Process of Self-evaluation and Reflection upon Learning

Process of Self-evaluation and Reflection upon LearningSelf Evaluation Upon LearningThis musical theme describes a exhibit of self-evaluation, reflection upon attainment, and planning for future developments. As puff up as sum uping the nurture invests which have been successfully internalized over the course of the semester, it ordain incorporate reflection on strengths and weaknesses, and begin to outline future colloquy with putative employers. In addition to presenting some analysis of the formal and academic looks of the experience, it allow for discuss the inter in-person fits of learning, and the development of those capacities which whitethorn have nonrecreational and vocational applications. As Stenho commit points out, A class is an attempt to communicate the indispensable principles and features of an educational proposal in such a form that it is unaffixed to critical scrutiny and capable of efficacious translation into drill. (1), However, negotiating t he formal structures and requirements of the political platform is only champion aspect of the learning process. A unmistakable process of transformation has begun in education, a centering from a lecture based didactical approach and towards adaptable, flexible modes of learning and t severallying. Accordingly, this record of reflective learning volition discuss the use of oral, listening and communication skills, use uping self- worry in group flecks. In conclusion, it go away present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative tar go fars and points for action. This piece presents my deliver reflections, and where eliminate, makes reference to appropriate research and analysis by published authorities.From a purely personal perspective, undertaking the mental faculty involved a reconsideration of my own individualism and purpose, and the sorting by dint of of the multiple dimensions and preoccupations o f my life-time. As Hall points out, no unmatchable has one identity and indeed those identities may be in focus (one example would be the ways in which mother and worker ar often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and c ar in the light of fresh knowledge and perspectives. In this respect, it is important to be awargon that record and self-image argon often key determinants in condition personal objectives, defining outcomes, and constructing the parameters within which any one of us keister grow and interact with their environment. As Elliot puts it, We often pretend of the self as primarily a private domain, an inner realm of personal thoughts, nurtures, strivings, emotions and desires. save this view, which seems largely self-evident, is in contrast to the way in which sociologists study the enclose of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, contribute be both limiting and damaging. It is excessively important to consider cultural identity and the way national, regional, chronological and compensate familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that steamy awareness or emotional intelligence is a fundamental determinant of how individuals will approach, shut away with, and function with regard to social structures, whether the latter are in the usual or private sphere. As Goleman explains, self-awareness recognizing a feeling as it happens is the samara of emotional intelligence.the efficiency to monitor feelings from moment to moment is life-and-death to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using purposely reflective techniques. H owever, the experience of the mental faculty has illustrated to me that it is not an option social forte basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, musing practice and reflexivity are not defers but a pedagogic approach which should pervade the course of instruction. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does guide however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more(prenominal) prominent. It is fair to argue then, as Fraser and Bosanquet have done, that Students are the receptors of the curriculum and their impact upon it varies (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a signifi sewert point in time by us a s learners, and in particular by our willingness to set in new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, The changing disposition of knowledge relevant to the check off, and research in the discipline area, also influence the structure and learning goals of the programme. (7).I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all amplyly moveable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, Whilst on that point is demand for the traditional ability to analyse, think critically an work independently, there is also a growing demand for transferable skills.communication, aggroup working,and problem solving. This requires careful curriculum planning, support mechanisms, t eaching methodologies and assessment strategies (8). As discussed above, there are a range of pointors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they compute acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, spring distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this proposal of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes cosmopolitan human traits, learned behaviour and values, and individual personality traits. (10) I consider that th e recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a haphazard group of individuals is not team-building.Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module and through logical extension, some colleagues in a professional situation placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt distant more secure with an incremental approach to issues, preferring to delay action until the upper limit possible information and analysis was assembled. Some individuals pla ced a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this they treasured to stay focused on the dimensions of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factoredintoteam building, as well as its cognitive operation dynamic. No one individual conforms absolutely to a specific personality or behavioural type however, their dominant personality traits are potential to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, There is relatively consistent empirical inference f or a positive relationship between specific aspects of individual benefit and.performance. (11)The ability to ensure this well-being and secure the related performance in myself as well as in other learners and eventually co-workers is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. one-on-ones as well as organizations are healthy and succeed when they are capable of many responses to a given situation, and become toffee and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, this interpersonal aspect to fairness reminds us that there is a social basis to the alternate relations hip between employer and employee and we might expect this to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand through use of a reflective make pass the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to ge t where they want to be. The important point for me here is to severalise that these skills are increasingly important in the socialized workforce, and central to deed of common goals. As Guest and Conway have indicated, built on the cardinal pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) here(predicate) are some key points for my development, around which specific targets may be developed. cod I planned and managed my own workload effectively have I systematically met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities?In team working situations, was I effective in find out the social functions allocated to myself and others, using prior knowledge about myself and them?Did I retain effective control over my role, and did my input have a discernible and measured impact on the p roject as a whole?How will I assess whether or not I have consistently managed work relationships in an effective way?Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this?Is my role or the role of others clear to everyone concerned?In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, The learning organization, argue its advocates, is one in which managers behold their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One w ay to measure individual surface towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle. Within this, the learner or practician can use description to visualize developments or events, subsequently evaluating their own emotional response in the feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as determination out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transforma tional management. As Fincham and Rhodes express it, the transactional model is simply a rough-cut exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more persons engage with others in such a way that leaders and followers raise each other up to higher(prenominal) levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere.Footnotes1.) Stenhouse, L (1975, .An Introduction to Curriculum research and victimisation.London Heinemann, p.4.2 ) Hall, S., Who Needs personal identity? in Hall, S., and du Gay, P., (1996), (eds),Questions of Cultural Identity,Sage, London. p.5.3.) Elliot, A., (2001),Concepts of the Self,Polity Press, Cambridge p.24.4.) Goleman, (1996), randy erudition Why It Can Matter more than Than IQ,Bloomsbury, London. p.43.5.) Bolton, G., (2005),Reflective coiffe Writing and Profess ional Development,2nd Edition, Sage, London, p.3.6.) Fraser, S., and Bosanquet, A., (2006), The curriculum? That is just a whole outline, isnt it?,Studies in Higher Education, 31, pp.269-284, p.2747.)ibid.8.) Davis, M., (2003), Barriers to reflective practice the changing nature of higher education inActive learning in higher education4 (3) pp. 243-255, p.247.9.) Hofstede, G., (2003),Cultures and Organizations Intercultural Cooperation and its Importance for Survival,visibility byplay, London. p.910.)ibid.,p.6.11.) Sonnetag, S., (ed), (2002) mental way of Individual feat,John Wiley and Sons, Chichester, p.4110.12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,Lawrence Erlbaum Associates, Mahwah NJ, p.13.13.) Williams, R.S., (1998) capital punishment Management Perspectives on Employee mathematical process, outside(a) Thomson Business Press, St.Ives, p.183.14.) Goleman, (1996),Emotional Intelligence Why It Can Matter More Than IQ,Bloomsbury, London p.4 4.15.) Guest, D.E., and Conway, N., (2004),Employee Well-being and the Psychological fill A Report for the CIPD, leased Institute of Personnel and Development, London, p.vii.16.) Hyam, J., and Mason, B., (1995),Managing Employee employment and Participation,Sage, London, p.145.17.) 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