Reflective Business Management And Exercise: Individual Reflection On Learning

Growth and Challenges related to learning in class

Describe about the Reflective Business Management and Excercise.

In this task, I intend to present an individual reflection on the learning that I have experienced during this course. It will be based on a critical reflection on my personal thoughts, actions as well as experience which relate to the course content I have learned this term touching specifically on my development as a trainer or facilitator (Clark, 2011). The reflection is framed to showcase the effect of the course content to me including my thoughts and feelings as I learn and teach. It will further incorporate other things I have discovered during the term.

Growth and Challenges related to learning in class

I must start this reflection by acknowledging that throughout the entire course, I have grown effectively despite a few challenges linked to learning in class. Even though it is known theoretically that effective education should balance theoretical and practical experience to assist myself become competitive and competent in health care profession, I must say this act of balancing became on the most hurdle I faced throughout my study in class (Malinen, 2000). Despite being aware that educational training indicates that learners need an enabling environment and learning activities, I have to be cognizant of the fact that it was not as easy as one would think. I realized that the enabling goes beyond a mere existence of facilities and teachers in school but an internal environment of the learner.

Another limitation that I acknowledged throughout the course if the lack of motivation. This has derailed my personal and professional development. This is because I am demoralized to partake in reflection or reflective practices from the workforce (Paul & Binker, 2010). This is working towards my achievements it paints a picture of me of a conservative person. Accordingly, my fellow colleagues have tended to isolate in most of their undertakings thereby contributing to my weaknesses.  This is because failure to participate in the reflective process bars me from the positive packages it comes alongside. For example, through reflective practice, my fellows have continuously progressed concerning professional development thereby having a sustained competitive advantage over me. Particular they have maintained registration and have effectively build up better levels of self-awareness of the practitioners.

Link between what I know and experienced to what I have learned

I have been unable to measure the success of my statement actually because I have been getting it hard to partake learning reflection. This has been a great challenge to me since getting the answer to know how to measure this success is the best idea regarding education (Moon, 2006). This is because it will give the best communication plan hence enabling me to learn from the experience program. Another question that I have been facing challenges to answer is how to determine the type of information my audience need effectively. However, this issue is essential as it helps avoid giving the necessary information hence avoiding both rumors and confusion.  

I have significantly grown from the course. Unlike previously, I currently have a deeper understanding of teaching practices. I can analyze a problem and get a solution to it because I have mastered the problem-solving techniques. I can relate theory that I have learned throughout the course to practical situations. Moreover, I can keep track of my progress and can acknowledge what my weaknesses and design effective strategies to improve and become better both personally and professionally.

I can now face any challenge that comes my way to personally and professionally develop. This can be explained by comparing my previous and current situation about how to present my assignments in a way that is accepted and understandable more quickly. Moreover, I have improved regarding audibility, visually, as well as kinesthetic besides enhancing my cognitive as well as self-confidence. By having this self-confidence, I can now design practical solutions to the problems that I face when teaching. For example, I currently have the ability to address different needs of my students.

I have also gained enough information based on the mechanisms useful in understanding my future personal and professional development. I have thus self-evaluated myself to boost the understandability of myself and the people I work with including my students. In so doing, I have gained the necessary tools and technique to undertake self-review, self-awareness, self-assessment as well as self-appraisal, critical evaluation and reflective dialogue processes (Moon, 2006).

 This has not only benefitted me but has also helped my students. This is because they have been able to understand their identity and appreciate their abilities without feeling inferior to others. In so doing, I have been able to create an interactive class session when practicing and hence giving me the courage and confidence to address each of my student’s need adequately.  

Link between my personal experiences with theoretical knowledge

Link between what I know and experienced to what I have learned

Going through this course has added into what I thought I have known. In some areas, there was disparity while in some there was convention or uniformity. For example, I have known the needs of training within a health organization. This includes sufficient understanding of reflective journal, theoretical approaches to teaching and learning.  Moreover, I have also won reflective practice as well as formative assessment.

Besides, I have had some knowledge about the design as well as the development of learning alongside training in health as well as social care organization. However, I have been able to have a deeper understanding of what I have known and experienced before following this course (Moon, 2006). From this course, I have been able to close many gaps that have been problematic for me. For example, I have been able to know how to achieve constructive alignment, summative-individual teaching sessions as well as increased my ability to know my audience learning style. Moreover, the course has also improved my knowledge regarding cultural competency as well as delivery. My ability to assess training programs in health as well as social care organization has also been enhanced.  I have also been able to gain from the course since it has improved my ability to identify the training needs based on the three assessment as organizational, task and individual assessment (Mezirow, 2011).

However, before, I only knew of the personal evaluation. Moreover, the course has also been so close to what I thought about stakeholders’ analysis. Just like I have always considered stakeholder’s analysis as the recognition of the key interested parties in the training course design process, the same was affirmed by learning this course (Schlossberg, 2010). However, I did not know that stakeholders’ analysis also included the assessment of the interest and the ways in which such interests are probably to impact the process (Moon, 2006).

