Structured learning events termed reflective activities are now widely used throughout work-related learning. These activities are thought to occasion reflection, critical reflection and reflective practice. Although researchers have established benefits and outcomes associated with reflective activities in work-related communicative learning contexts, the effect of reflective activities in work-related instrumental learning contexts is largely unknown. Stakeholders remain dependent on contradictory and conceptual suppositions to justify their use of these activities. This article reviews empirical studies examining the relationship between reflective activities and instrumental learning outcomes with adult learners. Prominent adult learning theories are assessed for relevant predictions. Consequently, empirical studies examining skill-adaptation as a theoretically predicted outcome are examined. This review found few empirical studies with sufficient methodological controls to establish causal or correlative relationships between reflective activities and instrumental learning outcomes-including skill-adaptation. Conceptual discoveries are extended to expedite future investigations of this issue. © 2014 Elsevier Ltd.
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