Learning From Experien Through Reflection - Weebly
Everyone, qf course, reflects OHlife events irz 017 cf@ut to learn from expeuieme.Nezu research suggests that guiding the process can enrich the learning.Learningfrom Experien.ceThrough ReflectionMARILYNWOODhe forces affecting business environments change rapidly, frequently, andunpredictably. Gone are the days when managers could predict the future and preparethemselves to meet its demands with relatively stable, five-year plans. Instead, theyfind themselves imagining three or four possible future scenarios, then developing actionplans that can be modified in response to impossible-to-predicttechnologicalor socialchanges.How do managers prepare themselves tosurvive, let alone be successful, in such an environment?The more traditional avenues of development-MBAdegrees, executive educationprograms, and management workshops andseminars-face the same turbulence. The designers of these educational experiences dotheir best to predict the kinds of knowledge,skills, and attitudes that will be most helpful.Yet there is an inherent game of “catch up”within this system. By the time these designers understand existing issues and trends, develop cases, write texts, and create workshopdesigns, a new wave of business challengesappears.Without question, we need a more adaptable, responsive system of helping managerslearn.T36DAUDELINRecent studies have shown that the dayto-day experiences of managers as they confront challenges and problems on the job arerich sources of learning-perhapsmore appropriate “classrooms” than the traditionalvenues described above. Consider, for example, recent research conducted by the Centerfor Creative Leadership in Greensboro, NorthCarolina. By studying 616 descriptions of experiences that 191 successful executivesclaimed made a lasting developmental difference, researchers were able to identify 16types of experiences or “key events” that arecritical to the development of specific managerial competencies.UNCOVERINGPOTENTIALHIDDEN LEARNINGThe Center for Creative Leadership study recognizes the immense learning potential hidden in everyday experience. But such recognition is not enough. Managers need supportin these efforts to make sense out of their developmental experiences. The word “experience” derives from the Latin word cxpcrientia,meaning trial, proof, or experiment. Thuschallenging work experiences may be described as trial-and-errorexperiments that
produce learning. Viewed this way, what isneeded is a process of analysis that explorescauses, develops and tests hypotheses, andeventually produces new knowledge.Rather than creating a new system-withthe danger of adding one more fad to thosethat surface repeatedly in management practice-weturn to a process that has roots asdeep as the ancient Greek philosophers: theprocess of reflection.Using Reflection to LearnFrom ExperienceReflection is a natural and familiar process. Inschool, we wrote papers, answered questions,engaged in classroom discussions, and analyzed cases, all as ways to develop new insights. In the business world, we analyze experiences and summarize our learning inreports, performance review sessions, andproblem-solvingprocesses. In our personallives, we discuss troubling situations withfriends, spouses, counselors, or supportgroups. Reflection occurs in less formal waysas well. We may have experienced breakthroughs while jogging, showering, or mowing the lawn.Reflection as a way of learning has ancientroots. Socrates may have been one of the firstto use this process as he tried to discover thenature of goodness by asking questions of others. He constantly challenged the statementsand beliefs of his students, including Plato,whose work developed as a consequence ofSocrates’ training in how to reflect. Other early proponents of reflection as a way of learning include Sophocles, who declared that onelearns by observing what one does time andtime again, and John Locke, who believed thatknowing is purely a function of thoughtful reaction to experience.If the process of reflection is so naturaland familiar, what keeps organizations fromembracing formal reflective practices as a wayto encourage learning? One explanation isthat managers have always placed a highervalue on action than reflection. Twenty yearsago, Henry Minztberg wrote in the HarvardBusiness Review, “Study after study has shownDr. Marilyn W. Daudelin has had overtwenty years of experience as an in-housetrainer, consultant, and program manager forPolaroid Corporation in Cambridge, Massachusetts. She has spent much of that timedesigning and implementing unique internaldevelopment programs. Her consulting, writing, and speaking engagements have focused on programs she developed for human resources professionals, executivesand secretaries.Marilyn now provides consultation to a variety of organizations in the greater Bostonarea. Her current interests include helpingmanagers in corporations learn from theirchallenging work experiences by using reflection tools and practices.Marilyn received her Ed.D. in human resources education from Boston University,her Me.D. in human resources developmentfrom Northeastern University, and her undergraduate degree in English from Boston University. She has served on several university executive education advisory boards andhas been the recipient of a variety of academic and professional awards.37
