Introduction_to_Business__Management6_Reflection_Theory_and

Introduction to Business & Management

6. Reflection: Theory and Practice

Dr. Andy Brown

Session Aims:

What is reflection?

Why is reflection important?

Models of reflection?

Reflective writing

Assignment – Component A

What is reflection?

Reflection is “the practice of periodically stepping back to ponder the meaning to self and to others in one’s immediate environment about what has recently transpired” (Raelin 2001, p. 11)

Reflection is the element

that turns experience into

learning. (Schon, 1983, p.62)

Why is reflection important?

Reflection enables us to evaluate experience, learn from mistakes, repeat successes, revise, and plan

They help you in becoming aware of your preferred approaches to writing, and enable you to take risks to try new and more productive strategies on a particular task.

Reflective statements give teachers insights into students’ thinking and development

Reflection

What did I do?

How did I do it??

What did I learn from doing it?

Reflective Practice

Reflective practice has been used significantly in healthcare fields such as pharmacy and most prominently in nursing.

Increasingly taught in education settings

Frequently encouraged in management and consulting disciplines.

A useful tool for work-based learning.

Why is reflection important?

We do not learn from experience... we learn from reflecting on experience. (Dewey, 1933)

Two processes for learning:

Trial and error – leads to “rule of thumb” decision making.

Reflective activity – the perception of relationships and connection between the parts of the experience.

The latter was thought to enable more effective problem solving and enhance learning.

Boud et al., (2013)

Why Reflect?

Research suggests that reflection is most effective when it involves others and as a consequence the chance to collaborate and share ideas about changes, alterations and new ways of operating (Gray, 2007).

Due to the current and future jobs market, where workers need to adapt to fit changing roles, continuous learning is required. Learning to learn is therefore a crucial skill (Bridgestock, 2014; Barr and Tagg, 1995) alongside accepting responsibility for one’s own learning and development

Working towards becoming a reflective practitioner enhances what a worker can bring to their job role, as well as the development of their future career plans (Schon, 1983).

Reflection can focus on the past or the future, and on failures or successes (Ghaye, 2005)

Dewey (1933) discusses this requirement for

open-mindedness and willingness to listen to others and act upon criticism. The key

point to remember is that although much of this thinking and activity around reflection

stems from academia this does not need to be academic thinking, it needs to be more

than theoretical or hypothetical.

Models of Reflection

Gibbs Reflective Cycle (1988)

Models of Reflection cont.

Schon (1991)

Reflect as it happens

Decide how to act

Act immediately

Reconsider situation

What needs to be changed for the future?

Reflection-in-action

Works by getting to the bottom of what is happening in the experiencer’s processes, decision-making and feelings at the time of the event or interaction

Reflection-on-action

Works by sifting through the previous event to take into account new information or theoretical perspectives available, in conjunction with the experiencers processes, feelings and actions

Models of reflection cont.

Kolb’s (1984) Learning Styles and Experiential Learning Cycle

Reflective Questions

■ What are my goals? How will I be able to achieve them?

■ What are my priorities? What is the best use of my time?

■ What strategies are available to me in order to manage the pressures I face?

■ Who can I rely upon to support me? Who can I collaborate with?

■ What previous learning can I draw upon to help me cope with my current challenges?

The busier we are, the more we need to think clearly and carefully about these questions in order to be effective

Thompson and Thompson (2008)

Barriers and challenges of reflection

Personal awareness – if we don’t see or recall a situation as it really was, it is hard to make meaningful reflections. If we don’t accept a barrier exists, how can it be overcome (Newton, 2003)

Keeping a journal – taking the time to write and consider feelings, rather than just “getting on” with the next task (Newton, 2003)

A luxury we cannot afford (Thompson and Thompson (2008) - it’s a good idea in principle but not workable in practice due to pressures of work.

Anxiety, Fear, low confidence, lack of skills, misunderstanding (Thompson and Thompson, 2008)

Being critically reflective

What do we mean by being critical?

By critical we do not mean being unappreciative (‘Lin was critical of Carol’s efforts’), nor do we mean it in the sense of referring to a crisis point (the ‘critical moment’).

Rather, we mean it in the sense of an approach that is characterized by questioning and not taking things for granted

Critical reflection does not accept the situation at face value and looks beneath the surface to see what assumptions and forms of reasoning are influencing the circumstances

How can I reflect as a student?

What are you trying to achieve? This question asks us to identify aims and objectives, and is therefore concerned with goal setting.

