Impact case study database
Personal, Professional, and Organisational Transformation through Action Learning and Reflective Practice Interventions
1. Summary of the impact
A key shortcoming of the early work on learning through reflective practice was a lack of specific detail on embedding reflective practices in the daily lives of managers, teams and organisations. Over the last 25 years, researchers at Lancaster University Management School (LUMS) researched and developed a range of practical interventions that enable individuals and organisations to learn from reflection-in-practice. These action research-led practice interventions and methodologies were incorporated into the design and delivery of management and organisational development programmes, such as the International Masters Programme for Managers (IMPM). Through these programmes hundreds of managers from around the world have adopted action learning and reflective practices for personal, professional, and organisational development. Feedback from these programmes shows that adopting these practices leads to personal and professional transformation that are deeply significant and enduring, with additional benefits for their organisations. The transformational impacts of the IMPM extends much further than the direct participants, with several alumni setting up practice-based versions of the programme within their own organisations. This includes large corporations such as the Brazilian National Bank for Economic and Social Development, third sector organisations such as the Alliance for Public Health in Ukraine, as well as private enterprises such as CoachingOurselves, supporting the organisational learning and development of 300 companies globally, benefitting 125,000 individual managers and their organisations.
2. Underpinning research
The idea of learning from everyday management and organisational practices by reflecting critically on them has been developed and popularised by the work of, for example, Argyris, Kolb and Schön. One of the main shortcomings of the early work of Argyris, Kolb and Schön was a lack of specific detail of how the concept of action learning through reflective practice can become embedded in the daily organising practices of managers, teams and organisations. This early research identified the principles but did not develop the specific learning practices/interventions of how this can be embedded in situated management learning and activity. A sustained and programmatic stream of action research at LUMS over the last 25 years (e.g., Blackler, Burgoyne, Easterby-Smith, Fox, Gosling, Hodgson, Marshall, Reynolds, Trehan, Introna, Brigham) has developed a suite of research-based practice focused interventions and methodologies that enable individuals and organisations to learn through the adoption of action learning and reflective practices [R1]. The research outcomes from this ongoing research stream of management learning and action at LUMS [B] has become incorporated into the design and delivery of management and organisational development programmes, notably the IMPM, which functions simultaneously as ongoing action-research sites [A] and as dissemination vehicles [C] for embedding the research into organisational settings for personal, professional, and organisational impact [D] (see Figure 1, below).
In this programme of action research [A] the early work of Reynolds & Trehan between 2002 to 2003 [R2] argued and demonstrated the importance of learning through difference. Drawing on these insights, the IMPM programme builds difference explicitly into its learning architecture [C]. For example, the IMPM programme deliberately recruits from different national cultures and different organisational types (i.e. corporate, public sector, SMEs, NGOs, entrepreneurs) to promote a diverse range of perspectives and experience. The programme is run in five different geographical locations (UK, Canada, Japan, Brazil, and India), which also integrates local socio-cultural history and business practices in every location into its learning design. For example, in the UK module, based in Lancaster, the international participants learn reflective practices by being exposed to the local history (the Industrial Revolution), romantic poetry (William Wordsworth), and ecological thinking (John Ruskin). The rediscovery of historic business meeting practices (developed in the UK over 350 years ago) becomes new and different sites for learning, such as the use of reflective silence in corporate governance meetings practiced by the Quakers (Kavanagh & Brigham [R3]).
Reynolds & Vince [R4] showed that a critical orientation in reflection is important to learn from experience. Critical orientation was developed, for example, into a reflective practice called ‘Keynote Listening’ [B], where a participant listens actively and critically to a conversation (amongst their peers) about a management challenge and provide peers critical reflective feedback. Further work by Introna between 2017 and 2019 [R5] has shown that the temporal framing of sensemaking and reflection is crucial for sense to be made, meaningfully. These insights emerged from, and continue to be developed in, the way each learning intervention of the programme is crafted and choreographed – temporally, spatially and situationally – to allow for reflection and learning. Through the adoption of these choreographed learning interventions managers make sense of and learn from their own experience (Vince and Reynolds [R6]). The aim of these curated learning interventions is to create the necessary conditions that allow the managers, teams, etc. to build and integrate specific reflection and learning practices into their everyday managerial and organisational work.