questions from a position of mutual discovery; when they provide the time and thestructure to reflect upon challenging work situations, both individuallyand collectively;and when they are open to and supportive ofideas that emerge from these processes.Finally, the trend toward greater accountabilityto external shareholders, toboards of directors, and, most recently, to employee-owners for corporate performance hasled to a new examination of the age-oldmethod of planning and evaluating individual performance: the performance appraisalprocess.that managers work at an unrelenting pace,that their activities are characterized by brevity, variety, and discontinuity, and that theyare strongly oriented to action and dislike reflective activities.” More recently, RosabethMoss Kanter identified short-term managerial incentives and demands as forces workingagainst managers’ ability to pause and reflect.Recognizing Existing Reflection PracticesIn spite of these tendencies to resist reflection,evidence exists that it is becoming a part ofthe lifeblood of organizations today. Many ofReflectionas a way of learninghas ancientroots. Socrates may have been one of thefirstuse this process. . by askingthe tools taught and practiced in total qualitymanagement programs, for example, are actually processes of reflection. They allow individuals to call a halt, at least briefly, to thefrantic pace of action and engage in processesthat permit individuals to reflect upon important areas such as customer needs, root causes of problems, and dysfunctional work-flowpatterns. In many companies, the improvements and innovations resulting from theseprocesses have had a direct and powerful effect on both company profits and employeesatisfaction.Also, the trend toward greater employeeinvolvement in corporate decision makinghas changed the relationship between leadersand followers in corporations. As the valuesof empowerment and participation increasingly appear in corporate vision and missionstatements, the manager’s role has shiftedfrom that of charismatic leader (a person whohas all the answers) to that of coach-a person who works with employees to help themdiscover the answers. This shift occurs whenmanagers use reflective approaches to running the business: When they ask challenging38questionstoof others.This examination has, in turn, led to newtechniques such as 360 degree feedback (soliciting data on strengths and weaknessesfrom immediate managers, peers, and directreports) and customer input processes (collecting performance feedback from internaland external customers). These new practicesplace more emphasis on the need to reflect onprior performance over the course of a year,or longer. The skills applied in that reflectionmay then be used to plan for improvementsin the following year’s performance.These two key elements of performancemanagement-evaluationand planningrepresent two important conditions for learning from experience: developing insightsfrom past events and applying them to futureactions.Thus, as managers use quality improvement tools, as they empower others to participate in decision making, and as they developprocedures to measure performance, theyhave the opportunity to engage more actively in reflection. Taking the time to formally reflect during these processes is the key towhether the processes become mechanisms
to unearth new and important meaning orsimply the latest in a series of new management gimmicks.The Need for More Formal ReflectivePracticesEven though reflection has been an important part of traditional educational experiences since ancient times, its power is just beginning to be harnessed as a deliberate tool ofmanagerial learning. A recent Fortune articletitled “Leaders Learn to Heed the VoiceWithin” reports that companies such asAT&T, PepsiCo, and Aetna are developingways to introduce more introspection intotheir management development programs.In addition, Exxon, Motorola, General Motors, and Hewlett-Packardare just a few ofthe companies that are using a system calledAction-Reflection Learning (ARL) to exploreand find answers to important business problems.These efforts signal an increased interestin using this powerful tool in corporate decision making. What is now needed is (a) anunderstandingof the core processes thatmake up reflection, (b) an understanding ofwhich of these processes are most likely topromote learning from work experiences, and(c) a set of tools to help managers use reflection as a way of learning. The rest of this article addresses itself to these three needs.THE NATURE OF REFLECTIONReflection is a highly personal cognitive process. When a person engages in reflection, heor she takes an experience from the outsideworld, brings it inside the mind, turns it over,makes connections to other experiences, andfilters it through personal biases. If this process results in learning, the individual thendevelops inferences to approach the externalworld in a way that is different from the approach that would have been used, had reflection not occurred. While the catalyst forthe reflection is external, and while othersmay help in the process by listening, askingquestions, or offering advice, the reflection occurs within the mental self.Reflection and learning may therefore bedefined in this context as follows: Reflectionis the process of stepping back from an experience to ponder, carefully and persistently,its meaning to the self through