How are you going to achieve it? This second question is about the processes involved in getting us from where we are now to where we want to be. So, if the first question is about goal setting, then the second is about strategy setting.

How will you know when you have achieved it? One of the strengths of this framework is that the third question acts as a check on our proposals for action, helping to ensure that our goals are achievable and our strategies appropriate

A structure for reflective writing

1. Description

What happened?

What is being examined?

2 Interpretation

What is most important / interesting

/ useful / relevant about the object,

event or idea?

How can it be explained e.g. with

theory?

How is it similar to and different from

others?

3 Outcome

What have I learned from this?

What does this mean for my future?

(Hampton, 2010)

https://uwe.rl.talis.com/items/A06C0B7A-2399-1BCE-3D75-F78F7DED622E.html

Reflective writing

Who was there? (descriptive)

What was is about? (descriptive)

What did I say / think? (descriptive)

Why did I respond in that way? (analytical/reflective)

How did each of us feel as a result? (analytical/reflective)

What if I had prepared more carefully / taken it more seriously? (analytical/reflective)

So what? Would that have made any difference to the outcome? (reflective/evaluative)

Where can I go from here in my academic development? (reflective/evaluative)

Reflection – important points re component A of the assignment

You must refer to a specific module of reflection within the assignment.

You must reference academic literature around the management topics you are discussing, for example, decision making or delegation.

“Unpack” the experience that you reflect on, by asking what, how and why questions – don’t simply describe what happened

References and Further Reading

Barr, R.B. and Tagg, J. (1995), “From teaching to learning: a new paradigm for undergraduate education”, Change: The Magazine for Higher Learning, Vol. 27 No. 6, pp. 12-26.

Boud, D (2013) Reflection: Turning Experience into Learning, Routledge: London.

Bridgestock, L. (2014), “The importance of learning to learn”, available at: www.topuniversities.com/blog/importance-learning-learn (accessed 5 June 2019).

Ghaye, T. 2005. Reflection as a catalyst for change. Reflective Practice, 6(2): 177–187.

Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Education Unit

Gray, D.E. (2007), “Facilitating management learning: developing critical reflection through reflective tools”, Management Learning, Vol. 38 No. 5, pp. 495-517

Hampton, M (2010) Reflective writing: a basic introduction. DCQE Available at https :// uwe.rl.talis.com/items/A06C0B7A-2399-1BCE-3D75-F78F7DED622E.html Accessed 1 August 2017

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Raelin, J.A. 2001. Public reflection as the basis of learning. Management Learning, 32(1): 11–30.

Schön, D. 1983. The reflective practitioner: How professionals think in action, New York: Basic Books

6. Coursework

UMCDMX-15-1 UMCDMW-15-1

Part I: Assessment Unpacking

Assessment unpacking

Component B: Management Report (1500 words)

40%

---

FAQ

Is there a +/- 10% -

No, there is a 1500 MAXIMUM word limit

What is included in the word count?

Everything from the first word after the title to the last word before the references list (including in-text references)

Should it have sections?

Yes a report is made up of sections (see next slide for example)

How many sources should it have?

As many as you need to provide a well evidenced and critical debate. Make sure you use a range of good academic sources and not just the core text.

Can I give examples?

Yes, you can use examples from real-life organisations. However, do not allow your work to become too focussed on this – they should be an addition, not the majority.

Is there an assessment criteria?

Any more questions?

What is critical evaluation?

What do we mean by a balanced argument?

What is the difference between an opinion and a justified evaluation?

How many study units do you have to use?

What is the purpose of the discussion / conclusion?

Are you expected to do any extra readings? Or will lecture material suffice?

What is an academic source?

What is the difference beween description and analysis / evaluation?

Structuring your answer…

Introduction (like a mini-abstract it should give away and ‘spoil’ your argument and answer to the question)

Part I (e.g. disagreeing / agreeing with the statement)

Part II (e.g. agreeing / disagreeing with the statement)

Discussion / Conclusion (e.g. suggesting a different way of understanding)

What will separate you out? Reading, citations and including literature that you have found

Part I: Marking Activity

The marking scheme (revisited)

The marking scheme explains the

difference between poor and good reflective writing….. so use it to guide HOW and WHAT you write

Importance of style of writing

Identify, Evaluate and Analyse

Because just identifying and describing will earn less marks

Evaluation will earn more marks and...

Specific insightful detailed analysis will earn even more marks

To complete this marking exercise you are required to read the sample extracts provided and then mark them on the following points

Answer the following questions for each of the examples you mark.

