Introduction
Reflection refers to the description, evaluation and analysis of a person’s thoughts, assumptions, beliefs and actions. As per Dewey (1933), reflection involves an active consideration of knowledge and beliefs for arriving at a conclusion. Boud (1985) says that reflection aims to understand a subject through the use of intellect. It is a mental process which involves evaluation and learning from experiences. This is usually done using certain questions.
Intellectual activities are used for gaining understand of a subject or a context from an experience in a reflection process. Reflection can be seen as mental process in which experiences are thought about from different point of views to achieve collective learning. When questions are used for exploring the assumptions and learning patterns so as to solve specific problems, it can be called as a critical reflection (Prichard and Stanton 1999).
A competitive professional always reflects on experience and is able to reflect the work in action. It makes me capable to continuously learn from new experiences and uses such experience for future needs (Prichard and Stanton 1999). A continuous flow of critical thinking and proper reflection can reduce the gap between the theoretical part and the practical experience. It also helps me to improve my quality and simulate the development as an experienced professional in my own field. One can learn more from personal and professional experiences than the theoretical experience. My development helps me to gather the required knowledge to be able to succeed in my area of operation (Miettinen 2000).
Reflective Essay on Week Three of Project / Placement Design and Implementation Module
Reflective practices are identified by various reflection models such as Gibbs model, Schon model and Lawrence-Wilkes and Chapman (Ashmore) models. These models can serve as foundations for the development of reflective methods of learning and development. Gibbs Model defines a 6 steps process in the reflective practice. These steps are description, feeling, evaluation, analysis, conclusion, and action plan.
Description includes background information and details of the idea or concept that is reflected. The next stage is feeling which involves exploration of thoughts through questioning. Some of the questions that can be asked to gather information at this step include –
After feeling comes the evaluation stage in which the experience is further discussed to understand how things worked. Some questions can also be used for this evaluation such as
In this stage of reflection, theories and other researcher’s views are included.
I personally can describe such an incident that may be fit for the implementation of the Gibbs Model. I remember I was a trainee in the organization and our final round of trainings was underway. It was on the day of the practical tests when everyone was quite nervous to make it to the final lists of the employees to be recruited by the organization.. However after receiving the paper everyone including me was quite surprised as well as shocked to see a complete change in the pattern of the questions. The pattern of the questions was quite opposite to what we have been trained till then. Everyone was panicked and reacted in different ways. Some of the trainees got so nervous that they called the supervisors and expressed their interest to complain against such a strange set up. However I decided to stay calm in the situation and concentrated more intensely in the exam. Though some questions seemed quite tough most of the questions were answerable. Though the pattern was changed a thorough observation could have changed the matters. I was one of the toppers but unfortunately most of them failed to make the cut. Thus reaction to such situations needs a calm and positive approach rather than a quick decision. Thus my calm approach helped me to gain success in such a situation.
After evaluation, the experience is analysed by exploring what supports the event and what could hinder it. The earlier literature on the subject of experience is used for making comparison and bringing together the theories. After the analysis is completed, conclusions are drawn where summary of experience is collated along with the results and lessons such that an action plan can be formulated for the improvement (McGregor & Cartwright, 2011).
Schon (1983) has given another model for exploring reflection and as per this model; the purpose of reflecting upon an incident is to understand if performed action can benefit a specific situation. Thus, as per this theory, reflection is best utilized when a person needs to react to a given situation. In this case, research becomes the person who is reflecting-in-action and forms a theory by studying the case in situation (Mitchell and Nørreklit 2017). For reflection, an incident is chosen and underlying situation is thought about. The thinking of the research fills the gap between situation and knowing and finally, a summary of situation is written (Schon 1983).
Lawrence-Wilkes and Chapman also called Ashmore model of reflection talks about exploration of knowledge and new ideas by studying patterns such that insights can be obtained. As per this model, multiple perspectives are considered to create a holistic picture.
It suggests exploring what happened through a review and understand why the situation or the experience was important. The reflection focuses on what and where action happened and who were involved in what roles. Any event can be evaluated using this theory by considering is outcome, underlying causes, feelings generated, its strengths and weaknesses. The process of reflection explores various options, needs and scenarios such that new ideas can be tested and included in the action plan (Prichard and Stanton 1999).
