Reflection empowers practicing managers to learn from their exposure to experiences in business organizations, and reflective learning is a powerful tool to apply in the classroom to train competent managers. Through reflection, managers and students can learn how to learn from their experiences. This article proposes using a pedagogical approach based on a double-loop peer presentation feedback cycle in multi-stage team projects focusing on complex and ill-defined managerial challenges to cultivate reflective learning in the management classroom. We suggest adopting a semester-long team project with several work-in-progress presentations to incorporate reflection practices in the course design. We introduce a comprehensive process using an online application suite to deploy the double-loop peer presentation feedback approach in class. In the first loop, students in the audience provide feedback to the presenting team after each presentation. For the second loop, the presenting team rates the feedback received to stimulate individual and group reflection. We illustrate the use of this double-loop feedback process in three different undergraduate management courses and offer empirical evidence that the approach may improve reflective learning outcomes.
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