ABSTRACT
More typically, organizational decisions are made that reflect the culture and expectation of the stakeholders. Learning with a purpose often started in the workplace with an awareness of things needing to be done differently, but social and reflective phases of learning were often best achieved away from the job. In the action learning cases there was a blend between planned interactions with the learning set and self-directed work between sets. The sets provided a time when there was both backwards reflection and forward planning. Almost all cases state that top-level support in the organization is a requirement for reflective learning to take place. Given the time, financial and energy investment that reflective learning requires, it is only likely to be regarded as justifiable in most organizational contexts when it can be seen to have an impact on the aim and objectives of the organization. So much of reflective learning is about relationships that the theme is almost ubiquitous.