I liked Gibbs model as it gives an easy step wise process as well as questions to answer making it easy to apply in practice. I did not prefer Ashmore model as it was not very clear because of lack of information.
Learning styles are the methods or ways that people use to learn in different ways. They can contain set of different assumptions and theories that form the basis for learning for an individual. It is the way learning or experience is approached and information is used to get understanding of the concept explored. There are a couple of models that can be used for identifying and understanding different learning styles. Two of the most popular models are discussed here. They include VARK model of learning and Mumford Model.
VARK model was proposed by a researcher names Neil who explored four different styles of learning used by people and these included Visual, Auditory, Verbal and kinaesthetic. Visual learners are those who learn through spatial exploration and visual images. Auditory learners prefer music and sound over other forms of learning. Verbal learners explore books, learn through listening and practice through writing to grasp concepts. Kinaesthetic learners use body movements and human senses like touch for learning.
Honey and Mumford Model is another learning style model that identifies four dominant styles of learning but they are different from VARK. While VARK model reflects upon what learners use for learning, Mumford model talks of the approach people take to learn. The learning styles identified in this model include activist, pragmatist, reflector, and theorist.
Pragmatist learners gain understanding of concepts through their experiences of applying theories they have learnt through experimentation and reflective learners observe the experiences to reflect upon, think about them and analyse them to come up with conclusions. Active learners use actions by applying their skills to grasp concepts while abstract learners gain knowledge from their experiences through conceptualization. They use models and facts to analyse information in a systematic way using certain logical theories or assumptions.
Normally, a person only has one style dominating others but learning can actually happen through the use of a combination of styles as they carry multiple intelligence. Further, learning styles that are less dominant can also be developed with awareness and practice. However, a student can identify the dominating learning style then it would help in enhancing the learning of the student (Easterby-Smith and Cunliffe 2017).
My own personal choice of learning has always been influenced by both auditory as well as verbal learning process. Use of both the processes helps me to gain experience in a much effective way. I am able to listen as well as read everything in detail to learn new things. I am a pragmatist learner as I generally prefer to learn things by understanding and gaining knowledge from different concepts and theories. In my earlier days I depended upon my teachers and other elders for providing with new concepts which was later studied by me thoroughly. Such concepts also allowed me the freedom to practically experience of all matters.
Working at PPD helped me to gain a huge experience as PPD helped me to learn things by listening from experienced persons who worked in the organization for a long time and also practically learn from each of the experience. The production techniques of new medicines and the use of latest and innovative technologies to produce medicines were a new concept for me and helped me to enrich huge experience for my future.
Summative/Reflective Essay on Project / Placement Design and Implementation Module
Group development is a process of forming groups of people who can work together for some common objective. Group development is defined by Tuckman as sequence of activities and experiences that a team goes through together to achieve some common objectives. Tuckman describes 4 stages in his model through which people go when working in teams and these include forming, storming, norming, and performing.
In order to judge how team members would perform during these stages based on the differences in their behaviour in specific situations, a Belbin assessment has been used in the first week. This assessment method is based on the assumption that people behave in certain manner in specific situations such as while working in teams, they assume certain “team roles”. These roles can differ from their “natural roles” that they have when working as individuals. The significance of these team roles is that when they are discussed and clarified, teams can perform better because of enhanced coordination and understanding of each other.
We were introduced with the way the Belbin model is used for identification of the structure for the team, the roles of individuals and performance requirements in the second week. The model has identified 9 team roles that include Coordinator, Shapers, Workers, Resource Investigators, Implementers, Finishers, Evaluators, Innovators, and Expert Specialist (Heeneman et al. 2015). The model identifies the role of each person in the team and identifies functions, characteristics, keywords, strengths and weaknesses in each role, what the people in that role can relate with, powerful combinations they have with other roles and roles that can be conflicting with them (Prichard and Stanton 1999).