Based on the findings above, the research team has developed, through ongoing action research in the IMPM programme, a large number of practice-specific transferable methods and interventions [B] that allow individuals/organisations to learn and develop, including:
Insight Notebooks – reflective writing in insight books that record key insights of learning; to feed forward into future action.
Collaborative Reflective Dialogues – the development of reflective and active listening skills; to increase dialogic presence and surface insights.
Reflective Observation Techniques – learning to observe one’s own observations reflectively; to foster reflexivity and situate insights.
Reflective Roundtables – learning to develop insights through reflective sharing in groups; to enable reflective conversations and peer-learning.
Friendly Consulting – development of professional challenges by solving others’ problems; to foster trust and reveal different framing and perspectives.
Group Decision Methods – development of reflection-action processes for collective dialogue; to circulate knowledge and insight beyond the individual.
Managerial Exchanges Worldwide – learning and development through observing and being observed in situated management practice; to share good practice.
Action Learning Leadership – practices for questioning insight and in context problem posing; to inculcate management as reflection-in-action practice.
In summary, the IMPM and associated programmes function both as dissemination vehicles and ongoing action research laboratories [C] for the development of new ways to embed action learning through reflective practice into the lives of managers, teams, and organisations, leading to profound personal, professional, and organisational impact [D].
3. References to the research
[R1] Reynolds, M. (2011). Reflective Practice: Origins and Interpretations. Action Learning: Research and Practice, 8(1), 5-13. https://doi.org/10.1080/14767333.2011.549321 (138 citations on Google Scholar (GS))
[R2]. Reynolds, M. & Trehan, K. (2003). Learning from Difference? Management Learning, 34(2), 163-80. https://doi.org/10.1177/1350507603034002001 (79 citations on GS)
[R3] Kavanagh, D. & Brigham, M. (2018). The Quakers: Forgotten Pioneers. In T. Peltonon, H. Gaggioti, & P. Case (Eds.), Origins of Organizing (pp. 147-175). Edward Elgar. https://doi.org/10.4337/9781785368752
[R4] Reynolds, M. & Vince, R. (2004). Critical Management Education and Action-Based Learning: Synergies and Contradictions. Academy of Management Learning & Education, 3(4), 442-456. https://doi.org/10.5465/amle.2004.15112552 (230 citations on GS)
[R5] Introna, L. D. (2019). On the Making of Sense in Sensemaking: Decentred Sensemaking in the Meshwork of Life. Organization Studies, 40(5) 20, 745-764. https://doi.org/10.1177/0170840618765579 (23 citations on GS)
[R6] Vince, R. & Reynolds, M. (2009). Reflection, Reflective Practice and Organizing Reflection. In S. J. Armstrong & C. V. Fukami (Eds.) The Sage Handbook of Management Learning, Education and Development (pp. 89-103). Sage. https://doi.org/10.4135/9780857021038
4. Details of the impact
The impact of the practice-specific tools and interventions that allow organisations to learn through action learning and reflective practices - developed through action research projects and disseminated through management development programmes such as the IMPM - can be demonstrated by impactful transformations at the (1) Personal, (2) Professional, and (3) Organisational levels.
