The concept of reflective learning has been around since John Dewey presented his educational philosophy, and it has found similar expressions in David Kolb's Learning Cycle, W. Edwards Deming's Shewart Cycle, and Don Schon's Reflective Practitioner model. The reflective learning cycle is the centerpiece of the process for learning teamwork and leadership, as well as for organizational renewal. As a result, they have have strong work ethic and effort, but there is no assurance that they have done it the most efficient way, nor that they have learned anything from the task. Perhaps most importantly, they may not have taken corrective action when it would have been most opportune. Interpretation involves seeing relationships, patterns and connections.
Application takes meaning and asks how it can be used.
For example, one might notice that a team member is increasingly quiet and withdrawn, and might reasonably predict that if it continues, then absenteeism will begin. This stage also involves using interpretation to design constructive action to make a difference. For example, rather than allow the member to become marginalized, one might take a gatekeeper role and involve them more. During this stage the person shifts from the reflective process and becomes immersed in the task to be accomplished. At the Reflective stage, members notice things based on their experience and language, as well as what has been legitimized as acceptible to discuss.