This part of the report will reflect upon the second week of the event from the PPDI module. I will share the experience and knowledge gained from this module while using the gained knowledge of the reflective model. The major purpose of this study is to understand and learn from experience. To learn in a better way, it is important to gain experience, theoretical learning is not always helpful, at times, it is essential to experience and share that experience with all to give the experience some meaning and the learning can be found. This is how reflection takes place, but to present in a structure, some models were created, which are helpful in doing so. Therefore, the second-week experience will be reflected in this section of the report (Dosser & Nicol, 2016).
David Kolb Reflective model
For presenting week four experience, reflection, and leaning, I have selected David Kolb Model, which was learned during the Module.
David A Kolb propounded this theory in 1984. According to this theory, there are four stages, through which reflection can be presented:
Stage |
Action |
Concrete Experience |
Having an experience |
Reflective Observation |
Reflecting on the experience |
Abstract Conceptualization |
Learning from the experience |
Active Experimentation |
Trying out what you have learned (Schon, 2017) |
Stage one: Concrete experience
This is the initial stage, where the experience is been taken place, and while having the experience, what exactly a person feels is been presented. To initiate the application of this stage, I would share my experience of the second week from the module. In this week, the main concentration was on self-awareness through reflective study and EQ that is the emotional balance of ourselves. For this, an EQ test was conducted that consist of 341 question. To enhance the challenge the tutor distract by making us view some of the videos in between. The video viewed by us at the first was a visual where a lady was dancing anticlockwise and clockwise, after that, a dress was shown to us and we were asked to determine the color of the dress and lastly, we had to listen to an audio which was either saying Laurel or Yanny.
Stage two: reflective observation
At this stage, the model is expecting to present the reflection over the gained experience. This means, that at this stage we have to describe the feeling in our words which were there when the experience was about to initiate or was going on. Before this experience, I was not expecting that the test would be so lengthy and would be helpful in any learning. Moreover, I was unable to understand if I would be able to understand this week test or module part or not. When the week started, I was quite afraid and was off to see the length of the test. I was too daunting, but after while the module was conducted and I was into that movement, I realized that I was discovering a lot many new things about myself, which I was unaware of before.
When the lecturer started to show the first visual video and the dancing woman which was moving anticlockwise and clockwise. All the students of the class were quite confused because some believe that the lady is moving clockwise, nevertheless, some observe lady move in an anticlockwise direction, which was shocking to believe that how the same video can be viewed in a different form. Then I realized that the movement was just up and down, which every individual, as per their personality, perceived differently. Similarly, the dress, whose color was to be told by us, we all saw that dress in different colors, the reason being the same, that every individual is different, and see the same but perceive differently.
Moreover, the last task that was to listen the audio and tell what it has said, I believed that this would be something that is heard same by everybody. However, when the class was observed, everybody listens to different words, that was Laurel or Yanny. This shows that all the senses of an individual work same, but the understanding is very different. I was able to recognize the difference between hearing and listening. The experience was very funny and surprising to feel that every individual is unique and perceive different things and meaning to the same video and audio (Snow, 2015).
Stage three: Abstract Conceptualization
From this stage of the reflective model, the learning that has been gain after experiencing a particular event is described and presented. Through this stage, the experience taken is given some meaning and a motive to have that experience. This stage is considered to be crucial for the presentation of experienced event reflection. For this stage, the learning from week two included the interesting experience from the EQ test, from the experience is learn quite such things about myself, which was not observed by me yet. The major learnings included:
Stage four: Active Experimentation
This is the last stage of the reflective model, to present the reflection. According to this stage, whatever we have given meaning and learned from the experience, it has to be implemented in near future and bring in to the practice. From the experience of the second week of the module, whatever we have learned that was already discussed was utilized by me after that week, like the time management skills were utilized by me in next projects, task, and even in the daily work routine, to work more effectively and efficiently (Gantt, 2018).
John’s reflective model
In case the model used for this reflection would be John’s reflective model, which was propounded in 2006, then the presentation of the reflection would have changed. The factors that included in this model are
Conclusion
To conclude this task it can be said that for the reflection of second-week activity of the module, David model of reflection considered to be effective, the reason being better understanding and presentation of reflection. Moreover, the four stages of the model were in an experience, which included the experience that I had or felt. The reflection, that is what I feel while the experience was taken by me, the thing that I got to learn new, which were not into my observation, or known by me before the experience, and lastly, how this learned thing was utilized by me in future. The major learning that was considered from the experience were leadership quality, empathy, a different perspective, hearing versus listening, patience, time management, and overcome distractions. The same would be differently executed if another model, say John’s model of reflection would have used.
Task2: a summative reflection of ten weeks
In this part of the report, the summary of all the weeks that I have experienced will be reflected in a structured form. For this part, the model of reflection that I am going to use is one of the most popular models, which we also learned in the first week of the module, which is “Gibbs reflection model.” The relevance of this model is that is very presentable and is easy to understand also. Moreover, it is the most approachable method for structured presentation of Reflection (Carnall, 2018).
Gibbs reflective model
Graham Gibbs propounds this model in 1988. According to this model, there are five stages, through which the experience we have gained from the module can be presented and provide a meaning to the individuals, it has been reflected as well.