the development of inferences; learning is the creation ofmeaning from past or current events thatserves as a guide for future behavior.Like many other cognitive activities, reflection is often spontaneous, and, at times,outside an individual’s awareness. In fact, the“sorting through” nature of the reflection process is most efficient while we sleep. In hisbook Sleep,J. Allan Hobson, professor of psychiatry at Harvard Medical School and the director of the Laboratory of Neurophysiologyat the Massachusetts Mental Health Center,explains that sleep reduces the level of incoming sensory data and allows for the reorganization and efficient storage of information already in the brain, thus betterpreparing us to handle the demands of ourwaking hours.The same sort of spontaneous sortingthrough of existing information occurs duringcertain mindless, rhythmic physical activitieslike jogging, swimming laps, or mowing thelawn; or during habitual routines that nolonger need the conscious brain’s full attention, such as showering or commuting on thesame route each day. Just as it does duringsleep, this spontaneous process of reflectionallows one to momentarily suspend the intense flow of new information to the brain.This enhances the processing of existing information, thereby better preparing the person to handle the demands of the rapidlychanging environment.The Stagesin the Reflection ProcessSpontaneous reflection is often stimulated bythe nagging, unresolved problems or challenges that are a normal part of any manager’s job. Reflection then progresses throughfour distinct stages: (a) articulation of a problem, (b) analysis of that problem, (c) formulation and testing of a tentative theory to ex39
Joggingfor Answersn Joe lifts his foot onto the concrete wall border-ing the stairs leading from his office building. Ashe reties the lace on one of his new Nikes, hethinks again how glad he is that the renovation ofthis building included a shower and locker room inthe basement. It was just the incentive he neededto introduce some much-needed exercise into thefrantic pace of his work week.He crosses the busy two-lane highway,turns left onto the jogging path he discovered along the river, and settles in to a comfortable pace and rhythm. The first person hepasses raises a hand in hello, and Joe thinkshow much this fellow jogger looks like one ofhis employees, Hector. His mind turns to theperformance review discussion he had withHector earlier this week.H Although the review resulted in a fairly positivedescription of how Hector performed against thedefined goals and objectives, it was an uncomfortable session. Joe has been perplexed aboutthe source of the discomfort ever since. He resolves to get at the heart of this before his nextthree reviews-all with employees who have notbeen performing as well as Hector.“What exactly is the problem here?” Joewonders. It isn’t the result: Joe completed thetask in a timely manner, and the evaluationplain the problem, and (c) action (or decidingwhether to act).Let’s explore these four stages by considering the hypothetical example in the box,above.The first stage of reflection, articulation ofa problem, defines the issue that the mind willwork on during the process of reflection. It isoften preceded by what John Dewey calls “astate of doubt, hesitancy, perplexity, or mental difficulty.” The clear articulation of a problem is often an insight in itself, and rewardingto the manager who has struggled to identifya vague sense of discomfort or dissatisfaction.In our hypothetical example, Joe entersthis first stage as he realizes what the problemis not. It is not the product of the review, whichboth he and Hector judged to be fair. It is not40was fair, as evidenced by Hector’s willingness to sign the acknowledgment at the bottom of the form.n Suddenly he remembers comments made ath’IS own performance review last year. Joe’s boss,Sally, was trying to express a concern she had regarding the way he managed his people. She felthe did not include them in the decisions that affected them. Maybe this is an example of whatSally meant.As Joe thinks about what transpiredfrom the time Hector entered his office to thetime he signed the bottom of the form, hedoesn’t remember Hector saying very much.Joe suddenly realizes that his desire to do agood job led him to such a thorough andcarefully presented analysis of Hector’sstrengths and weaknesses that there was little time or opportunity left for Hector’s contributionm Joe catches sight of the big steeple clockacross the river, and realizes he must head backor he will be late for his project review meetingwith Sally. While showering and changing, he resolves to take a few minutes of his upcomingmeeting to tell Sally about this insight and enlisther help in working on the issue.the completion of the task, which was timely.It is, in this case, some still-to-be-discovered element of the performance review process thatcaused a less-than-satisfactory feeling. Joe’sprocess of problem articulation is a result ofdiscarding possibilities and is based on whathe defines as a negative situation. Others mayfind themselves in situations where they mustdiscover what went right during a very positive experience, perhaps for the purpose ofsummarizing their learning in a report, coaching others, or relating past successes to similarbut more challenging experiences. In eithercases, clarifying the problem or challenge setsthe stage for the next step in the process.The second step, analysis of the problem,consists of a search for possibilities: in Joe’scase, possible reasons for the problem as he
