Strategic Consulting in Practice

Word count: 2497

SKIP?

SKIP?

SCiP!

Critical Reflexivity; smoke and mirrors or philosophy?

Justin Moseley; 201162717.

Professor T. Mullen and Miss C. Reid

1

CONTENTS Introduction ............................................................................................................................................ 2

Adaptation .............................................................................................................................................. 2

Reflex action........................................................................................................................................ 2

Reflection in action ............................................................................................................................. 3

Reflection on action ............................................................................................................................ 3

Application .............................................................................................................................................. 4

Reflex Action ....................................................................................................................................... 4



Anticipation ............................................................................................................................................. 5

Reflex Action ....................................................................................................................................... 5



Learning outcomes - Bridging the gap; Reflexive methodologies .......................................................... 6

Reflex action........................................................................................................................................ 6

Emotion ........................................................................................................................................... 6

Preconceived rationality ................................................................................................................. 7

Reflection on Action ............................................................................................................................ 7

Journals ........................................................................................................................................... 7

Conclusion ............................................................................................................................................... 8

Bibliography ............................................................................................................................................ 9

TABLE OF FIGURES FIGURE 1; SITUATIONAL COMMUNICATION (MOSELEY, 2012) 6

FIGURE 2; PHILOSOPHY OF REFLEXIVE REFLECTION (MOSELEY, 2012) 7

2

Critical Reflexivity; smoke and mirrors or philosophy?

Introduction

My life has been primarily spent within institutions. I attended boarding school and then spent

twenty years working in the Merchant Navy. Three years ago I came ashore to work on a large

offshore construction project. During this latter tenure I met two MBA’s, both of whom were

instrumental in my attendance of this course. Furthermore, they gave me pause for thought in two

varying different ways.

I discovered John had an MBA. Through our discussions I began to form an idea of what it was and

what it meant to achieve this qualification. However, one aspect I did not “get” during our

conversation was that he stated how incredibly frustrating it was working on the project. This was

due to his cognizance of how things should be done, as opposed to how things were done.

I now have an altered view of the project from time and spatial perspectives. I also have a

perception of strategic tools and best practices, which prior to attending Strathclyde I did not even

know existed. Through this insight I understand John’s frustration. Furthermore, I now see how

issues could have been ameliorated or avoided if the project personnel were more open minded and

not involved in poor management practices which, in retrospect, were pervasive.

My challenge is that I am not a naturally reflective person. Moreover, due to the nature of my action

orientated employment I was the quintessential “energetic problem solver” (Van Der Heijden et al.,

2002, p.230). My challenge is how, or can, I transit through the managerial spectrum in order to

become a reflective practitioner (Schön, 2007)?

Adaptation

Reflex action

On the initial morning of SCiP I was a little nervous about whom my team would be. My concern was

due to my perception of some individuals within the cohort and the feeling that that they would not

match my standards. However, my reflex thinking was counterproductive; sometimes as a manager

you may be placed within an unknown group and have to ensure high performance regardless of

composition. Ultimately the team was formed from two self-selected groups, and a part time

student. My reaction to this was satisfaction; I had not worked with the other full timers, though I

was aware of their high performing reputation. I was however, concerned about the unknown

qualities of the part time member. The irony of this misperception is not lost on me, as Andrew

3

performed very well. A salutary lesson is to be consistently open minded and to embrace the

unknown.

Initially in the syndicate room, I noticed that the two self-select teams reflexively sat together at

opposite ends of the table. Using Bolman and Deals (2008) frames I was conscious of potential

conflict arising if we did not integrate. I altered my seating and sat with the other group thus

reducing the potential of factionalisation.

Reflection in action

Through the course of the next few days it became apparent that the group created a richness of

discussion and were adroit at avoiding groupthink (Whyte, 1952). However, the counterpoint of this

richness was that we were affected with “paralysis by analysis.” On one occasion Andrew, stepped in

and “broke the fame” (Bolman and Deal, 2008, p.13) suggesting that we split into sub sets and we

worked more successfully this way. This ability to reflect whilst in action suggested by Schön (2007)

gives the practitioner an aptitude to manage ambiguous and unique situations. This was an excellent

learning process; sometimes I become entrenched in a feedback loop of non-optimal decision

making, where I am unable or not open to seeing better solutions.