Using the marking grid

What would you say are the key strengths (S) of this extract? Were these strengths consistently seen throughout the piece or occasional?

What would you say are the key weaknesses (W) of this extract? Were these weaknesses consistently seen throughout the piece or occasional?

What is the evidence of use of Theory and Literature? Using the full marking scheme what level of mark would you give for this and why?

What is the evidence of Application and analysis use of examples and applying theory to relevant situations?

What is the evidence of use of Criticality and critical evaluation?

Part III: Planning your assignment

Planning your assignment

You now have the opportunity to start developing an outline of your report and get feedback from your peers and from your tutor leader

Think about the major sections and topics you’re going to cover

Then, using lecture notes, readings and any other research you’ve down, start populating these sections with bullet point that cover content

By the end of the session, you could have a fully realised plan that allows you to start writing your report immediately

Faculty of Business and Law

Bristol Business School

aCADEMIC YEAR 2019/20

assessment brief: Component A: Personal Development Portfolio Summary Essay

Module Code:	UMCDMX-15-1 / UMCDMW-15-1
Module Title:	Introduction to Management / Introduction to Business & Management
Submission Deadline:	Please see Blackboard for details
Assessment Component:	A
Assessment Weighting:	60 per cent of total module mark
Marking and feedback deadline:	Please see Blackboard for details

Personal Development Portfolio Summary Essay Question

Using at least one model of reflective theory from study unit 7 (reflection), evaluate your key strengths that would enable you to be an effective manager in the future. You should also provide examples of areas of your management practice that you need to develop, and explain how you intend to do this.

Your reflection should draw on one or two real-life examples, and engage with theory from at least two of the following topics: Decision-Making, Problem-Solving, Planning, Goal Setting, and Personality (Understanding Individual Differences).

Suggested Structure

Introduction (approx. 10- 15%)

Clearly explain the scope and focus of your reflection, identifying at least two of the topic areas covered in the module. Tell the reader what you are including and clearly set the scene for what will follow.

Main Body (approx. 65-70%)

Divide this into appropriate sections in relation to your chosen topic areas. For example, your first topic might discuss your skills in relation to your ability to problem solve.

Whilst you might need to describe your experience in relation to this skill, it is best to keep this brief and ensure that you are using the literature to evaluate your strengths or weaknesses. You do not have to discuss strengths and weaknesses for each topic. Problem solving might be a strength, and you can explain why this is the case. Planning might then be a weakness, and once again, explain, with a mixture of description from your experience, and using the literature why this is the case. For each topic, clarity is important in how you reflected, what examples you have, why you perceive this to be a skill/area of development, and how you intend to use this new knowledge in your future practice.

Evidence of a particular model of reflection being applied is essential. It is important for you to explain not just what you consider your strengths/weaknesses to be, but why that is the case, and how you intend to develop weaker areas.

You might use a SWOT analysis to evaluate your skills and a personal development plan as a means of evidencing your intentions to develop these. If you use either of these approaches, it is important that you provide a detailed commentary, using appropriate literature. The SWOT/PDP should be viewed as tools to support your reflection, not replace your reflection.

Discussion and Conclusion (20-25%)

A consideration of the key learning points you have taken from engaging in reflective practice. Do not just summaries what you have said in the main body, but highlight insights that have been particularly valuable. What do the results of your reflection mean to you? How do you intend to apply what you have learned from the module in future? How has engaging in reflective practice benefitted you?

Reference List

Only include sources that you’ve referenced within your assignment.

This assessment assesses the following modular learning outcomes:

Contextualise the purpose and process of Management in contemporary contexts

Develop an awareness of what it means to be a management professional and start to build their professional identity through the use of reflection and planning

Click here for full Learning Outcomes and Module Specification

Formative Feedback and Support

Formative feedback provides opportunities to reflect on your ongoing work and preparation for your assignment. This is given within your TUTORIALS (two-hour workshops) which run every week; all students are timetabled to be able to attend one of these. Every tutorial will include some work on the assignment, this will include: how to answer the question, what is expected of you, assistance with writing, and constructing/planning your answers, so please

· DO attend all tutorials

· DO think about your piece and ask the questions you need to ask within your tutorials

· You can also arrange to discuss your assignment with your seminar tutor however we do not read drafts

Further information about this assessment is available on the Blackboard site for this module and includes:

FAQs and other guidance documents, reading list sections and other useful references.

Format

All work should be word processed in 12 point font Calibri, Times New Roman or Arial and double spaced.