For instance, an expert in the team contributed in the group through sharing of a specific expertise he or she had as per this model. In the third week the Coordinator led the team by bringing coordination among team members to complete objectives of the team. Coordinators have maturity and confidence. He helped summarize discussions as well helped to solve problems faced by the team. However on some instances we noticed the manipulative behaviour of the coordinators and how they load off the task of others.. Our coordinator was a good listener, talent spotter trusting by nature, positive thinker and an affluent speaker. He made powerful combinations with the implementer and a team worker but also led to conflict with shapers over leadership (Mackechnie, 2003).
I found this model very useful as it not just helps in identifying different roles people can play in a team but also recognize other important factors that may be important for collaborations such as who gets well with whom, who can face conflicts with each other, who likes to do what and so on. This way, people can be understood well and conflicts can be reduced as well as performance can be enhanced because people would get acceptance as role players from other team members (Siemens 2014). Another drawback of this model is that in case it is applied to big teams, the role assignments can be shared between people which could cause conflicts in which case the model does not give any solution.
As mentioned earlier group help was a must in PPD. We were divided in different groups consisting of a small number of individuals with an expert member allocated to each of the teams. It was the task of the expert to help us learn new techniques and make use accustomed to the working techniques of the organization.
In the fourth week we were taught on how to manage conflict situations in the workplace. Conflict Management involves the ways of reducing the negative elements of the conflict and in turn increase the positive elements for conflict. The objective of the following is to provide help in the learning process and the group outcomes and increase the efficiency of the person or the group (Tuckman 1965). The presence of certain tools like Thomas- Killmann Conflict Mode Instrument (TKI) is generally used to understand conflict and manage their resolution. TKI instrument measures the responses of people to given assessment questions along assertiveness and cooperativeness. Assertiveness refers to the person’s tendency to meet one’s own needs while cooperativeness refers to the tendency of a person to meet others needs. These two dimensions in TKI are used for defining response modes of people. These modes include:
Competition: In this mode, a person is assertive but uncooperative.
Accommodating: In this mode, a person is unassertive but cooperative.
Avoiding: In this mode, a person is unassertive and uncooperative.
Collaborating: In this mode, a person is both assertive and cooperative.
Compromising: In this mode, a person is moderate both in assertiveness and cooperation.
Based on the mode a person is operating in, the way conflicts can be handled would also differ. It is important for me to understand my level of conflict management based on this very tool and the different elements. For example, in the collaborative mode, discussions between me and another person on the points of disagreement can create a solution that may satisfy both to some extent. In TKI test, a percentile score is calculated for me on each conflict management mode and this score can be low, medium or high. For this, people are asked questions with given situations to understand if they use a specific conflict management mode in those situations. For instance, if a test is taken upon me for understanding collaborative mode by a test taker, I will have to face questions – Do you listen to others and use their ideas for your solution? My response to this question would reflect if I believe in open communication and knowledge sharing.
As said earlier I took a TKI test to find out my score on each of the assessment dimensions and found myself high on accommodating. The test report is attached in the appendix and the results can be interpreted as below:
Accommodating: I was found high on accommodating mode with the score of 87% which reveals that I allow other people to share solutions in cases where I am either wrong or the issue dealt with is more important to me. I will seek to build social credits and preserve the harmony.
Competing: I was found high on competing mode with the score of 79% which reveals that I am a disciplined person and a quick decision maker.
Compromising: I was found moderate on compromising mode with the score of 58% which reveals I can achieve temporary settlements when facing complications.
Avoiding: I was found to be low on avoiding mode with the score of just 22% which suggests that I am able to avoid a situation only in rare cases such as presence of less important issues, less possibility of satisfying concerns I will also need to give ample time to the people for settling down.
Collaborating: I was found to be very low on collaborating mode with the score of 7% which suggests that my personal interests are more important at the time of finding solutions.
