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Reflective Practice for Learning from Experience: Navigating the Back Roads at Work The Foundation Review Volume 11 Issue 1 Foundation Learning - Open Access 3-2019 Reflective Practice for Learning From Experience: Navigating the Back Roads at Work Jan Jaffe Philanthropy Northwest Follow this and additional works at: https://scholarworks.gvsu.edu/tfr Part of the Nonprofit Administration and Management Commons, Public Administration Commons, Public Affairs Commons, and the Public Policy Commons Recommended Citation Jaffe, J. (2019). Reflective Practice for Learning From Experience: Navigating the Back Roads at Work. The Foundation Review, 11(1). https://doi.org/10.9707/1944-5660.1452 Copyright © 2019 Dorothy A. Johnson Center for Philanthropy at Grand Valley State University. The Foundation Review is reproduced electronically by ScholarWorks@GVSU. https://scholarworks.gvsu.edu/tfr doi: 10.9707/1944-5660.1452 Reflective Practice for Learning From Experience Reflective Practice for Learning Tools From Experience: Navigating the Back Roads at Work Jan Jaffe, M.B.A. Keywords: Reflective practice, experiential learning, professional development, organizational learning “ In modern organizations, new Key Points experiences tend to come easily, but • What are the roadblocks that limit reflective reflection does not.” practice in the field of philanthropy? Between the desire to move the needle on social – Quinn and Thakor (2018) change and the pressure to be productive, philanthropy as a field is understandably “ Maybe reflective practices offer us a driven to focus on doing and resistant to taking time to reflect on practice. This article way of trying to make sense of the is designed to help foundations encourage uncertainty in our workplaces and leadership and staff to put their expertise into play as a learning strategy. the courage to work competently and • This article defines reflective practice and ethically at the edge of order and chaos.” traces roots and research that can inform its use. It also reports on interviews with – Ghaye and Lillyman (2000, p. 7) philanthropy practitioners about how they use various reflective practice methods to navigate high-stakes situations. • In an examination of some of the barriers Introduction to learning on the job in philanthropy, this Philanthropy practitioners are invested in get- article also suggests some activities that ting things done and making things happen. might build a more receptive environment Learning from experience on the job is less of for reflective practice for individuals, groups, and organizations. a focus for investment. My colleagues and I at The Giving Practice, the national consulting team of Philanthropy Northwest, have engaged The resistance to taking time to reflect on prac- in reflective practice to observe ourselves and tice is understandable. The “fierce urgency of others in challenging situations, explore what now” that drives social-change organizations might be going on beneath the surface, and is very real and has only intensified since Rev. adjust our behaviors to test and learn from dif- Dr. Martin Luther King, Jr. (1963) declared that ferent approaches. I believe that individuals, tomorrow is today for finding effective responses groups, and organizations mature by learning to social injustice and inequity. Even in organi- from reflecting on their experiences putting their zations without a social mission, there can seem expertise into play. However, I am aware that to be a lack of time for reflection. “In our daily in philanthropy, the very word “reflection” can battle against the clock, taking time to reflect on be viewed as self-indulgent, navel-gazing, and, one’s work would seem to be a luxurious pur- potentially, a time-intensive roadblock to action. suit” (Di Stefano, Gino, Pisano, & Staats, 2014). The Foundation Review // 2019 Vol 11:1 35 Jaffe A lot of the most challenging just a few of the hardy perennials that pop up when practitioners are asked, “What aspects of work for philanthropy your work keep you up at night?” Most practi- Tools tioners, regardless of position or tenure, report practitioners — work that that they ill-equipped to learn from these experi- requires adaptive learning ences in ways that will lead to better outcomes. — takes place not on high- I believe that learning on the back roads is largely absent because practitioners in philanthropy speed expressways, but on have two big jobs — but are only resourced and back roads that are hard to prepared for one of them. navigate, where there are no The first job is the “what” of the work, whether maps, and where you cannot it be human resources or human rights. For learning the “what” of the job, there are pro- reach your destination on your fessional associations, philanthropy-serving organizations, and gatherings with grantees. own. These back roads are Foundations often support staff in learning the philanthropy’s most important “what” of their work through underwriting the cost of attending conferences and organizing learning terrains. gatherings among partners. The second job is the “how” of the