Robert F. Wagner Graduate School of Public Service
Reflective Practice: Learning from Work
P11. 1901
Thursday, 6:45pm- 8:25pm
Spring, 2009
Room: Tisch LC6
Professor Ellen Schall
Office: 212-998-7438
Fax: 212-995-4161
E-mail: ellen.schall@nyu.edu
Adjunct Professor Angela Hendrix Terry
Office: 917-803-4728
Fax: 212-995-4161
E-mail: angela.terry@nyu.edu
COURSE GOALS
“Research on leader development suggests that reflection, especially for highly successful
action-oriented leaders and managers, is counter-intuitive, requires disciplined and
intentional practice to become a solid part of a leader’s development strategy, and is critical
to success.” 1 The goal of this course is to provide the basis on which students can begin to
build the tools to become disciplined and intentional reflective practitioners. To this end, we
will explore:

the issues of self at work, including ways of paying attention to the individual, small
group, and large group dynamics of organizational life;

the concept of building theory from practice; and

the ways to create space for reflection.
STATEMENT OF COURSE EXPECTATIONS
1. Students are expected to be working or interning at an organization during the semester
they are taking this course.
2. Students are expected to attend every class on-time, be prepared to discuss readings and
assignments and to participate in class and blackboard discussions.
3. Learning about group dynamics is a course goal and requires in-class group work as well
as group reflection. Because of this class attendance is essential. Students are at risk of
not passing the course if they have more than 1 unexcused absence.
1
Brown, Judy. A Leader’s Guide to Reflective Practice. Trafford Publishing (2008), pg 13.
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4. Students are expected to accord the same professional respect to their classmates'
contributions as they do to the instructors’ remarks. Given the nature of the course
material, it is especially important that students listen carefully to one another and
respond with consideration.
5. Students are expected to keep class discussions confidential. This is necessary to
facilitate full and open exchange and to maximize learning.
6.
7.
Assignments:
a.
Late assignments are not accepted unless prior arrangements are made with
the instructors.
b.
All written assignments except journals are to be typed double-spaced using
standard English grammar and spelling. If you need help with writing, see
www.junketstudies.com for excellent refreshers on grammar and writing.
There are also writing tutors at Wagner who are available to review general
assignments.
c.
Journals (see details below) can be written informally and in a way that best
expresses the intentions of the author; however, the instructors need to be able
to read them so they should be legible.
d.
Students will submit two copies of each assignment (with the exception of
their journals) to the instructors. Students should keep a copy of all their
assignments in the event of loss.
Students will be assigned to a small group. Each small group is expected to prepare a
brief group presentation for Week 11.
REQUIRED READING
Required reading for this course consist of textbooks and blackboard article links. There are
two major texts for the course - The Unconscious at Work: Individual and Organizational
Stress in the Human Services, edited by Anton Obholzer and Vega Zagier Roberts, and Trade
Up! Five Steps for Redesigning Your Leadership and Life From the Inside Out by Rayona
Sharpnack. Both texts are available at the Professional Bookstore, 566 LaGuardia Avenue.
In addition, articles available on the blackboard site are identified on the syllabus with the
following notation – (BB).
Additional readings may be distributed in class.
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BLACKBOARD WEBSITE
The class website can be found at http://classes.nyu.edu/. To login, enter your NYU net ID
and password. If you have not activated your NYU account or have forgotten your
password, you can activate or change your password at http://start.nyu.edu. You must
activate your account as soon as possible in order to access the on-line discussion and other
materials; once you’ve accessed the website, please change your email address to whatever
you use most often by going to “Tools” and then “Personal Information”.
ASSIGNMENT OVERVIEW
Journaling. Keeping a journal is an excellent way to explore issues, express yourself
creatively, and track personal learning and growth. For this course, we require that
students keep a journal in order to encourage a habit of reflection. Documenting your
learning, responses to class, and finding links to your experience of your workplace is a type
of scholarship in its own right. Journaling is a way to begin to unpack these connections. In
your first journal entry please specify participation goals for contributing to your
individual learning and to group learning during this Reflective Practice class.
You may keep a journal in any format that is comfortable for you, written or typed. If you
hand-write your entries, please be sure that your writing is legible. Your entries should
include reflections on the course as well as on your work experience and should demonstrate
an understanding of the material being discussed and read. Insights and reflections on the
dynamics of group work within the class are also appropriate material for journaling. The
following questions may help you focus:
1. What sticks in your mind about a reading or a class session? Why? What was comfortable,
known? What was not?
2. Select a quotation (from a reading or class) with which you agree or disagree. Copy it into
the journal and explain your reaction to it.
3. What ideas and/or feelings are stirred up by a reading or a class session? Elaborate.
4. What questions have emerged for you from a reading or a class?
5. Do you link class work or reading to other learning you've done? How?
6. Have you come to a new understanding due to a reading or a class?
7. Has your reading or classwork affected your behavior in your workplace or how you view
the behavior of others there?
Journal entries of at least one typed page or the equivalent (250 words) should be made
weekly (or more frequently if you prefer). It defeats one of the main purposes of journal
work to write the entire journal for the semester in one sitting. Part of the discipline expected
in this course is attention to the effect of the time factor on your learning. Your journal will
be collected twice during the semester, Weeks 6 & 14. We will respond in writing with our
thoughts and/or comments.
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Aligned Practice. Being reflective requires space, intention and discipline. You may have a
practice in your life – i.e. yoga, meditation, exercise – that requires these three ingredients.
We believe that such “aligned practices” can strengthen our reflective practice work. During
the semester we invite you to find or continue an “aligned practice” that you can do at least
once a week. Some examples include those stated above as well as:




