Using Presentation Feedback to Promote Reflective Learning in the Strategy Classroom

Reflection is fundamental in the Ignatian approach for applying knowledge, extracting meaning, drawing inferences, and deepening understanding. This paper suggests that presentation feedback is a vehicle for promoting a higher level of student reflection in the strategy classroom. We propose a double-loop feedback process involving presentation assignments to foster student reflection and engagement when teams develop a corporate plan. In the first loop, students in the audience provide feedback to the presenting team. For the second loop, the presenting team rates their feedback as a mechanism to stimulate individual and group reflection. We operationalized the double-loop feedback in class using online forms and worksheets built on Google Sheets and deployed on the feedback portal website. By encouraging reflection using the multiple presentation-feedback cycles, students benchmark and collaborate while managing the complexity and ambiguity when working on the semester-long team project and building their corporate plan. We contend that the presentation feedback process facilitates reaching higher levels of Bloom’s taxonomy and suggest that the double-loop is a valuable mechanism for incorporating reflective thinking for strategy and other courses.