Nevertheless, I now have this knowledge saves to the course. However, the reasons provided in the process for stakeholders analysis were things in had known and experienced. For example, I have always known that the parties concerned’ analysis are undertaken to identify the relations between stakeholders that can be built upon as well as assessing the relevant kind of participation by various stakeholders at different phases of the curriculum development process (Claire & Michelle, 2007).  

Kolb’s theory has helped me to connect my experiences with the theoretical knowledge (Kolb, 1984). This theory holds that I cannot perform different variables on time at one axis. Therefore, through the establishment of Kolb’s learning framework based on diverse forms that effect in suitable axis, any knowledge chic can denote a merger of two ideal division. This theory has been helpful to me to show the four information styles including departing, integrating, meeting as well as co-operative (Arthur& Bena, 2014).

The Gibs’s model of reflection has also been effective in understanding the learning styles. By going through the six stages outlined by Gibbs including explanation, spirits, assessment, investigation, assumptions as well as an action plan, I have realized that this model is useful (Brown, 2010). The model is illustrated below:

By embracing Gibb’s goal of the reflective cycle including experimenting my expectations, discovering diverse views and strategies towards doing as well as thinking about things, encouraging self-efficiency and linking practice and model, I have realized that it is effective (Moon, 2006). This is because there is always a success when this framework is implemented. My experience in practices has always followed Gibb’s model whereby I have to begin by description, feelings, evaluation, analysis, conclusion and then an action plan. It has always worked positively for me when faced with any problem (Paul & Binker, 2010).

Journal Entries for Actual Lessons I had in class

03/12/2016

I have learned about effective stakeholder’s analysis and the reasons for undertaking this review.  I have also learned how to identify the audience and their respective needs. Moreover, I am also able to understand Gibb’s model step by step and to apply it in my practice. 

04/12/2016

I have also learned about teaching as well as learning activities which support elements of the learning cycle (Moon, 1999).

05/12/2016

I learned how to  link what I have learned to outside experience. In this sense, I learned how to apply whatever I have learned in Telecommuting industryy where I work. 

Examples of Adult Theory

Example I: I know that experience is critical when we concentrate on adult leraning. One example is where Jane Vella (2002) in ther work , Learning to Listen, Learning to Teach, illustrates the praxis, action as well as reflection idea concurently. From this theory, I have learned how praxis can help in adult learning. I will, therefore, use praxis in teaching knowledge, attitudes and skills since learning involve doing something with new knowledge, practicing new skills as well as attitudes and sunbsequently reflecting on whatever I have just done.

Example II: The second example is that we are aware that several adults have particular goals in their mind. Therefore, it is essentila to vary our teaching styles to enable the adult’s learning preferences.  I will, therefore, relay on the Kerka (2002) ‘teacher-directed’ method with ‘knowledge’ and dictate it to the class thereby helping me create the best conduicive environmentfor my adult learnrs.

Conclusion

Finally, I have gained abundantly by partaking this course. I am currently more knowledgeable regarding reflective practice than I was before going through this course. My participation in this course has enhanced my ability to identify my audience and their needs. Thus, I can tailor my teaching towards their needs and hence effectiveness in my practice. 

References

Arthur, C. & Bena, K. (2014). Dispositions Reframing Teaching and Learning.

Brown, A. L. (2010). Theories of memory and the problems of development: Activity, growth, and knowledge. Center for the Study of Reading Technical Report; no. 051.

Claire, M. & Michelle, B. (2007). “Using reflective journals to assess the research process”,Reference Services Review, Vol. 35 Iss: 1, pp.21 – 40

Clark, R. (2011). Adult theories, child strategies and their implications for the language teacher. Edinburgh course in applied linguistics, 2.

Gretebeck, K.A., Black, D.R., Blue, C.L., Glickman, L.T., Huston, S.A. & Gretebeck, R.J., (2007). Physical activity and function in older adults: theory of planned behavior. American Journal of Health Behavior, 31(2), pp.203-214.

Kolb, D.A. (2009). Experiential learning: experience as the source of learning and development. Englewood Cliffs. NJ: Prentice Hall.

Malinen, A. (2000). Towards the Essence of Adult Experiential Learning: A Reading of the Theories of Knowles, Kolb, Mezirow, Revans and Schon. International Specialized Book Services, 5804 NE Hassalo Street, Portland OR 97213-3644.

Mezirow, J. (2011). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.

Moon, J. (2006). Reflection in learning and professional development: Theory and practice. London: Kogan

Norris, S. P., & Ennis, R. H. (2009). Evaluating Critical Thinking. The Practitioners’ Guide to Teaching Thinking Series. Critical Thinking Press and Software, Box 448, Pacific Grove, CA 93950-0448; tele.

Paul, R. W., & Binker, A. J. A. (2010). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique, Sonoma State University, Rohnert Park, CA 94928.

Schlossberg, N. K. (2010). Counseling adults in transition: Linking practice with theory. Springer Publishing Company.

Slade, A. (1999). Attachment theory and research: Implications for the theory and practice of individual psychotherapy with adults.