As mentioned earlier, leadership styles are used by people for acting as leaders in situations. There are many leadership models that identify different styles of leadership among which some are most popular including Autocratic, Democratic and Laissez-Faire leadership styles as defined in the Kurt Lewin model. An autocratic leader takes decisions on his own without considering views of his juniors or peers (Siemens 2014). The main motivation that teams have in such leadership is the fear of the leader. Because of high authority of the leader, the success of team is dependent on the capability of the leader. People who are creative and would like to share their ideas cannot work well in such an environment. According to, Taylor (2017) today’s environment which is creativity and innovation driven does not support such a leadership.
I myself have judged my actions in the past and can confidently declare myself to be a democratic leader. A democratic leader completely differs from an autocratic leader in his actions. I listen to each and everyone’s opinions and then voice my decision. On the other hand there are many who tend to be autocrat as they hardly listens to others and takes decisions on their own. I believe that a democratic leader is often much more appreciated and acceptable to others in the community.
The Laissez-Faire model however does not provide any consideration to explain the variations that occur in practice of leadership. The differentiation between three types of leaders considers only one dimension of involvement of people in making decisions but there can also be other areas of considerations for deciding a leadership style that are not identified in the model. For instance, transactional leadership style which is defined by other leadership model understands leader as a person who believes in exchange processes between leader and follower and thus, gives rewards to performing juniors. This exchange adds another dimension to the identification of a leadership style. Thus it is important for me to choose my kind of leadership style to establish myself in the community.
Conclusion
The objective behind writing this reflective paper was to understand how reflective practices work and also to explore myself as a learner, as a leader, as a team player, and as a problem solver. In the paper, first reflective practice fundamentals were discussed and then various types of tests were explained and used for testing my styles. These included VARK learning model, Honey and Mumford Learning Model, Belbin assessment Model of group development, Thomas- Killmann Conflict Mode Instrument (TKI), and Kurt Lewin model of leadership. I found most models very effective but I was not very satisfied with the results of the Kurt Lewin model as it did not accurately identified all aspects of leadership. I took part in assessment tests and discovered something’s about me. I found that I am an auditory learner so I learn by listening and also an activist which is why I like exploring different subjects. I also found that I am accommodator in a situation of conflict and a coordinator in case of group development.
References
Schön, D.A., 1983. The reflective practitionerhow professionals think in action.
Prichard, J.S. and Stanton, N.A., 1999. Testing Belbin’s team role theory of effective groups. Journal of Management Development, 18(8), pp.652-665.
McGregor, D. and Cartwright, L. eds., 2011. Developing reflective practice: A guide for beginning teachers. McGraw-Hill Education (UK).
“Belbin_Team_Role_Theories. | Expert | Leadership.” Scribd. N.p., 2018. Web. 22 Mar. 2018.
Taylor, E.W., 2017. Transformative learning theory. In Transformative Learning Meets Bildung (pp. 17-29). SensePublishers, Rotterdam.
Tuckman, B.W., 1965. Developmental sequence in small groups. Psychological bulletin, 63(6), p.384.
Gould, N. and Taylor, I., 2017. Reflective learning for social work: research, theory and practice. Routledge.
Siemens, G., 2014. Connectivism: A learning theory for the digital age.
Heeneman, S., Oudkerk Pool, A., Schuwirth, L.W., Vleuten, C.P. and Driessen, E.W., 2015. The impact of programmatic assessment on student learning: theory versus practice. Medical education, 49(5), pp.487-498.
Mitchell, f. And Nørreklit, h., 2017. Introduction. In a philosophy of management accounting (pp. 15-34). Routledge.
Easterby-Smith, M. and Cunliffe, A.L., 2017. From reflection to practical reflexivity: Experiential learning as lived experience. In Organizing reflection (pp. 44-60). Routledge.
Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework. BMC medical education, 14(1), p.69.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT press.
Miettinen, R., 2000. The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19(1), pp.54-72.
Kuiper, R.A. and Pesut, D.J., 2004. Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self?regulated learning theory. Journal of Advanced Nursing, 45(4), pp.381-391.
Dewey, J. and HMH, H.M.H., 1933. How we think: A restatement of the relation of reflective thinking to the educative processD. C. Heath, Boston.
Boud, D., Keogh, R. and Walker, D., 1985. Promoting reflection in learning: A model. Reflection: Turning experience into learning, pp.18-40.
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