ABSTRACT
In considering the concept of the reflective practitioner as an outcome of the application of the principles of organisational learning (OL) there remains a need to critically consider the nature of the reflective practitioner that is being produced. An organisation that is capable of growing its learning, has an embedded learning culture adequately supported by technologies that are attuned to the needs of collaborative learning and has individuals who appreciate that they themselves will learn through this collaborative learning environment, and capable of propagating their organisational learning. OL is based on trust which in turn requires a firm ethical footing. A meaningful dialogue is between individuals who can trust one another and it is the role of the OL practitioner to assess the readiness of the organisation to engage with this. The sustainable pedagogy for applying and designing experiential-learning cycles (SPADES) model here, presents discrete tools and techniques that are focused upon the building of a relationship.