work — Between the desire to move the needle on social putting one’s expertise into play. Learning the change and the growing pressure in all work to “how” has traditionally been a deeply personal be productive, philanthropy is understandably and private experience. Professionals usually driven to focus on doing. It’s also not surprising have some way of making sense of how they that the field turns to such planning and evalu- work in challenging and uncharted terrain, ation tools as scorecards, logic models, and the- but that way is largely unspoken and, there- ories of change when it comes to learning about fore, can easily go unexamined. The landscape doing. And why not? These metrics are like signs for learning is not completely arid, of course: on the highway: They let us know if we are get- Philanthropy-serving organizations offer one- ting somewhere. off sessions on this topic at conferences and skill-building seminars, learning officers at larger But here is the problem: A lot of the most chal- foundations find themselves cataloging practices lenging work for philanthropy practitioners — and ways of learning from them, and there are work that requires adaptive learning — takes informal learning groups that spring up after place not on high-speed expressways, but on cohort experiences to foster continued sharing. back roads that are hard to navigate, where there However, developing and sharing reflective prac- are no maps, and where you cannot reach your tices for learning how to navigate these back destination on your own. These back roads are roads is not approached as a discipline in the philanthropy’s most important learning terrains. same way as learning the “what” of the work. Practitioners find themselves managing con- flicts among partners in a collaborative group, Could philanthropy encourage individuals, alone or might face unexpected resistance to a new or in groups, to shift from the “how” as a private idea coming from their board. They may find experience to an open engagement with others themselves stuck while creating a proposal with for the purpose of learning to navigate those a grantee, and are responsible when implicit bias back roads? Is there promise in linking this open- leaves key players out of the picture. Those are ness to building organizational and fieldwide 36 The Foundation Review // thefoundationreview.org Reflective Practice for Learning From Experience knowledge that could improve working inter- After most interviews nally and with partners? Tools and related workshops, A Minicase: Discovering the Value of practitioners would remark Reflective Practice in Philanthropy Over the past 40 years, I have done some testing that these exchanges helped and sharing of reflective practices for learning them clarify what they were purposes in philanthropy at the organizational and field levels. As a program officer at the learning from their practice Ford Foundation, I was encouraged by Susan and adapt new techniques for Berresford, then the foundation’s vice president for programs, to turn my frustration with the approaching their work. absence of on-the-job dialogue into an explora- tion of how colleagues learn to navigate complex situations together. Berresford authorized me Later, again thanks to support from the Ford to interview foundation staff across fields and Foundation, I was able to interview program geography about what they were learning about officers in all kinds of foundations across the their practice of managing common but critical world about dilemmas they encountered, how programming dilemmas. We looked for patterns they made sense of them, and what they did to across stories about scaling up, authentic co-cre- adjust their behaviors to improve the “how” of ation of strategy, and helping struggling projects their work. After most interviews and related and organizations. We gathered for informal yet workshops, practitioners would remark that semistructured conversations that spanned not these exchanges helped them clarify what they only programs and geography, but also organiza- were learning from their practice and adapt new 1 tional hierarchy. The combination of good food techniques for approaching their work. Candid and leadership that showed up in an explicitly continues to offer the 30 GrantCraft guides that came from that project, as well as new ones. peer role ensured foundationwide participation. These reflections on practice are reported by new readers to be relevant to their experiences put- Individual program staff told me that they had ting expertise into play. not thought much about the “how” of their work as a discipline, and said they found it very useful Reflective Practice as a Tool for to detach from the action, look at the dynamics of situations that had not gone as well as they Individual and Group Learning wished, and compare their observations with More recently, The Giving Practice has been looking into what role reflective practice might those of colleagues in other fields and countries. play to help practitioners engage in individual We learned from one another in the moment.
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