Artist date* – a block of time each week where you explore your creative side i.e.
visit museums, attend a concert, attend a reading
Morning pages* – three pages of longhand writing strictly stream-of consciousness
written each morning
Tai chi
Spiritual work, i.e. walking a labyrinth, reading sacred text (see Blackboard for list of
NYC labyrinth sites).
Short Written Assignments. There are several short written assignments due during the
semester, each of which is described on the syllabus under the date due. These assignments
should be carefully written using the guidelines noted under the statement of course
expectations.
Final Paper. The final paper will be a synthesis of what you have learned during the
semester. It should include material from the course as well as from your work experience. It
may be helpful to refer to your journal when pulling together your thoughts for this final
paper; however, the final paper differs from the journal in that it sums up the most potent
ideas affecting your thinking and/or your behavior that you see yourself taking away from
this course.
Group Presentation. Students will be assigned to a small learning/teaching group (LTG).
This group will prepare a brief presentation for Week 11. Further information about this will
be given in class.
Assignment Due Dates:
Preference Paper
Generalizable lesson paper
Journal Submission
Role Analysis paper
Group presentation
Social defenses paper
Journal Submission
Final synthesis paper
Due February 8th
Due February 19th
Due February 26th
Due March 5th
Due April 16th
Due April 30th
Due May 7th
Due May 7th
*From The Artist Way: A Spiritual Path to Higher Creativity by Julia Cameron, Penguin
Putnam Inc., 2002.
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WEEKLY CHECK- IN
Each week at the beginning of class you will be asked to track the ongoing development of
your reflective practice. You will be provided with a card on which you will answer the
following questions:
1. Is there anything you need to put aside to be present for the evening? If yes name it.
2. Did you come to class prepared for the work (completed readings, assignment)?
3. Were you able to apply any of the tools or skills you have learned? If so name?
4. What was your “aligned practice”?
5.
Did you find yourself on the balcony?
These cards will be collected each week and returned to you at the end of a semester. You’ll
be able to review how your capacity for reflective practice has developed.
GRADING
The grade for this class is pass/fail. Class participation includes participation in class
exercises and group work as well as completion of all assignments. In your first journal
entry, please specify participation goals for contributing to your individual learning
and to group learning during this Reflective Practice class; later, you will be asked to
evaluate how well you met your own goals.
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COURSE INFORMATION
Week 1: January 22nd
Topic: Reflective Practice: Introduction
This class will explore what reflective practice is and its value and introduce class members
to each other.
Readings:

Amabile, Teresa M and Steven Kramer. “Inner Work Life: Understanding the Subtext of
Business Performance”, Harvard Business Review, May 2007, 72-83.(BB)

Bringing the Mind of Reflection into Action. Excerpts from a World Café at 2003
Authentic Leadership Summer Program, Halifax, Nova Scotia.(BB)

Eisold, Kenneth. "The Task of Leadership: Leadership as an Attribute of Group Life”,
ADE Bulletin, No. 116, Spring 1997, 33-37.(BB)

Gosling, Jonathan and Henry Mintzberg. “The Five Minds of a Manager” Harvard
Business Review, November 2003, 54-63.(BB)

Heifetz, Ronald A and Marty Linsky. “Chapter 3: Get on the Balcony” in Leadership on
the Line: Staying Alive through the Dangers of Leading, Harvard Business School Press,
Boston, 2002, pp 51- 74.(BB)

Schall, Ellen. "Learning to Love the Swamp: Reshaping Education for Public Service,"
Presidential Address given at the Fall 1994 meeting of the Association for Public Policy
Analysis & Management, Journal of Policy Analysis & Management, 1995,Vol 14, No.
2, 202-220.(BB)

Senge, Peter. "Three Key Guiding Ideas for Learning Organizations” in The Fifth
Discipline Fieldbook, Doubleday, 1994, 24-27.(BB)
Future Assignment:
Discussion and distribution of role message information.
Each student should select five to ten people with whom s/he works, asking each of them to
participate in a feedback exercise related to the work of this Reflective Practice course.
These forms can be downloaded from the course blackboard site. Depending on your
workplace environment, you may also wish to write a personal cover note to those you are
asking to give you feedback. To each person you select, give 1) a copy of the (class) cover
letter describing the purpose of role messages and 2) a role message form with your name on
it for them to complete. The forms must be returned by February 11th so distribute them
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ASAP. Forms may be emailed to Emily Gadd, executive assistant to the Dean, at
emily.gadd@nyu.edu If respondents prefer they may fax the completed form to Emily at
212-995-4161. You will receive the (anonymous) compilation of the results in Week 5 when
the topic is, appropriately, Feedback.
Assignment:
As part of your first journal entry, discuss your class participation goals, both for
individual learning and for contributing to group learning. (Your journal will be
collected in Week 6 and Week 14.)
Week 2: January 29th
Topic: Understanding Preference and Moving Beyond: Ways of Seeing Ourselves (&
Others) in the Workplace
This class explores the variety of preferences and styles present in the workplace and
advances our capacity to appreciate difference. The goal is to develop the capacity to
identify how our preferences may enhance and/or interfere with our work role and find ways
to move beyond.
Readings:

Bazerman, Max H. and Dolly Chugh. “Decisions Without Blinders”, Harvard Business
Review, January 2006, 88-97.(BB)

Center for Applied Research. “Using Critical Incidents to Develop Leadership Skills”
1994.(BB)

Craft Associates. “Using Your Understanding of MBTI Type Differences at Work” (BB)

Gladwell, Malcolm. “Personality Plus”, The New Yorker, September 20, 2004, 4248.(BB)