has defined it. To quote Dewey once again,analysis is “an act of searching, hunting, or inquiring to find material that will resolve thedoubt, and settle or dispose of the perplexity.”It may involve asking and answering a seriesof questions about the situation, put forth byoneself or others. It may consist of searchingthe memory for similar situations or imagining how someone else might handle the sameissue. It involves reviewing past behaviorwith intensity, as though under a microscope.When Joe decided to review the hourlong performance discussion from the moment Hector entered the room, he was searching for important clues-ideasthat wereperhaps stored in the mind but still out of hisconscious reach. During this stage, it is important to be ready to grasp elusive but potentially relevant thoughts that may enter the consciousness. In Joe’s case, Sally’s words from hisown performance review came to mind.When he applied them to the current situation, he came up with a tentative hypothesis.This generation of a hypothesis that addresses the problem is the first part of stagethree of the reflection process: formulationand testing of a tentative theory to solve theproblem. The tentative theory that Joe developed in stage three is the following: his desireto do a good job led him to such a thoroughand well-presentedanalysis of Hector’sstrengths and weaknesses that there was littletime or opportunity left for Hector’s contribution. After testing this possibility against thecomments he had received from Sally in thepast, it seemed to be a sound theory.Stage four, action (or deciding whether toact) brings closure to the cycle and is the final“test” of the hypothesis. It is only through thislast stage that true learning occurs. Learning, asdefined earlier, is the creation of meaning frompast or current events that serves as a guide forfuture behavior. Thus, this final stage involvesthe articulation of a new way of acting in the future. Even though Joe has been engaged in theprocess of reflection (stepping back from an experience to carefully and persistently ponder itsmeaning to the self through the developmentof inferences) since the beginning of his run, hehas not yet truly learned.We leave him at the end of stage three.Hopefully, as a result of his discussion withSally, he will be able to develop an action planthat will guide his future behavior in performance reviews. This four-stage reflection process can be applied repeatedly to the manyproblems or challenges that arise in challenging work situations.The Power of QuestionsOne of the techniques for increasing the learning power of reflection is the posing and answering of questions. School systems havelong recognized the power of questioning as atool for reflection and learning. Questionsform the basis of class discussions; they become topics for papers; they stimulate debates; they guide case analyses; and, whenused in quizzes and tests, reinforce learning.Counselors and therapists use provocativequestions to guide clients through the discovery process. And the best managers in corporations realize that posing thoughtful questions is often a better way to gain commitmentthan providing concise answers.The types of questions that are most effective in enhancing reflection vary depending on the stage of reflection.During problem articulation,“what”questions allow one to fully describe the situation: “What occurred?” “What did you see,think, feel?” “What was the most importantthing?” These questions are useful in arrivingat a thorough understanding of the problemto be solved or the challenge to be addressed.In the problem analysis stage, “why”questions are most helpful: “Why was thatimportant?” “Why do you think it happened?” “Why were you feeling that way?”During hypothesis generation, “how”questions allow an individual to begin to formulate a tentative theory to explain or address the problem: “How is this situation similar and different from other problems?”“How might you do things differently?”Finally, during the action stage, “what”questions become importantonce again:“What are the implications of all this for future action?” “What should you do now?”41
Examples of solitary reflectionn Spontaneous thinking during rhythmic, repetitive, mindfess physical exercise (jogging,swimming laps, mowing the lawn) or routinehabits (driving an established route, showering, shaving)a Meditationm Prayern Journal writingm Business writing (project reports, professionalpapers, evaluations)n Assessment instrumentsThe most useful questions are rarely profound yet often produce powerful results. Asimple “what else?” can open the mind to amyriad of possibilities previously untapped.The age-old one-word question “why?” hasguided scientists and philosophers to discoveries and insights that have changed ourworld. Introducing an intervention with thequestion “may I?” performs the powerfulfunctions of indicating respect, ascertainingreadiness, and lowering defensive barriers.Questions are thus one of the most basicand powerful elements of the reflection experience. They are used in the process of learning from challenging work situations in threeways: to open up possibilities, to clarify meaning, and to structure the progression