Reflection on action

My tenure in the Merchant Navy training developed my leadership ability. This is not what would be

considered a democracy due to the explicit hierarchy; it lies within the “structural” leadership frame

(Bolman and Deal, 2008). My challenge is that I am no longer at sea and requirements ashore differ.

Due to my training, background and strength of character there is a reflexive propensity for me to

dominate groups. Mckenna and Beech (2008) suggest it would be beneficial to utilise

“tranformational leadership,” whereby I lead by example and empower others. However, due to my

force of character, leading by example can be detrimental as I can seem overbearing. Moreover,

what I consider to be empowering people may be perceived as giving orders. I have developed

strategies to ensure all group members have an opportunity to give their input. For example, one

method I applied was ensuring the group gave their opinion first. I found if I gave my perspective

initially, I felt people just agreed with me (or otherwise I am right, A LOT).

On joining a new group for SCiP, I decided to take a step back and see how the group developed.

This gave me a new perspective; I began to comprehend different types of leadership, the explicit

where you lead from the front, or the leader who stands aloof from the action, but is more adroit at

seeing holistically. Using Hersey’s (1984) situational leadership model, the SCiP group was generally

within the “leadership through delegation” aspect. We were all self-starters driving towards the

same goal. However, after the inadequate trial presentation, the model had to be changed to

“leadership through directing.” I pointed out that while we had excellent ideas, if we did not

4

capitalise on them we would not achieve our goals. Specialised tasks were duly delegated to the

group (Weber, 1947) which remotivated and refocused us and resulted in a much improved

presentation.

Application

Reflex Action

I have noticed during SCiP and previous modules that there is a reflex action of bounded limitations

which some of the cohort place around themselves. I have lost count of the amount of times I have

been asked or overheard “are we allowed to do this?” The difficulty arises when this fear of failure

creeps into the group and stifles the innovative use of tools resulting in “satisficing” (Simon, 1957);

whereby outcomes and behaviours are diluted (Cropper et al., 2009) resulting in mediocrity.


Our SCiP group had an older demographic, we had confidence in ourselves and each other to forge

ahead and not follow instructions explicitly. For example, during the option wind tunnelling, rather

than follow the process unequivocally we “self-wind tunnelled” using procedural rationality (Cropper

et al., 2009). To achieve this we discussed whether the generated options were feasible and fitted

the client’s requirement, thus refining the options in a less structured manner, but with excellent

results.

On one occasion however, the group became lost as we were “free styling.” Due to not following the

instructions we had missed a critical aspect of the tool and therefore had to reiterate the process.


Weick, (1998) suggests that a balance is required to ensure that the bounds of rationality do not

stifle innovation. From the aforementioned examples it can be seen that dependent upon group

composition, the use of tools may vary; there is no “right” way (Weick, 1995). Creativity should be

nurtured wherever possible (Drucker, 1954) and mistakes which occur should not be dwelt upon. If a

team member is lambasted for errors, they are unlikely to engage and propose ideas again.

Whilst there are benefits from being creative, cognizance should be given to the inherent pitfalls of

not explicitly following procedures, as demonstrated by our free styling efforts. Utilisation of

reflection within double loop learning (Argyris, 1991) means that whilst mistakes may be made, the

next time the cycle is completed there should be no reoccurrence of that particular mistake and

creativity is able to flow unimpeded.

5

Anticipation

Reflex Action

Prior to the client interview, the group reflexively decided to don business attire, style the room in a

particular way and offer coffee and biscuits. This decision felt like the right thing to do, as it gave a

statement of intent; that we were serious and committed. It was refreshing when the client arrived

in a hoody and was relaxed. This however, shows that our perception of the situation may not have

matched the clients.


Andrew, (the warm blanket) was the spokesman for the team. His style of communication was

something unique, if in my opinion, a little too acquiescent (which I did tell him). His ability to talk

gently in an amenable manner was very different to the forthright and possibly abrasive

communication I use, this challenged my perception of what I consider normal.