Introduction and Chapter 1. Trading Up! Five Steps for Redesigning Your Leadership
and Life From the Inside Out.
Optional Reading:
 Hirsh, Sandra Krebs and Jean M. Kumerow. Introduction To Type in Organizations, 3rd
ed. Consulting Psychologist Press, Inc. (1998). (handout)
Assignment for Week 2:
Come to class prepared to discuss (from notes) an incident that illustrates an example of how
personality preference (MBTI) may have played out in a work situation. This may be an
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incident where you were challenged in your sense of effectiveness and/or frustrated by the
outcome.
If you took the core management course you recall taking the MBTI personality type
assessment. This instrument was used to help you understand team dynamics by exploring
your preferences and understanding the preferences of others. {Other instruments you may
have taken that are designed to give you insight into yourself and others are Social Style,
Emotional Intelligence, 360 Feedback Assessment}.
If you did not have the opportunity to take the MBTI test or review this material when you
took the core management course please take the MBTI test and review the optional reading.
You may take the self-administered Myers Briggs personality inventory available at
http://similarminds.com/myers-briggs-jung.html. Follow the prompts and answer the
questions (@ 48).
Week 3: February 5th
Topic: Building Theory from Experience, Part I
In Weeks 3 and 4, the class looks at models for building theory, testing it, and applying it.
The emphasis will be on identifying and communicating lessons learned from experience,
specifically how to generalize lessons learned so that they might be of use to others.
Readings:

Christensen, Clayton M. and Michael E. Raynor. “Why Hard-Nosed Executives Should
Care About Management Theory” Harvard Business Review, September 2003, 6774.(BB)

Harney, Joseph M. and Marian Krauskopf. “Making the Case for Cases: “Home Grown”
Teaching Cases to Provide Credibility in Continuing Professional Education Programs,”
Journal of Policy Analysis and Management, 2003,Vol., 22, No. 1, 135-142.(BB)

Levy, Paul F. “The Nut Island Effect: When Good Teams Go Wrong,” Harvard Business
Review, March 2001, 51-59.(BB)

Schall, Ellen. "Notes from a Reflective Practitioner of Innovation," 1997 in Altschuler
and Behn (Eds), Innovation in American Government, 360-377. (BB)
Assignments (Note: these are two separate assignments):
1. Submit a final written version of your MBTI incident. It should be 2 - 3 pages (doublespaced). Discuss the incident as it happened and then reframe and highlight your
learning edge and how you would replay the incident with your new insight.
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2. Come to class prepared to discuss (from notes) a work experience from which you
learned a lesson that you think can be generalized in a way that would offer learning to
others. Think specifically about how you can describe the experience in a way that might
allow others to learn from your experience.
Note: Role messages from your colleagues are to be returned by February 11th.
Week 4: February 12th
Topic: Building Theory from Experience, Part II
The class will continue to build theory from their own practice and will receive feedback on
their generalizable theory from class members.
Readings:



Schon, Donald. "Generative Metaphor: A Perspective on Problem Setting in Social
Policy," in Metaphor and Thought, ed. Andrew Ortony, Cambridge University Press,
1979.(BB)
Center for Applied Research. “Briefing Notes: Small Wins – The Steady Application of a
Small Advantage”, 1998.(BB)
Weick, Karl E. "Small Wins: Redefining the Scale of Social Problems," American
Psychologist, January 1984.(BB)
Assignment:
Working with the experience about which you spoke in class last week, prepare a 2 - 3 page
typed draft that aims to share a lesson you learned in a way that generalizes it into "theory"
that others might use. Post that draft on Blackboard to your small group (TBA) by midnight
February 10th.
Week 5: February 19th
Topic: Feedback
This class focuses on the value of receiving feedback from colleagues, including supervisors,
subordinates, and peers. Students receive feedback in the form of role messages from
colleagues and work with each other to understand how to interpret and use it.
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Readings:
 Center for Applied Research. “Briefing Notes: Issues and Methods to Increase Feedback
in Teams”, 2003. (BB)

Jackman, Jay M. and Myra H. Stober. “Fear of Feedback”, Harvard Business Review,
April 2003, 101-107.(BB)

Kirkland, Karen and Sam Manoogian. “Ongoing Feedback: “How to Get It, How to Use
It”, Center for Creative Leadership, 1998.(BB)

Johari Window (BB)

Roberts, Laura Morgan et al. “How to Play to Your Strengths” Harvard Business Review,
January 2005, 74-80.(BB)

Senge, Peter, et. al.. " “The Ladder of Inference” pp. 242-246 and "Balancing Inquiry and
Advocacy, pp. 253-263; in The Fifth Discipline Fieldbook, Doubleday, 1994.(BB)

