Purpose

The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational problem as the educational starting point. Managers' reflective thinking capacity becomes important due to an increasing organizational complexity and the growing trend of introducing post-new public management paradigms.

Design/methodology/approach

Inspired by Brinkmann's (2012) approach to the inquiry on everyday life materials, semi-structured interviews were conducted with public managers taking a public management program. A phenomenologically inspired content analysis was applied in the process of scrutinizing the findings, subsequently informing the discussion on the development of problem solving through public management education.

Findings

The analysis indicates that the managers' pre-understanding of continuing education at the university level, managers' personal objectives, along with a growing experience with and insights into problem-based learning (PBL), appear to facilitate managers' integration of theory and practice. As revealed in this paper, an inquiry that integrates daily organizational practice and theoretical models and terms, as the origin of the personal development module, seems to facilitate managers' reflective thinking and self-reflexivity.

Originality/value

This paper illustrates that learning processes facilitated by seminars like the personal development module (PDM) not only facilitates the development of reflective thinking, but managers also seem to develop competencies in self-reflexivity – the latter being an underdeveloped element of Dewey's (1933) notion of reflective thinking. Thus, further theoretical and empirical research is needed to explore the potentials of developing a pragmatically inspired notion that offers an understanding of managers' self-reflexivity. By inquiring about managerial puzzlements through a personal development lens, a self-reflective focus adds to the Dewey-inspired approach to reflective thinking.

中文翻译：

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通过继续管理教育培养公共管理者的反思性思维

目的

本文的目的是概述如何以现实生活中的组织问题为教育起点，通过教育与实践的结合来发展公共管理者的反思性思维能力。由于组织复杂性的增加和引入后新公共管理范式的增长趋势，管理者的反思性思维能力变得非常重要。

设计/方法论/途径

受 Brinkmann（2012）日常生活材料调查方法的启发，对参加公共管理课程的公共管理者进行了半结构化访谈。在仔细研究研究结果的过程中应用了受现象学启发的内容分析，随后为通过公共管理教育解决问题的发展进行了讨论。

发现

分析表明，管理者对大学继续教育的预先了解、管理者的个人目标，以及对基于问题的学习（PBL）的不断增长的经验和见解，似乎有利于管理者理论与实践的结合。 。正如本文所揭示的，将日常组织实践与理论模型和术语相结合的探究作为个人发展模块的起源，似乎有助于管理者的反思性思考和自我反省。

原创性/价值

本文说明，个人发展模块（PDM）等研讨会所促进的学习过程不仅促进反思性思维的发展，而且管理者似乎还培养了自我反省的能力——后者是杜威（1933）概念中尚未发展的元素。的反思性思维。因此，需要进一步的理论和实证研究来探索开发一种实用的概念的潜力，这种概念可以提供对管理者自我反思的理解。通过从个人发展的角度探究管理难题，自我反思的焦点增加了杜威启发的反思性思维方法。