Reflexivity in the research process: psychoanalytic observations

This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two year infant observation and a research project on romantic love (involving conceptual and biographical research)

Mindful reflexivity: Unpacking the process of transformative learning in mindfulness and discernment

Can spiritual practice encourage transformative learning? In this article, we unpack how spiritual practices from the Buddhist tradition—mindfulness—and the Quaker tradition—discernment—encourage the attainment of moral reflexivity and the capacity to transform self in individual and relational organizational contexts, respectively. We also show how moral reflexivity and self-transformation are mutually reinforcing and promote a transformational cycle of management learning. We propose that “mindful reflexivity”, a foundational model of spiritually informed moral reflexivity, can contribute to new ways of management learning through its context sensitivity and ethical orientation to foster the kinds of reflexivity needed for responsible management. Our article concludes with implications for management learning theory and practice, and we offer pathways for future research

Reflexivity revisited

We study some aspects of reflexive modules. For example, we search conditions for which reflexive modules are free or being very close to free modules

Reflexivity and flexibility: Complementary routes to innovation?

Flexibility and reflexivity are essential processes for organisational innovation. The aim of the paper is to investigate their concurrent and interactive contribution in enhancing two innovation outcomes (the organisational openness towards innovation and the actual innovation adoption). Participants were 357 Italian employees. Results of a hierarchical regression model showed the role of both factors in fostering the two innovation outcomes under study. In addition, results showed the complementary interaction of reflexivity and flexibility, outlining two possible routes to innovation. Specifically, reflexivity appears to be a generative learning process capable of encouraging innovation in low-flexibility conditions, whereas flexibility tends to encourage innovation in low-reflexivity conditions. The findings provide empirical support of their roles as complementary resources for innovation, which has been under-examined in the literature

The Role of Transformational Leadership in Enhancing Team Reflexivity

Team reflexivity, or the extent to which teams reflect upon and modify their functioning, has been identified as a key factor in the effectiveness of work teams. As yet, however, little is known about the factors that play a role in enhancing team reflexivity, and it is thus important to develop theorizing around the determinants of reflexivity. From an applied perspective, leadership is a very relevant factor. The current study is a first step in the development of such a theory, and addresses this important gap in our understanding of team reflexivity by focusing on the role of leader behavior. We examined the extent to which transformational leadership influences team reflexivity and, in turn, team performance in a field study conducted among 32 intact work teams from nine organizations. Team members rated reflexivity and leadership, while external managers rated team performance. We hypothesized and tested a mediational model proposing that transformational leadership is related to the adoption of a shared vision by the team. This in turn relates to team reflexivity, which leads to higher team performance. Results support this model.team reflexivity;transformational leadership;team performance;shared vision;team learning

Reflexivity for sustainability: appreciating entanglement and becoming relationally reflexive

This paper attempts to open up new possibilities for reflexivity which can help promote adequate human responses to sustainability issues. It explores how predominant ideas about reflexivity are located within an individualistic perspective of bounded and independent selves. The relational thinking of Gergen (2009) and Hosking (2011) is discussed to consider the implications for approaching selves as unbounded and interdependent. It develops the concept of relational reflexivity which is argued to respect the social and material entanglements of selves and foster systemic intelligence and action