.4. STUDIES RELATED TO SELF REFLECTION

INDIAN STUDIES

Sudha Ratnam (2014) studied Effect of self-reflective learning on the leadership

in the non-governmental organizations (NGOS); an analytical study using grounded theory

methodology. Objectives of the study: To explore the implications of reflective learning

on the leadership that how the leadership practices can be influenced through reflective

learning. Methodology: The study employed Grounded Theory Methodology as the

central methodology to explore and explicate the objectives of the study. This methodology

was developed by Barney Glaser and Anselm Strauss (1967) Sample: Disproportionate

random sampling was applied and five NGOs of both the types operational as well as

campaigning were selected from each of the city from the list of NGOs available on the

website Tool: The structured inventories leadership practices inventory (LPI) (developed

by Kouzes and Posner, 1997) and learning tactics inventory (LTI) (developed by Dalton,

1999) were used in the particular study. Technique: QSR NVIVO (version 10) software,

the features of this software is in resonance with the key aspects of Grounded theory

methodology. This software was used in the process of emergence of theory from the

dataset, which is the important feature of Grounded theory methodology. b) Vensim

software was used to draw the causal-loop diagram (CLD) (System Dynamics). Findings:

self-evaluation and emotional & social stability enhanced the learning skills and most

importantly it was also revealed that accessing others through communication, cooperative

discussions and empathy synergized the leadership in the NGOs.

Rohini P. Trivedi (2012) examined A Study of Reflective Diary of B.Ed Student

- Teachers. Objectives: 1. To know the reflective thinking of student - teachers before the

classroom teaching in practice lessons (teaching). 2. To know the reflective thinking of

student - teachers during the classroom teaching in practice lessons 3. To identify the

reflective thinking of student- teachers after the classroom teaching in practice lessons.

Methodology: The study was of qualitative research in nature. Sample: 20 reflective

diaries of student teachers were selected out of 100 reflective diaries of student - teachers

by random sampling method. Tool: The reflective diary was a tool for practitioners where

they can actively reflect on events, cases, interactions etc that had a significant impact on.