On my last project there were huge issues between us (the principle contractors) and the client. I

have wondered whether cultural differences were at fault as the organisations were American and

Scottish respectively. In retrospect, I think it may have been something more fundamental; the

inability to communicate in a reasonable manner throughout the organisation. I remember the

Project Director commenting that this type of project commenced well, but once the contract was

signed, the client and contractor were at loggerheads. If this was the communiqué that the Director

was sending, it is unsurprising that at the contracts termination there is still a three hundred million

pound legal claim between the organisations (Blackwell, 2012).

One of my favourite paradigms is “communication is key.” Seeing how different methods of

interaction were utilised to advocate varied perspectives in this module struck me (Wittgenstein,

1980). Referring to situational leadership theory (Hersey, 1984), the model could also be utilised for

communication. Whereby the practitioner changes their voice, pitch and language dependent upon

who their audience is. In the Navy, instructions were issued in a clear, concise and unambiguous

manner. Whilst this method has its practicalities in certain forums, I have seen people wince at my

tone or directness. Observing Andrew allowed me to understand how I could ameliorate my

communications to suit the audience. I have utilised the quintessential MBA two by two below to

demonstrate this.

6

Figure 1; Situational Communication (Moseley, 2012)

Learning outcomes - Bridging the gap; Reflexive methodologies

Throughout this year, we have been told that we should be more reflective, have a sense of being

and that we should embrace new ways of practicing. However, no one elucidates on how to achieve

this. Cunliffe (2004) suggests that reflexivity is a philosophy, Gray (2007, p.496) states reflexivity is

“more than learning,” while Argyris (1991) highlights the challenge “smart people” find in being

critically reflexive. How then can I, an action orientated practititioner, moderate reflex, engender

reflection, thus becoming a practitioner of reflective philosophy?

Following a review of methodologies, I have composed a subjective model of reflective philosophy.

This considers the aspects of reflex and reflection previously discussed, with additional internal and

external trigger points.

Reflex action

Emotion

Goleman (2004) suggests that humans are driven by emotional reflex due to the evolution of the

human brain; layers of intelligence and rationality overlay primal strata. Due to this composition the

primal can overpower the rational (Goleman, 2004). Luft and Ingham (1950) suggest that

appreciation of feedback ensures the pratitioner’s cognition of how their actions are percieved

externally.

Knowing oneself, internally and externally, enables the practitioner to be cogent of emotional

manifestation and rationalise it, thereby reducing the negative, whilst enhancing positive

responses.

7

Preconceived rationality

Schön, (2007) discusses tacit knowledge and Weick, (1993) suggests contextual reality. Both terms

suggest a preconception of rationality, whereby the practitioner has situational knowledge and

reacts reflexively. This preconception may mask contextual reality, the practitioners reaction

becomes routine, reality is not percieved and over learning occurs (Schön, 2007). Weick, (1993)

suggests that intersubjectivity allows for synthesis of opinions and minimising subjective errors.

Being open to intersubjectivity will not only strengthen groups I am part of, but also the decision

making process – thereby engendering a rationalised synthesis of reality.

Reflection on Action

Journals

Cunliffe (2004) and Gray, (2007) advocate the use of journals as a tool for reflection on action. From

a personal perspective I forsee two challenges arising from this. The first being I am overly self

critical, this aspect of my character can be destructive. To alleviate this, I should use the “cognition

of emotion” facet of my model, allowing objective self evaluation. Secondly, thought should be given

to writing in a critically reflexive manner, (Cunliffe, 2004, p. 415). This leads to evaluating oneself in a

subjectively critical style, which, due to defensive reasoning (Argyris, 1991) could be challenging to

the holistic nature of the reflexive philosophy. However, since I have precognizance of these

potential downfalls, I should now be capable of avoiding these negative processural aspects.

Furthermore, journal use should enable me to differentiate the reality of my actions against my own

subjectivity, thus promoting self awareness and a reconceptualisation of reality.