(1) Personal impact/transformation: Most managers involved in the development programmes report very significant personal transformation following the adoption of the action learning and reflective practices. The profundity of the impact at the individual level has been of huge significance for a large proportion of the alumni whose programme feedback was gathered in 2019, with nearly a third of survey respondents stating that the programme changed them as individuals enough such that it represented a personal transformation or, as some respondents reported, was ‘life-changing’. The change was also a lasting one, with personal transformation reported by graduates from cohort 2 to 22 [S1]. Other feedback attesting to the deep transformation experienced by participants includes how the programme has enabled people to become more authentic, mature, empathetic, and in some cases more ethically responsible [S1]. The Director of Programmes & Policy at the India HIV/AIDS Alliance describes the programme as “ a breakthrough experience which transformed my sense of self as a leader” [S2]. The COO MRO of Ameco, (China) states that he has, “participated in various management development programs during [his] professional career, but none of them created a fundamental personal transition that connected business change and strategic development [in the way the IMPM did]” [S3(a)]. The Senior Principal of Hatch Advisory, (Canada) describes the programme as “an intense, immersive and life-changing experience” [S3(b)]. The Manager of Medical Imaging at McGill University Health Centre (Canada) said, “ The impact of the IMPM has been, and still is, profound. It has generated in me personal change and has transformed my vision from an organisation centric person focused on operations, to a growth mindset person motivated by sustainability, improvement and growth. This has allowed me to lead in an organisation that delivers world class high quality and sustainable medical imaging services” [S3(c)]. In reference to personal transformation that has provided community benefit, the Managing Director and CEO of Fairway Offshore Ltd (Nigeria) said, “ Elections in Nigeria are often accompanied by violence and in the recent federal elections, I deployed IMPM techniques for engagement and communityship to become an asset of peace in my community. For example, I visited various communities and youth groups at centres and in homes, to talk to them and listen to their concerns. For me, the impact of IMPM in me is [not] so much in the offices in Fairway. It is in my church, and in my family, and the community I come from. I did not expect the programme to have such a comprehensive and significant impact and for this I am grateful” [S3(d)].
(2) Professional impact/transformation: For many, personal transformation is linked to professional transformation. Survey feedback suggests that 70% of participants found the programme to have ‘totally transformed’ or had a ‘significant impact on’ their managerial practice [S1]. The authenticity of this feedback is exemplified in numerous accounts of professional and organisational transformation. The Vice President Maintenance at Eurowings and Managing Director at Eurowings Technik (Germany), says that through the interventions of the programme “the collaboration and understanding for each other has changed in a positive way”, leading to a more efficient management team [S1]. The Chief Sales Officer for Moneris, (Canada) says that that the “IMPM defined me as a person, as a manager, as a leader. The program brought out in me the confidence to embrace and develop my leadership style and to take risks, both in my professional and personal lives…The IMPM was completely life changing for me” [S1]. The HR Director of Adverum Technologies, USA, cites the transformational nature of the development programme and says that, “ The IMPM taught me the importance of creating time for reflection, to pause, reflect, and consider the consequences of my actions in order to learn and develop as an executive. The emphasis on reflection over reaction is a unique feature of the IMPM and will lead to better leadership and decision making” [S4(a)]. The Head of Supply Chain and Logistics Diageo (India) comments that, “The IMPM helped me to understand and respect different cultures across the globe” [S1]. Likewise, the CEO & Director at Sumicot Ltd (India) reflects that the lasting influences of the IMPM encourage managers, “not only to learn from the programme, but from your colleagues as they are from a variety of Industries and countries. It has completely changed the way I think about work now” [S1] . The Commercial Director of CAF P&A, (Spain), summarises the impact of the IMPM by saying “the IMPM has transformed, and is continuing to transform me personally and professionally in ways that may be hard to articulate” [S4(b)].
(3) Organisational impact/transformation: These action learning and reflective practices developed by LUMS also had significant organisational impacts. The Founder, CEO & President of KNOCK Inc (USA) says that since completing the programme her company has more than doubled in growth and employees and that this is “clearly a testament to the IMPM’s philosophy and learning methodology” [S5(a)]. The Corporate Services Deputy Secretary from the Kenya Red Cross says that, “The organisation has transformed greatly since we started the IMPM programme. It has grown in leaps and bounds and looking more outwards (worldly) than inward focussed” [S1]. As evidence of the organisational transformation made possible through these practices, below 3 additional case examples, CoachingOurselves, the Brazilian Development Bank (BNDES), and the Alliance for Public Health, are outlined .
• CoachingOurselves (CO) (Canada): Adopting the experiential action learning and reflective practice methodology of the programme, one of the alumni co-founded a company that supports private, public and plural sector organisations (e.g. Brother, Cirque du Soleil, Gildan, ING Bank, Nissan, SAP, Syngenta) through peer-to-peer learning and self-directed co-coaching. The company was established in 2007 with the ambition to scale the reach of the innovative IMPM approach of learning from experience in light of conceptual frameworks. In 2015, CO established a partnership with IMPM. The company uses the Reflective Roundtables practice developed in the IMPM to drive learning and collaboration within organisations. CO has created > 90 mini modules for use by managers, teams and organisations, currently reaching “ approximately 25,000 participants worldwide annually” [S5(b)]. Between 2014 and 2020, CO has supported (and continues to support) middle managers, teams and organisational development of companies in “ more than a dozen countries” (e.g. Denmark, Egypt, Germany, Haiti, Mexico, Netherlands, Russia, Turkey, US) [S5(b)]. CO continues to extend its reach and impact internationally, drawing on the action learning and reflective practices developed by the IMPM. For example, at Fujitsu, CO found in 2015 that participation rates in IMPM were positively linked to profitability at departmental level [S6].
