Reﬂective practice during action learning in management development programmes Jane Robertson, Heidi Le Sueur and Nicky Terblanche Business School, University of Stellenbosch, Stellenbosch, South Africa Abstract Purpose – This study aims to investigate the aspects that inﬂuence reﬂective practice during an action learning approach to management development programmes (MDPs). Design/methodology/approach – A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data were translated into interpretive stories using McCormack’s lenses, which were further analysed using thematic analysis. Findings – Two key themes emerged: dealing with emotions and practising reﬂection. Participants initially found reﬂecting uncomfortable, but showed courage by persevering. Participants had to learn how to reﬂect and set aside time for it, while valuing support and guidance from their action learning facilitator. Research limitations/implications – The ﬁndings and recommendations may not be relevant to all types of action learning as action learning forms and contexts differ. Practical implications – Reﬂective practice is the responsibility of both the participant and the action learning facilitator. Participants need to create the time and space to learn, be fully present during reﬂection, practice mindfulness and have the courage to be uncomfortable while reﬂecting. Action learning facilitators could encourage reﬂection by creating a safe learning environment, selecting a diverse action learning team, designing reﬂection time into the MDP and helping participants apply reﬂection tools. Originality/value – Reﬂective practice enhances learning; yet there is a need to better understand reﬂective practice in an action learning context. This study provides empirical evidence of the aspects that inﬂuence the reﬂection process and outcomes as well as practical guidelines to participants and facilitators on how to promote reﬂection. Keywords Management development programme (MDP), Facilitation, Reﬂective practice, Facilitation reﬂection, Action learning, Dual responsibility Paper type Research paper 1. Introduction The value of management development programmes (MDPs) is being questioned (Edmonstone et al., 2019) as MDPs need to be pertinent to the skills needed for a changing business landscape (Svalgaard, 2017). In the changing business landscape, solving complex problems is a necessary proﬁciency (Northouse, 2015). One way to introduce a problem- solving approach on an MDP is to take an action learning approach, i.e. problem-based learning characterised by small group collaboration (Wuestewald, 2016). Theory suggests that an action learning approach should include a reﬂection component to enhance learning (Dilworth, 2005). Reﬂection involves “periodically stepping back to ponder the meaning of what has recently transpired to ourselves and to others in our immediate environment” (Raelin, 2002, p. 66). Reﬂection takes place when participants try to understand new thoughts and assimilate them into their knowledge structures (Scott, 2017). Reﬂection is considered a desirable behaviour of managers (Trehan and Rigg, 2012); but the practice of reﬂection in action learning can be problematic (Vince et al., 2018). Action Action learning in management development Received 9 April 2020 Revised 4 June 2020 11 June 2020 Accepted 11 June 2020 European Journal of Training and Development © Emerald Publishing Limited 2046-9012 DOI 10.1108/EJTD-04-2020-0063 The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2046-9012.htm