Chapter 2 in Trading Up! Five Steps for Redesigning Your Leadership Life from the
Inside Out.
Assignment:
1.
Submit the final version of your generalizable lesson paper.
2.
In weeks 6 and 7, the class focuses on the concept of role in the workplace and its
power to define work. Additionally, we consider how a person's role in his or her
family of origin (the family the person grew up in) influences the way a person takes
up his or her role at work. To facilitate group learning, class members willing to do
their role analysis work openly with the rest of the class will be needed for Weeks 6
& 7 (one volunteer for Week 6 and two volunteers plus four volunteer interviewers
for Week 7).
Week 6: February 26th
Topic: Role: The Impact of Family of Origin - Part I
In weeks 6 and 7 the class will explore the concept of role by exploring the links between
role in family of origin and role at work.
Readings:

Hirschhorn, Larry. “The Psychodynamics of Taking the Role”, Group Relations Reader
2, ed. by Arthur Colman and Marvin Geller, Washington D.C., A.K. Rice Institute Series,
1985.(BB)
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
Kershaw, Sarah. “Family and Office Roles Mix” The New York Times, December 3,
2008.(BB)

Senge et al. “Unraveling the Knots of Your Family of Origin”, in The Dance of Change,
Doubleday, 1999, 269-274.(BB)

Forward and Chapter 12 in The Unconscious at Work.

Singer & Shapiro. "Discovering the Links Between Early Family Roles and Current
Organizational Roles: A Loved and Feared Task," paper presented at Center for the Study
of Groups and Social Systems, A.K. Rice Institute.(BB)
Assignment:
Journals will be collected for review and comment. Be sure that on one page you have
been explicit about your class participation goals in this Reflective Practice class, both for
individual learning and for contributing to group learning.
Week 7: March 5th
Topic: Role: The Impact of Family of Origin - Part II
The class will continue to explore the concept of role and the link between role in family of
origin and role at work.
Readings:

Foldy, Erica. “Claiming a voice on race”, Action Research, Vol.3(1), 2005, 33 – 54.(BB)

McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack” excerpted from
Working Paper 189 "White Privilege & Male Privilege: A Personal Account of Coming
to See Correspondences through Work in Women's Studies," Wellesley College Center
for Research on Women, 1988. (BB)

McIntosh, Peggy. “Feeling Like A Fraud,” speech presented in the Stone Center
Colloquium Series in April, 1984. (BB)
Optional Readings:

Appiah, Kwame Anthony. “The Case for Contamination” The New York Times
Magazine, January 1, 2006. (BB)

Yoshino, Kenji. “The Pressure to Cover”, The New York Times Magazine, January 15,
2006. (BB)
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Assignment:
Write a 2 - 4 page narrative description that speaks to the following issues. The goal is to
help you become more aware of your role in your family of origin, a role dilemma you have
at work, and any possible links between the two. The following outline is provided for
guidance. Post on Blackboard by midnight March 4th one comment that shares a learning
from this assignment.
I.
Background
A.
Name
B.
Age, gender, race (and any other ways in which you would describe
yourself)
C.
Professional training and experience
II. Family of Origin: Role Issues
A.
Birth Order
B.
Your relationship to your mother, father, siblings, and any other
important figures in your family life
C.
Role in family (e.g. pathfinder, caretaker, peacemaker)
III. Work Organization: Role Issues
A.
Please describe your position at work. You may want to include the
following information. For whom do you work? How are your tasks
defined? With whom do you interact? Where do you fit in the
organizational structure? A simple organizational chart may help clarify
your position.
B.
Describe a role dilemma at work. A role dilemma can be many things, e.g. a
problem facing you at work, an aspect of your job you find problematic,
conflicts that keep occurring at work.
IV. Hypothesis Generation
On a separate piece of paper:
Develop several hypotheses about possible connections between your role in
your family of origin and your current role dilemma. Have you recreated a
role at work similar to any roles you played in your family of origin? Do you
see ways in which the way you take up your role at work is shaped by the role
you had in your family of origin?
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Week 8: March 12th
Topic: Author of Your Own Story
Reflecting on the knowledge you’ve acquired in the course thus far, you will have the
opportunity to think about how you may want to reframe your way of being and moving
forward in your work/career.
Readings:

