Addressing MBA shortcomings: Developing management competencies through reflective practice

Gosling and Mintzberg (2004) challenged the traditional educational design methodologies used in management programs, in particular MBAs arguing that education needed to be reflective and interactive. They put forward that effective postgraduate management education should include integrated and concurrent learning, thoughtful reflection, utilization of life experience, organizational development and that education should be interactive and life long. The main objective for integrating reflection in leadership development programs is to maximize individual potential by allowing students to evaluate the significance of their experiences. The use of experiential learning and reflection as a learning strategy can address shortcoming of most MBA programs. Reynolds (1999, p. 538) states that critical reflection involves a commitment to questioning assumptions and taken-for-granted perspectives embodied in both theory and professional practice. The ability to engage in reflection determines the extent to which individuals can learn from their own experiences (Boud et al. 1985). Revans (1998) argues that managers learn from action by engaging in concrete activities based on solving problems and then reflecting upon these through challenging their own beliefs and feelings about the experience. Lincon (2003) suggests that lasting behavioural change in managers is more likely to result from re-interpretation of experiences, the process of reflection. Brockbank et al. (2002) point out that as managers work in a social context, so to must their learning be achieved through ¿reflective-learning-with-others¿.