Reflective learning for purposeful change: making learning more explicit in multi-stakeholder processes
Femke Gordijn, Jan Helder
Explicitly integrating reflection in the learning process of multi-stakeholder processes (MSPs) increases the likelihood that purposeful change will occur. When reflexivity is made part of learning in MSPs, learning will become clearer and better articulated and it will contribute more strongly to purposeful change in a complex context. MSP facilitators should deliberately include reflective learning sessions and tools in the process design and implementation. The paper also addresses the topic of selecting the most appropriate reflection tools such that they will be more effective in relation to the objectives when compared to randomly selecting a tool or to leave it solely to the preference of a facilitator.
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