4: Reflection, Reflexivity and Creative Writing

In this book we have journeyed through the defining characteristics of reflection in reflective practice, refreshing our view of leadership development and learning through the enlightening interjections of practitioners, professionals and the occasional academic. The benefits of formal, systematised and embedded reflection are clear in their ability to accelerate and share critical learning across an organisation. We understand that reflection is central to the human condition and that we are superior to other sentient beings due to our capacity to learn, develop and create. We have become aware that reflection that is impactful and that is largely free of bias is achieved through a balance of structure and agency in the form of guidelines, models of reflection, reporting conventions (such as those found in the professions team-based reflections that engage ‘other’) and also reflexive elements as explored in the reflexive practicum in Chapter 3. An understanding of our own emotions, values and beliefs and how these impact our behaviour, performance and reflections is required to deepen the process and to manage subjectivities, some of which will be useful and others that will skew and warp reflection. Reflexive techniques that fall between reflection and action can assist us in interpreting why we do what we do and can help in pinning down a more real version of reflection. Reflecting in reflection. The power of honesty in reflection is key to authentic learning and authentic behaviour (Perks, 2011).