Please use the following file format(s): .doc / .docx (please note that files submitted in formats associated with Apple Mac computers are not able to be opened, and thus, not able to be marked. It is your responsibility to ensure that you submit your coursework in the appropriate format. We cannot ensure that other formats are compatible with markers’ software.

Please ensure that you provide the following details on the first page of your coursework:

· Your student Number

· The module Name and Number

· Your word Count

Word Limit

· The work should be 1600 words long.

· This word count includes everything in the main body of the text (including headings, tables, citations, quotes, lists, etc.).

· The references, bibliography and footnotes (provided footnotes only include references) are NOT included in this word count.

· There is no direct penalty for exceeding the word count, but the marker WILL stop reading once the maximum word limit has been reached and nothing further will be taken into account in the allocation of marks.

You can view the UWE word count policy here: http://www1.uwe.ac.uk/aboutus/policies

Referencing

Please ensure you adhere to the principles of good academic practice and ensure you use the UWE Harvard system to reference your work. Failure to properly reference your work to original source material can be grounds for the assessment offence of plagiarism and may result in failure of the assessment or have more serious implications.

For further guidance on correct referencing go to:

http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx

Details of what constitutes plagiarism and how to avoid it can be found here:

http://www1.uwe.ac.uk/students/studysupport/studyskills/readingandwriting/plagiarism.aspx

For general guidance on how to avoid assessment offences see:

http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentoffences.aspx

Instructions for submission

You must submit your assignment before the stated deadline by electronic submission through Blackboard. Notification that the electronic submission portal is open for your assignment is displayed (usually two weeks before the submission date) in the Coursework tab in myUWE, the Assignment Coursework tab in Blackboard and via an announcement in the Blackboard course.

Please allow enough time to upload your assignment, noting that the system becomes busier and slower as the deadline approaches. Only your final upload will be counted. Ensure all your information is submitted at one attempt to avoid ‘overwriting’ your intended submission. Always check and retain your receipts.

For full guidance on online submission through Blackboard, see:

http://info.uwe.ac.uk/online/Blackboard/students/guides/assignments/default.asp

Submissions of coursework by any other method (including a paper copy, on disk or by email) are NOT permissible for this module unless specifically agreed in advance of the submission date.

Before submitting your work, please ensure that:

· You have proof read you work thoroughly to ensure your work is presented appropriately

· You have addressed all the required elements of the assessment

· You have referenced in accordance with the guidance provided

· You have addressed each of the marking criterion

· The submission is in the correct format

Safe Assign

Make sure you submit your own work and do not plagiarise from other sources or students. All modules within FBL have the option to use Safe Assign software. Safe Assign will compare you work to those of other students (current and past) as well as other materials available on internet. UWE will act if Safe Assign suggests your work includes material that is ‘copied’ from other sources.

Final feedback and marks release

Students will normally receive marks and feedback on their submission within 20 working days of the submission deadline (not including any public holidays or closure days). Any delay in returning students’ work will be communicated by the module leader via Blackboard. Your individual submission will receive comments on your script and feedback on the marking scheme (see below).

Additionally, following the release of marks we offer students’ the opportunity to meet on a 1to1 basis with their first marker to build their understanding of their feedback and marks.

Further Guidance and Support

Guidance on study skills: http://www1.uwe.ac.uk/students/studysupport/studyskills.aspx

Support from the FBL Academic Success Centre:

http://www1.uwe.ac.uk/bl/bbs/aboutus/studentexperience/academicsupportcentre.aspx

Writing skills

https://www1.uwe.ac.uk/students/studysupport/studyskills/readingandwriting/writing.aspx

Guidance on UWE assessment regulations and terminology: http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentsguide.aspx

Guidance on using the library: http://www1.uwe.ac.uk/library/usingthelibrary.aspx

Personal Circumstances

If you are experiencing difficulties in completing a piece of assessment on time due to unexpected circumstances (for example illness, accident, bereavement), you should seek advice from a Student Support Adviser at the earliest opportunity.

Please note the module leader cannot grant personal circumstances or extensions.

Appointments with a student adviser can be made via an Information Point or online at:

http://www1.uwe.ac.uk/students/academicadvice/studentadvisers.aspx

The Student Support Adviser will advise as to whether you should submit an application for ‘Personal Circumstances (PCs)’, how to do so and what evidence is required to support the application.

Further details on PCs can be found here:

http://www1.uwe.ac.uk/students/academicadvice/assessments/personalcircumstances.aspx

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