• Brazilian Development Bank (BNDES) (Brazil): Drawing on the practice specific transferable methods and interventions of the IMPM programme, BNDES developed a culture transformation and engagement programme (CTEP), known as the ‘Mini IMPM’. The intent of the Mini IMPM is to transform the bank (the second largest national development bank in the world) from a bureaucratic inward-looking institution to a more agile, collaborative and outward facing institution. The programme has comprised five cycles between 2017-2020 and has been followed by 190 including senior and middle managers [S5(c)]. The Mini IMPM has been a unique innovation at the bank and has had widespread executive and organisational support to enable in-person enrolment and knowledge sharing for collaboration, including on the bank’s intranet. Both the lead organiser of the BNDES Mini IMPM as well as the board sponsor (BNDES Managing Director) state that the Mini IMPM has provided wide ranging and significant impact at the bank: creating a new language to think and collaborate with, breaking down hierarchies and increasing communication vertically and horizontally across functional silos, developing the confidence and engagement of employees, and providing the opportunity for managers and employees to deliberate the bank’s strategy and policies during a period of disruption and change [S1, S5(c)]. The Mini IMPM specifically adopted IMPM’s innovative action learning and reflective practices into its programme, such as: Insight Books, Keynote Listening, and Reflective Roundtables. This meant that “the Mini IMPM is the only forum where people from different functions and hierarchical levels can meet to reflect on common and professional challenges. This innovation had a significant organisational impact creating internal cohesion and a shared vision of challenges and opportunities” [S5(c) Economist and Former HR Director of BNDES].
• Alliance for Public Health (Ukraine): The Harm Reduction Academy programme was established in 2016 to emulate the IMPM structure and pedagogical architecture. The Executive Director of the Alliance for Public Health and IMPM alumni from 2008, deployed the architecture of learning and pedagogical practices from the programme in an internationally respected global learning, dialogue and skills building programme specifically aimed at developing and supporting staff that work with individuals with HIV. Between 2016 and 2020, 100 participants from >25 countries have completed the intensive six-month programme and report significant transformation of their practices and organisations, especially with respect to diversity and inter-disciplinary thinking, with participants gaining international exposure through programme modules delivered in Ukraine, Kenya and Malaysia. “Like the IMPM the HRA is innovative in its diversity of participants, combining groups representing various countries and various sectors. This helps to create lasting impact and transformation: we normally have community members, health officials (national and local), international organizations, and police officers at the same table working on harm reduction themes.” [S5(d) Executive Director of the Alliance for Public Health].
5. Sources to corroborate the impact
[S1] Data from 2019 impact survey on personal, professional and organisational impact reported by IMPM alumni.
[S2] HIV/AIDS Alliance independent impact report – Valuing Leadership, 2018, p. 8.
[S3] Testimonials – Personal Transformational Impact: a) Chief Operating Officer MRO, Ameco, China, 2020, b) Senior Principal, Hatch Advisory, South Africa & Canada, 2109 and 2020, c) Manager of Medical Imaging at McGill University Health Centre, Canada, 2020 d) Managing Director and CEO of Fairway Offshore Ltd, Nigeria, 2020.
[S4] Testimonials – Professional Transformational Impact: a) HR Vice President, Adverum Technologies, USA, 2020. b) Commercial Director, CAF P&A, Spain, 2020.
[S5] Testimonials – Organisational Transformational Impact: a) CEO & President, KNOCK Inc., USA, 2020, b) Founder and Executive President, CoachingOurselves, Canada, 2020. c) Former HR Director, Brazilian Development Bank (BNDES), Brazil, 2020, d) Executive Director, Alliance for Public Health, Ukraine, 2020.
[S6] Choice, the magazine of professional coaching, 2018, p.47.