throughthe four stages.Alone or with Others?Individuals differ in the way they think aboutand make sense out of their challenges in life.One of these individual differences is whetherone tends to reflect alone or with others. In thehypothetical case presented earlier, Joe is anintroverted thinker who tends to work outproblems by thinking about them on his own.He eventually recognized the need to get helpfrom his boss, but it was not the first and mostnatural way for him to tackle a challenging situation. Others may do their best thinking outloud, bouncing ideas off trusted colleagues orfriends. The box, above, lists a variety of examples of reflection in both categories.42Examples of reflection withhelper or small groupnnnnnnnnnPerformance appraisal discussionsCounseling sessionsIndividual or group therapyProblem-solving meetingsProject review sessionsInformal discussions with friends/colleaguesInterviewsMentoringFeedback discussionsIn the case of reflecting alone, a major distinction is whether or not writing is involved.The ability to write out reflections (and thepropensity to do so) varies greatly with individuals. In those cases where one is comfortable with the tool, writing can be a powerfulvehicle to produce insights during the reflection process.Reflection with others may be with oneother person or in small groups. When onlyone other person is involved, that person often takes on a helper role. In the world ofwork, individuals often discuss challengingsituations or problems with those who havegreater experience (immediate managers,mentors) or with those who are helpful facilitators (career counselors, employee advocates,human resource professionals, organizationaldevelopment consultants). Outside of work,people turn to clergy, therapists, astrologers,friends, parents, or spouses when they need tothink through challenging situations.When reflection takes place in a smallgroup, ideas are generated by the sharing ofdifferent perspectives. For example, self-helpsupport groups that unite people who facesimilar challenges assist participants in discovering important information about themselves. Although the total discussion timeeach individual has in these settings is lessthan in coaching discussions, the total reflection time is no less. While one person is sharing his or her experience, the others are relating the information to their own challenges.Thus, whether conducted alone or with oth-
ers, reflection occurs and learning results ifthe four-stage process of problem articulation,problem analysis, theory formulation, and action planning takes place.THE RESEARCH STUDYWhich of these three ways of reflectingalone, with a helper, or in a small group-ismost effective in helping managers enhancelearning from challenging work experiences?The experiment described here was designedto answer that question, and thus bridge thegap between our understanding of the natureof reflection and our ability to recommendtools to enhance managerial learning.The participants in the study were 48managers from a wide variety of functionaldisciplines in a Forttlne 500 corporation. Thecorporation is an international research, design, manufacturing, and sales organizationwith approximately 10,000 employees. Headquartered in the Northeast, it has been inbusiness since 1937 and has recently experienced a large-scale restructuring of its majorproduct lines.The experiment took place in corporateclassrooms at two locations used for companyretreats and special meetings. Both locationshave a combination of large, appropriatelyequipped classrooms as well as many small,comfortable break-out rooms. They are located in areas bordering fields and woods, providing a relaxed atmosphere that encouragesreflective activity.The InterventionThe participants were randomly divided intofour groups and each group participated in aone-hour reflection session. Those managersassigned to the first group, labeled the “individual” group, engaged in the reflection activity by themselves. The managers in the second group, labeled the “helper group,” wereasked to bring a coach with them to their reflection session. (We provided guidelines toensure that the helper was someone the individuals were comfortable with and someonewho had good facilitation skills.) The managers assigned to the third group, known asthe “peer group,” joined three or four othersfrom the study with whom they had no hierarchical relationship. The fourth group wasthe control group, consisting of managerswho did not participate in a reflection session.At the beginning of the reflection session,participants in each group were asked to select a current, challenging work experiencethat fit into one of the five types of experiences identified as highly developmental bythe Center for Creative Leadership: (a) building something from nothing; (b) fixing/stabilizing a failing operation; (c) leading a projectassignment; (d) managing a significant increase in people, dollars, or functions; or (e)moving from a line to a corporate role.In each group, participants spent the nexthour reflecting on that situation. All groupswere asked to follow the same four-stage reflection process described here and to use reflection questions similar to those explored inthis article. We provided each group with aset of guidelines for effective reflection.After receiving general instructions withothers in their respective groups, the participants