Reflective practice, a key element of my doctoral studies at the University of Southern Queensland, is increasingly recognised as crucial for professional development and improvement across diverse fields. Schön (1983) and Kolb (1984) laid the groundwork for contemporary research, which has significantly advanced our understanding of reflective practice in professional contexts. Although the AIHS Body of Knowledge (Chapter 37.2 A Problem-Solving Model of OHS Practice) lists it as a necessary skill, I believe health and safety professionals can improve their daily practices in this area.
Theoretical Foundations and Models
Bassot (2016) outline several theoretical models guide reflective practice, offering structured approaches for practitioners. Here’s a couple:
Gibbs' Reflective Cycle (1988): is a six-stage model encompassing description, feelings, evaluation, analysis, conclusion, and action planning. This model encourages practitioners to explore their experiences and extract meaningful insights. Gibbs reflective journal prompts.
Diagram based on Gibbs (1988) and shared in an AIHS Reflective Practice Webinar.
Rolfe, G., Freshwater, D., Jasper, M. (2001): emphasises the importance of connecting experiences to broader theoretical concepts and personal knowledge through three simple yet powerful questions: What? So what? Now what? Rolfe reflective journal prompts.
Diagram based on Rolfe (2001) and shared in an AIHS Reflective Practice Webinar.
These models provide frameworks for examining experiences and extracting meaningful insights, but in no way do I think there is a single way of doing reflection, rather varying perspectives and approaches to help us ‘find our own path’.
Learning from Other Professions
Education: Reflective practice enhances teaching effectiveness and promotes professional growth, particularly in educator’s refinement of lesson plans supporting the learning of their students. Larrivee (2000) identified three key practices for reflective practitioners: dedicating time for reflection, engaging in constant problem-solving, and questioning the status quo. These align with Mezirow's (1991) concept of transformative learning, where critical reflection leads to perspective transformation and improved practice.
Healthcare: The healthcare sector embraces reflective practice to improve patient care and professional competence. For instance, the Nursing and Midwifery Board of Australia requires nurses to be reflective practitioners, enabling them to learn from experiences, challenge assumptions, and develop nuanced approaches to patient care. Case conferences on particular patient treatment plans and outcomes I believe form part of this practice, demonstrating both individual and collective reflective practice.
Leadership: Reflective practice in leadership has been linked to improved decision-making and organisational performance. Castelli (2015) notes that reflection enhances leaders' self-awareness, helping them adapt strategies and take more effective action. This increased self-awareness can lead to improved trust from employees, more effective communication, and overall positive workplace experiences (Johnson, 2020).
Benefits for OHS Professionals
Reflective practice offers several key advantages for health and safety practitioners:
Enhanced decision-making through critical analysis of past experiences.
Improved problem-solving by identifying patterns and embedding of understanding.
Continuous professional growth and leadership skill development.
Increased self-awareness of biases, strengths, and areas for improvement.
Practical Implementation Strategies
Consider these steps to integrate reflective practice into your OHS role:
Maintain a reflective journal to record thoughts, experiences, and insights.
Schedule dedicated reflection time, such as 15 minutes at the end of each day or week - I’ve found that Sunday afternoons have given me a space the reflect on the week past and time to look at the week ahead.
Trial using a structured framework like Gibbs reflective journal prompts or Rolfe reflective journal prompts to begin with - find your own rhythms and style.
Engage in peer reflection through group discussions or mentoring relationships.
Conduct thorough analyses of how you’ve responded to significant events, decisions or investigations to identify what went well, what would you do differently, and are there learnings for you to apply the next time you have to respond to this type of situation or decision.
As a safety leader, you can encourage reflective practice within your organisation:
Lead by example, sharing your own reflective insights during team meetings.
Incorporate reflection into the work you do for deeper learning - encourage the use of this in your existing 1-on-1 and performance development planning meetings.
Encourage the use of reflective techniques while reviewing chapters of the OHS Body of Knowledge.
Recognise team members who contribute valuable reflections leading to safety improvements.
Overcoming Barriers
While implementing reflective practice consistently can be challenging (ironically, I offer myself as a prime example of my inconsistency and this is just as much an encouragement to myself to lean into these suggestions as well), consider these strategies to overcome common barriers:
Schedule some ‘me time’ in your calendar to grab a coffee (or your preferred cuppa).
Integrate reflection into existing processes to address time constraints.
Start with short, focused reflection sessions and gradually increase depth.
Foster a supportive environment where reflection is seen as a tool for growth.
Closing Thoughts and a Recommendation
Reflective practice is an invaluable tool for OHS professionals seeking to enhance their effectiveness and drive continuous improvement in workplace safety, but it’s like a muscle - you have the more you use it the better you will be at it. By making reflection a regular habit, safety leaders can develop deeper insights, make more informed decisions, and ultimately create safer work environments.
Remember, the journey of reflective practice is ongoing. Start small, be consistent, and gradually build your reflective skills over time. As you develop this practice, you'll likely find it becomes an indispensable part of your professional toolkit, helping you navigate the complex challenges of occupational health and safety with greater confidence and clarity.
Book Recommendation: Schön’s (1983) The Reflective Practitioner is a very heavy and academic read, however I have found Bassot’s (2016) The Reflective Practice Guide: an interdisciplinary approach to critical reflection to be a more accessible book. Now in its second edition, I found my copy (1st ed) to be a well-structured read with various models for consideration and implementation into your own practice. I would recommend this as a valuable starting point for anyone looking to improve their reflective practice.
Cover of Bassot (2016) The Reflective Practice Guide (1st edition).
References
Bain, J. D., Ballantyne, R., Mills, C., & Lester, N. C. (2002). Reflecting on practice: Student teachers' perspectives. Post Pressed.
Bassot, B. (2016). The Reflective Practice Guide: an interdisciplinary approach to critical reflection. Routledge.
Castelli, P. A. (2016). Reflective leadership review: A framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Han, E. (2023). The Importance of Reflective Leadership in Business. HBS Online Business Insights. https://online.hbs.edu/blog/post/the-importance-of-reflective-leadership-in-business
Johnson, C. E. (2020). Meeting the ethical challenges of leadership: Casting light or shadow. SAGE Publications.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.