection between words and actions, a clear message underscoring the notion that culture is more than a dormant set of values. Culture is reflected in action, in what is done, and how. A similar point is made by underscoring that culture is more than some compound of knowledge, values and attitudes (PSA, 2002). 

Variations in the reaction temperature and in the proportions of the ketone and PCI5 were appreciably reflected in the ratio of the amounts of compound 9 obtained in the first stage to the total content of 7 and 8 and then proportionally in the composition of the final products. In the interaction of the ketones with PCI5, an excess of the latter and high temperature make the anomalous reactions more significant. 4-(l,2-Dichlorovinyl)-3,5-dimethyl-l//-pyrazole (9) was obtained individually by the action of more than a twofold excess of PCI5 on the acetylpyrazole 6 at 80°C in 50% yield. Under the influence of NaNHa in liquid NH3, dichloroethy-lene 9 was converted into chloroacetylene 10 by loss of a molecule of HCl (yield 77%) (Scheme 28). 

The method of measurement is based upon the observation of the position of the border line of the total reflection in relation to the faces of a prism of flint-glass, into which the light from the substance under in vestigation enters by the action of refraction. 

McFarland, K. P, Stansell, J. C. (1993). Flistorical perspectives. In L. Patterson, C.M. Santa, C.G. Short, K. Smith (Eds.), Teachers are researchers Reflection and action. Newark International Reading Association. 

The study of electron density distributions resulting from molecular interactions in gas-phase complexes or in molecular crystals, is known [1,2] to facilitate our understanding of the physical mechanisms underlying such interactions. Indeed, the action of these mechanisms is reflected in the interaction density, defined as the difference between the electron density distribution (EDD) of the molecular complex or crystal and that obtained by superimposing the EDDs of free molecules. 

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