Figure 2; Philosophy of Reflexivity (Moseley, 2012)

8

Conclusion

The final MBA vignette;

During my previous role the second person I met with an MBA was the Chief Executive of a port. From

him I gained understanding of the time and energy commitment required to complete an MBA. On

one occasion I asked him what aspects he used from the MBA, he paused, looked stricken, turned to

me and said quietly “nothing.”

This is my biggest fear; I spend this year absorbing strategies and skills, then do not use the tools,

knowledge or best practices, due to either my own non-reflective personality, or perhaps exigencies

of work. This meeting has been at the forefront of my mind throughout this year and its negativity

and potential occurrence still concerns me.

It is perhaps ironic then, that over the last two weeks whilst having no modules or assignments to

complete (save this one) I have enjoyed writing this reflection. I found myself walking around

Brighton contemplating this essay and as I looked at particular things I decomposed them into MBA

terms; the queue at airport security became a normal distribution curve, advertisements became

market strategies, my thoughts on my actions during the day were reflective and critical rather than

a stick to beat myself with. They acknowledged my failings, but saw positives and how I

could/should/would improve.

Finally, utilisation of the trigger points and acceptance of external inputs within the philosophy

model will, I hope, further open my personality and allow for more collaborative working. Embracing

the rational will, in turn, make me a better manager and person.

Perhaps there is a new trick in the old sea dog?

9

Bibliography Ackermann, F. and Eden, C. (2011) making Strategy, 2

nd edition, London: SAGE.

Argyris, C. (1991) 'Teachingsmart people how to think', Havard Business Review, vol. 69, no. 3.

Blackwell, B. (2012) Greater Gabbard dispute rolls on as project nears finish, 17 March, [Online], Available:

http://www.rechargenews.com/energy/wind/article313762.ece [1 June 2012].

Bolman, L. and Deal, T. (2008) Reframing Organisations, 4th

edition, San Francisco: John Wiley and Sons.

Cropper, S., Eden, C., Gunn, L. and K, v.d.H. (2009) 'Principles of Rationality', in Managing, Glasgow: University

of Strathclyde.

Cuncliffe, A. (2004) 'On becoming a critically reflexive practitioner', Journal of Management Education, vol. 28,

no. 4, August, pp. 407-426.

Drucker, P. (1954) The Practice of Managment, Harper and Row.

Goleman, D. (2004) Emotional Intelligence, 1st

edition, London: Bloomsbury.

Gray, D. (2007) 'Facilitating Management Learning: Developing Critical Reflection Through Reflective Tools',

Management Learning, vol. 38, no. 5, November, pp. 495-517.

Hersey, P. (1984) The Situational Leader, New York: Warner.

Jun, J. (1994) Philosophy of administration, Seoul: Daeyoung Moonhwa International.

Lindblom, C.E. (1959) 'The Science of Muddling Through', Public Administration Review, pp. 79-88.

Luft, J. and Ingham, H. (1950) Proceedings of the western training laboratory in group development, Los

Angeles: UCLA.

Mckenna, E. and Beech, N. (2008) Human Resource Management: A Conscise Analysis, 2nd

edition, Harlow:

Pearson Education.

Schon, D. (2007) The Reflective Practioner, 1st

edition, London: Ashgate.

Simon, H. (1957) Administrative Decision Making, 2nd

edition, Macmillan.

Van Der Heijden, K., Bradfield, R., Burt, G., Cairns, G. and Wright, G. (2002) The Sixth Sense, 1st

edition,

Chichester: John Wiley and Sons.

Weber, M. (1947) The Theory of Social and Econmic Oganization, New York: Free Press.

Weick, K. (1993) 'The collapse of sensemaking in organizations: the Mann Gulch disaster', Administrative

Science Quarterly, vol. 38, no. 4, December, pp. 628-652.

Weick, K. (1995) Sensemaking in Organizations, Sage.

Weick, K. (1998) 'Improvisation as a mindest for organisational analysis', Organizational Science, vol. 9, no. 5,

pp. 543-555.

Whyte, W.H. (1952) Groupthink, Fortune Magazine.

Wittgenstein, L. (1980) Remarks on the philosophy of psychology, Oxford: Blackwell.

http://www.rechargenews.com/energy/wind/article313762.ece