moved to comfortable, quiet, isolatedparts of the training center-eitheralone, inpairs, or in their assigned small groups. Theindividual group members spent the hourthinking about and writing down answers tothe reflection questions. The “helper” groupsengaged in a discussion of the situation chosen with the helper guiding the conversationusing the reflection questions and the participant jotting down insights as they occurred.The small groups began their reflection with astatement from each member about theirchallenging situation. They then engaged inan unstructured group conversation beginning with one individual’s specific challenge.The sessions were videotaped.The QuestionnairesAt the conclusion of the one hour of reflection,each participant completed a questionnaire.Part Three of the questionnaire asked participants to record the insights or lessons that oc43
curred as a result of the process, and to indicatethe meaning that the lesson had for future action. They were directed to use any notes theyhad taken during the reflection process to helpwith this task. The questionnaire also asked forresponses about the challenging experiencethey selected, the learning statements theyrecorded, and the reflection process itself.Members of the control group completedthe questionnaire over the telephone. Theyidentified a challenging work experience andlisted their learning from it without havingparticipated in the reflection session.A follow”up questionnaire was distributed by mail ten days after the reflection intervention to collect information on subsequentlearning.The primary emphasis of the study wasto discover the effect of the independent variable: type of reflection (individual, helper, orpeer-group) on the dependent variable:amount of learning. “Amount of learning”was measured by counting the number of insights or lessons listed by participants.In addition, the questionnaire was designed to collect information about the effectof moderator variables (type of experience,length of the experience, importance of theexperience, positive or negative nature of theexperience) on the dependent variable:amount of learning.The following additional data were alsocollected and analyzed:n Subjects’ satisfaction with the learningrecorded (amount, quality, impact)n Subjects’ satisfaction with the reflection process (amount of time, performance ofresearcher, performance of others in group)n Follow-up data (additional reflectiontime, discussions with others, additionallearning)n Written comments under each scalen Descriptions of learningn Videotapes from the three peer-groupsessionsThe ResultsBoth the individual and the helper groupshad a statistically significant greater number44of learnings than the control group; however, the peer group did not. An analysis of thevideotapes and the descriptiv
Using Reflection to Learn From Experience Reflection is a natural and familiar process. In school, we wrote papers, answered questions, engaged in classroom discussions, and ana- lyzed cases, all as ways to develop new in- sights. In the business world, we analyze ex- periences and summarize our learning in
Reflection Product Name Reflection for IBM Reflection for HP Reflection for UNIX and OpenVMS Reflection for Se cure IT SSH Client Reflection for ReGIS Graphics Reflection X Reflection FTP Client Reflection SFTP Client Reflection NFS Client Reflection for the Multi-Host Enterprise, Professional Edition
Sec 2 Science - Physics Learning Outcomes Students should be able to: 1. Understand that light travels in a straight line 2. Define the terms used in reflection, including normal, angle of incidence and angle of reflection. 3. State that, for reflection, the angle of incidence is equal to the angle of reflection and use this
theory that reflection is necessarily a process embarked on after the event, is a long, ponderous undertaking and also on the content of reflection itself. Schon (1983, 1987, 1991) suggests two levels of reflection: (i) reflection-in-action and (ii) reflection-on-action, partly based on Dewey’s (1933) work.
Reflection coefficient, r 1.0.5 0-.5-1.0 r r 0 30 60 90 Brewster’s angle Total internal reflection Critical angle Critical angle Total internal reflection above the "critical angle" crit sin-1(n t /n i) 41.8 for glass-to-air n glass n air (The sine in Snell's Law can't be greater than one!) Reflection Coefficients for a .
association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on math performance in an online learning environment.
4 programmes d’immigration économique (en dehors du Québec) Programme des travailleurs qualifiés (fédéral) – PTQF 1 année d’expérien e qualifiée (0, A ou B) Exigences minimales de compétences linguistiques et d’éduation Programme des travailleurs des métiers spécialisés (fédéral) – PTMSF 2 années d’expérien .
iii chapter 1 Everybody’s Story SEATTLE, WASHINGTON 1 reflectIon 1 Racial and Ethnic Awareness 7 applIcatIon 1 Affirming Identity 9 reflectIon 2 Family Diversity 10 applIcatIon 2 Respecting All Families 12 chapter 2 A Wider Circle APTOS, CALIFORNIA 13 reflectIon 3 Fairness 19 applIcatIon 3 Nurturing Justice 20 reflectIon 4 Gen
Easily build API composition across connectors SAP Cloud Platform Integration SAP Cloud Platform API Management SAP Workflow Services SAP Data Hub SAP Cloud Platform Open Connectors Simplifying integration and innovation with API-first approach in partnership with Cloud Elements