Bateson, Mary Catherine. "Composing a Life" from Sacred Stories: A Celebrations of
the Power of Story to Transform and Heal, Simpkinson & Simpkinson, editors,
1993.(BB)

Chapters 3, 4, 5 in Trading Up! Five Steps for Redesigning Your Leadership and Life
From the Inside Out.

Ibarra, Hermina and Kent Lineback. “What’s Your Story?” Harvard Business
Review, January 2005, 65-71.(BB)
No Class: Spring Break - March 19th
Week 9: March 26th
Topic: The Psychodynamics of Individual & Group Processes
A look at psychodynamic processes that affect individuals and groups and the ways that
unconscious processes manifest themselves in the workplace.
Readings:

Kahn, William. "To Be Fully There: Psychological Presence at Work," Human
Relations, Vol. 4, Tavistock Institute, 1992.(BB)

Wells, Leroy, Jr. " The Group as a Whole: A Systemic Socioanalytic Perspective on
Interpersonal and Group Relations," in Advancing Group Dynamics Theory.(BB)
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Week 10: April 2nd
Topic: Authority & Task
This class explores the nature of authority, the sources from which it is derived, and how the
definition of task affects authority.
Reading:

Heifetz, Ronald & Donald L. Laurie. “The Work of Leadership”, Harvard Business
Review, Jan/Feb 1997,124-134.(BB)

Chapter 4, The Unconscious at Work, "Authority, Power and Leadership: Contributions
from Group Relations Training".

Smith K, & Berg, D. “Paradoxes of Speaking: Authority, Dependency, Creativity, and
Courage” in Paradoxes of Group Life, Jossey-Bass, 1987. Ch. 7, pp131-151.(BB)

Snowden, David J and Mary E. Boone. “A Leader’s Framework for Decision Making”,
Harvard Business Review, November 2007, 69-76.(BB)
Optional Reading (on reserve in Bobst Library):

Heifetz, Ronald. Leadership Without Easy Answers, Chps. 4, 5 & 6, Harvard University
Press, 1994.
Assignment:
Post on Blackboard by midnight April 1st two ideas you thought important and/or interesting
in the readings and why.
NO CLASS ON APRIL 9TH
Classroom is available to work on Week 11 Presentations
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Week 11: April 16th
Topic: Organizational Dynamics
This class will explore the role of the irrational in group/organizational life with a focus on
Wilfred Bion's basic assumption theory.
Reading:

Chapters 2 and 5 in The Unconscious at Work.

Rioch, Margaret. "The Work of Wilfred Bion on Groups," in Group Relations Reader,
ed. Arthur Colman and Harold Bexton, A.K. Rice Institute, 1975.(BB)

Krantz, James and Thomas North Gilmore. "Understanding the Dynamics Between
Consulting Teams and Client Systems," in Organizations on the Couch: Clinical
Perspectives on Organizational Behavior and Change, ed. by Manfred F. R. Kets de
Vries and Associates, Jossey-Bass, Publishers, 1991.(BB)
Assignment:
Students, working in their small groups, are to come prepared to make class presentations on
one of the following topics (to be assigned):
• basic assumption, dependency
• basic assumption, fight/flight
• projective identification
Each group will have 10 minutes in which to teach its assigned topic.
The 10 minutes are to be devoted to a presentation in which the group is to briefly explain the
concept, offering one or more examples of behavior representative of the concept. Each
group is to decide how many examples to offer and the means for offering them, e.g.
enactment of a situation illustrating the concept or a narrative description of one or more
examples. The example scenarios can be from work or class. After two presentations on a
topic, the two groups that presented on the topic will deal with a brief Q&A from the class.
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Week 12: April 23rd
Topic: Social Defenses
An examination of social defenses in organizations: what they are and how they can impede
or facilitate work.
Reading:

Chapter 1 in The Unconscious at Work.

