Reflective leadership and team learning: an exploratory study

Abstract

Purpose Although the relationship between leadership behaviors and team reflexivity has been investigated in prior research, little is known about the dimensions of reflective leadership or leadership behaviors that facilitate reflection in a group or organization. This paper aims to examine the interrelated characteristics of reflective leadership behaviors that promote team learning using survey data. Design/methodology/approach Because this research was exploratory in nature, a research model was developed based on the preliminary research. The research model was tested using a quantitative study of 507 employees in 98 teams. Findings Results of regression analyses of a group-level study revealed three types of reflective leadership – open reflection, problem-based reflection and goal-based reflection – and found that only the open reflection and goal-based reflection were positively related to team learning. Research limitations/implications As reflective leadership has not been examined in previous studies, the research model and the measurement scales were developed based on preliminary research in the present research. Practical implications Team leaders need to understand that goal-based reflection plays a central role in reflecting on their work because it may provide members with criteria to recognize whether they are on the right track. Originality/value The present research revealed three dimensions of reflective leadership that had not been adequately investigated previously.