From the diagram, the six stages of reflection are as follows, which will be used for presenting my experience of the module:
Career and Personal Development Plan
According to this task, a plan is created where personal career and development would be structured and presented in a process. This included my own reflection over the learning, achievement, or performance. Moreover, the plan included my personal, educational, and career development. Moreover, through this, I can realize the method to enhance my professional skills, through my strengths identified and diminish weakness. This structure included the personal analysis, where my strengths, opportunities, aspiration, and results would be included. Secondly, I will set the goals for myself, through a structured form. Lastly, for the task I will set objectives for myself, this includes short terms, medium term, and long-term objectives (leicester, 2018).
A. Personal Analysis
STRENGTHS |
OPPORTUNITIES |
· Decision making · Leadership ability · Communication skills · Quick adaptability |
· Conflict handling · Team management · Time management · Project management · Structured presentation |
ASPIRATIONS |
RESULTS |
· Leader · Better work environment · Project accomplishment · Leadership style application · Effective motivation and communication · Maintaining harmony |
· Team leader · Coordinated team · Achieved task · Timely completion of the task · Managed team · Cesim project completion (sourceofinsights, 2018) |
B. Setting Goals
What do I want to learn? |
What do I have to do? |
What support and resources will I need? |
How will I measure my success? |
The target date for review of results. |
Reflection models |
Theoretical learning and practical practice |
Learning module |
Effective application of the model |
5 weeks |
Leadership styles |
Learn styles and their characteristics |
Learning module, and self-awareness |
Application of style to the project |
5 months |
Time management |
Better management of time |
Time grid matrix study and understanding |
Application in the project for timely completion of the project |
6 weeks |
Conflict management |
Understanding the conflict reason, and try to control that |
Team cooperation |
Increased harmony, and improved performance of the team |
10 weeks |
Structured reflection |
Reflection models learning |
Learning module, and practice opportunity |
Application of learned reflection models (kalpana, 2018) |
10 weeks |
C. Personal Objectives
Short-term goals (next four months) |
· Cooperation · Team management · Conflict handling |
Medium Term Goals (next 2 – 3 years) |
· Effective Communication · Motivating skills · Coordinating skill · Better productivity
|
Long Term Goals (following 3 to 5 years) |
· Enhanced leadership skills · Better project management · Reflective skills |
Short-term goals (next four months)
Medium Term Goals (next 2 – 3 years)
Long Term Goals (following 3 to 5 years)
Conclusion
This task from the report can be concluded that we had to assess ourselves, and what career we are aspiring in near future. For which, I was supposed to assess my strengths those were Decision making, Leadership ability, Communication skills, Relationship building, and Quick adaptability. Another factor includes an opportunity for myself in near future; these include Conflict handling, Time management, Project management, Team management, structured presentation.
Then the goals were to set by me, which included Reflection models, Leadership styles, Time management, Conflict management, and Structured reflection. Last part was to set an objective for myself, which I wish to achieve. The long-term goals, that I will try to accomplish in three to five hours, these include Reflective skills, Better project management, and Enhanced leadership skills. Medium term goals are, Effective Communication, Better productivity, Coordinating skill, and Motivating skills. Short term goals include Cooperation, Conflict handling, and Team management.
References
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Carnall, C., 2018. Managing change. 1st ed. oxon: Routledge.
Cesim, 2018. what is Cesim Project. [Online]
Available at: https://www.cesim.com/hs-fs/hub/104692/file-19817283-pdf/docs/cesim_project_guide_book.pdf
Cottrell, S., 2015. Skills for success: Personal development and employability. s.l.:Macmillan International Higher Education.
Densie, M. & Simosi, M., 2015. When career paths cease to exist: A qualitative study of career behavior in a crisis economy. Journal of Vocational Behavior, Volume 91, p. 132.
Dosser, I. & Nicol, J., 2016. Understanding reflective practice. Nursing Standard, 30(36).
Fattore, M. & Vittandi, G., 2018. A least squares approach to latent variables extraction in formative–reflective models. Computational Statistics & Data Analysis, Volume 120, p. 84.
Fook, J., 2018. REFLECTIVE MODELS AND FRAMEWORKS IN PRACTICE. Methodologies for Practice Research: Approaches for Professional Doctorates, Volume 1, p. 57.
Frich, J., Cherlin, E. & Bradley, E., 2015. Leadership development programs for physicians: a systematic review. Journal of general internal medicine, 30(5), p. 656.
Gantt, 2018. what is a Gantt chart?. [Online]
Available at: https://www.gantt.com/
Hebert, c., 2015. Knowing and/or experiencing: a critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice, 16(3), p. 361.
kalpana, R., 2018. Business Objectives: Organizational, Social and Personal Objectives. [Online]
Available at: https://www.businessmanagementideas.com/business/business-objectives-organizational-social-and-personal-objectives/2249
Kerzner, H., 2017. Project management: a systems approach to planning, scheduling, and controlling. 12th ed. New Jersey: John Wiley & sons.
leicester, U. o., 2018. David Kolb. [Online]
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Schon, D., 2017. The reflective practitioner: How professionals think in action. London: Routledge.
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Snow, M., 2015. Q: skills for success: listening and speaking. s.l.:Oxford University Press.
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