Hirschhorn, Larry. "The Social Defenses”, in The Workplace Within: Psychodynamics of
Organizational Life, 1988, 57-70.(BB)

Menzies, Isabel. "A Case-Study in the Functioning of Social Systems as a Defense
Against Anxiety," in Group Relations Reader, ed. Arthur Colman and Harold Bexton,
A.K. Rice Institute, 1975.(BB)
Week 13: April 30th
Topic: Organizations as Systems
This class will focus on the opportunities and challenges facing organizations in the context
of the larger systemic environment.
Readings:

Chapter. 18 & 20 in The Unconscious at Work

Senge, Peter, et. al. "Strategies for Systems Thinking," in The Fifth Discipline Fieldbook,
Doubleday, 1994, 87-148.(handout)
Assignment:
1. Stage one: By midnight Sunday, April 26th post on Blackboard a brief explanation of how
you are using the term "social defense" related to the readings in your selected organization.
If your current organization doesn't lend itself to the task, select another organization with
which you are familiar, either as an employee or client. Identify two or three social defenses
within the organization.
Stage two: Write a four to five page (double-spaced) paper concerning social defenses in the
organization in which you work or intern in your selected organization. Summarize your
understanding of social defenses and identify two or three defenses within your selected
organization. Describe each defense; present your evidence for believing that it is a defense.
State what particular anxiety you think it is defending against. State whether, in your view,
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the defense impedes or facilitates the organization's primary task. To do so, it may be helpful
to think of the organization without this defense: how would the organization take up its
primary task were it not for this defense?
3. Turn in anonymous role messages for instructors. Instructors will work with this
feedback in class on May 7th. Forms can be found on blackboard and should be emailed
or faxed to Emily Gadd – emily.gadd@nyu.edu or 212-995-4161.
Week 14: May 7th
Topic: Applications - Taking Reflective Practice Forward
Students will discuss the lessons they have learned over the last 13 weeks and share how they
will continue their reflective practice outside the classroom.
Readings:

Holmer, Leanna L. and Guy B. Adams. “The Practice Gap: Strategy and Theory for
Emotional & Interpersonal Development in Public Administration Education,” Journal of
Public Administration Education, May 1995.(BB)

Weiss, Carol. “Nothing as Practical as Good Theory: Exploring Theory Based
Evaluations” in New Approaches to Evaluating Community Initiatives, Roundtable on
Comprehensive Community Initiatives for Children and Families“, edited by Connell,
Kubisch, Schorr, Weiss. The Aspen Institute, 1995.(BB)
Assignments:
1. Journals are due, including one page in which you explicitly address your class
participation goals (stated earlier) and how well you think that you attained
them. Also, describe/explain the way you have contributed to group learning and
state how you would grade yourself in regard to that aspect of class participation.
2. Prepare a final synthesis paper no longer than ten (typed, double-spaced) pages. This
synthesis paper is an opportunity for you to reflect upon your learning in this course.
It may be helpful to read through your journal and the syllabus, noting which readings
were most productive for learning about yourself and life in the workplace. Give
some thought to the "ahas" you had during the semester.
In the paper, describe a few examples of your learning, discuss how you are helped
by this learning and consider the implications of the new ideas and understandings
you have acquired for your effectiveness at work. Be specific and use examples.
The final paper is also an opportunity to synthesize elements of the course as a whole
(e.g., when you look at a particular work issue now, can you see it in terms of
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Schall & Hendrix Terry
page 17
authority and task, individual style differences, roles, a particular psychodynamic
process?).
Note: the final synthesis paper differs from the journal in that it sums up the most potent
ideas (affecting your thinking and/or your behavior) that you see yourself taking away from
this course.
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Schall & Hendrix Terry
page 18