Reflection: The Missing Link for Impactful Training
It all begins with an idea.
Reflection in learning is not a new endeavor. The introspective activity spans various contexts, from educational and coaching structures to formalized training settings. However, due to the present-day focus on execution and efficiency, inquiry has been reduced to an afterthought.
What do you imagine when you think of reflection? Perhaps groups of people come to mind: Nelson Mandela reshaping his entire persona and relationship to life during his long-term imprisonment; Victor Frankl reframing his abhorrent conditions into life lessons and opportunities; Martin Luther King Jr. dreaming of a compatible reality that meets the spiritual nature of humans. These figures demonstrate the value of reflection and its profound potential for transformation.
Reflection In Each Stage of Your Training Experience
Preparation
Initial reflection is suggested at the preparatory stage of your training. This way, participants briefed on the experience will have given some thought to the coming learning session and have determined questions, curiosities, and perspectives to personalize the session. This prep activity benefits introverted personalities who prefer to muse over the material before jumping into action.
This activity may be derived from sources such as An outline of the training session 2-3 days before the live event.
A simple introductory email that confirms their attendance and briefly describes the live activity.
Session 0: a mini-session creates space to establish expectations, understand group norms and underscore each other’s boundaries.
Creating Interest
The second phase of reflection follows the announcement of the topic being explored. Participants are entering the learning space with preexisting emotions and inputs from the past. Allowing initial space for participants to absorb the topic before diving into the material prompts them into active involvement, thus initiating anticipation for further information.
Examples of this action:
Asking participants to think of a word or imagine an image that comes to mind when they hear about said topic.
Requesting participants to journal how they’ve experienced the case in the past.
Mid-Point Check-In
The third reflection phase occurs mid-point, after sharing a large body of knowledge. This is recommended to help participants manage the vast array of inputs and cope with the feelings generated. Many learning and development (L&D) professionals assume that the more information, the better. Although this practice may maximize cognitive learning, it may also overwhelm participants with more information than they can process.
More information may overwhelm learners, preventing them from facilitating self-led learning. To lessen this risk, L&D leaders should know that participants constantly extract information that confirms their inner stories — beliefs, biases, preferences, and values. Thus, permitting learners to organize their thoughts allows the space to be specially crafted for their sake — purposefully directed to meet their individual goals. This is not to say that proposing an overall learning objective is not helpful. Still, participants must make contact with their intrinsic goal(s) before aligning it with the business objectives.
Either individually or in peer groups, you may invite them to consider:
What are some interesting discoveries you have made thus far?
What are some initial worries for you? (If an issue airs, it is essential to acknowledge it and plan to talk about it either during debriefing or offline.)
What is something that needs further attention?
Debriefing
The final stage of reflection is the debrief, occurring after the learning session. It is important to note that debriefing is not engaging in a simple chat or recap about what happened in the experience. Effective debriefing takes time (a minimum of 30 minutes is required for a sufficient debrief). It is the cessation of the training experience and the deliberate decision to reflect on forward action — benefits of reflection may be lost if they are not linked to an activity.
The three stages of debriefing:
What happened?
Participants should be asked to describe what happened to their connection to the experience. This action facilitates a de-shaming atmosphere as it helps others see their developmental areas via a shared lens. Beginning this way will also aid in resurfacing issues, problems, and feelings that may need attention before execution.
How did the participants feel?
Despite enduring research, we still leverage training spaces as pure intellectual stimulation rather than a place for investigating how emotional engagement might enhance learning. Capturing the participants’ feelings is essential to elicit deeper material reasoning. For instance, learners may have unprocessed emotions about a specific topic, and their inability to release this may block their commitment to the training goal. Offering space beyond the superficial to draw on the power of emotions gives the learning material purpose and thus makes execution possible.
What does this mean?
The third stage in debriefing involves participants grasping insights or “ah-has” that lead to a broader frame of self-understanding. This can be inspiring as participants realize how these conclusions run parallel or paradoxically to how they’ve navigated the work environment. This realization is often the catalyst for positive change.
Reflection lies at the core of transformational training sessions. Consideration adds value to the learning material and encourages participants’ investment in the experience. This opportunity for personal evaluation promises the maximum potential for learning and application to be fully realized.