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Critical Analysis of the Contributing

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Managing and Developing People Reflective Writing – Assignment Preparation Learning objectivesBy the end of this session you should:Understand some of the theoretical concepts associated with reflection along with its role and purpose in developing professional practice. Looked at some of the tools and techniques used to help facilitate reflective thinking. Reviewed the module assignment and marking framework to ensure clarity of what you are being asked to do and how it will be assessed. Discussed some examples of student’s reflective writing to help appreciate the style and fluency of effective reflection. Used a framework to help generate you own ideas for reflective writing and shared these with a colleague. Applied some of the theoretical concepts and models from this module to help explore and explain your idea.Assignment 1: A Critical Analysis of the Contributing Factors for Managing and Developing people by midnight on 20th Dec, 2016 Review what you are being asked to do by looking at the assignment brief onthe next page. What questions do you have about the assignment?
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Taken from the Module Programme 2016/17:Assignment one:Individual written report 1,500 words - 30% of thetotal module assessment: Reflection on one or two experiences relevant to managing and developing people that you have experienced or observed; apply scholarly concepts, theories and models to examine and analyse these experience(s) from different theoretical perspectives. Draw conclusions by identifying the relevant contributing factors in your experience(s) Content and indicative assessment criteria (see mark grid of full details):1.Selection of one or two appropriate and authentic experiences. Rationale for theselection: what was the context? What were the managing and developing peopleissues involved? How were you involved?2.Application of appropriate concepts, theories and/or models to examine the chosenexperience(s) to create a multi-dimensional analysis of the selected experience(s),a.Identification of the limits of the concepts and theories and modules you haveapplied in your analysis. .b.Use examples and evidence to support your points.c.Focus must be on application of concepts, theories and models to the chosenexperience(s); do not just provide asummary of them. Use your own words. Nolengthy quotations from the work of other writers; no cutting and pasting fromother sources; the only quotations should be what someone said or wrote in directrelation to the experience(s) being examined.3.Excellent links made to current or future behaviours and identification of role models,use examples and evidence to support your points.4.Through the analysis of your experience(s) formulate a clear conclusion thatidentifiesthe criticalfactors for managing and developing people.5.References cited must relate to the concepts, theories and models you applied andshould be included in text. At the back of the report you should provide a complete listof references used – but only those you cited and applied in your report.The grid below shows theHR380 topic areas covered in the module during the first term. What aspects of theory have captured your interest/ might you explore further? Management/ Leadership CompetenciesDevelopment – Learning from Experience Critical Factors to Enable Effective CollaborationPersuading and Influencing Others
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Emotions at Work Engagement and Commitment / Generation ZFeedback as a Developmental ToolReflective Writing in Practice, Observing and Interpreting BehaviourGuest Lecture: “How to Succeed: Working with Others” Guest Lecture: Dr Russell Warhurst, "Learning to Lead: developing capabilities for leadership learning from mentors and role models"
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1. Professional Knowledge: ‘The Reflective Practitioner’ How professionals Think in Actions by Donald Schon (1983)Schon’s identified Artistry as an essential part of professional competence The role of Educational Institutions in providing professionals with the tools to do the jobThink about a manager you have worked for in the pastWhat does it mean to be professional – how do we acquire the skills to be a professional?2. Using Hard and Soft Knowledge to develop our professional selfHard Knowledge – Cognitive Lectures, Books / Journals, working with the ideas of othersSoft Knowledge – Conative Grained by active involvement, Personal experience, Reflection Feelings & Emotions – Affective
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Think of an example where you have used Hard and Soft Knowledge to inform your learning. To what extent have your own feelings or emotions impacted on this learning?Hard Knowledge: Soft Knowledge: 3. What is Reflective Practice Writing?Reflective Practice is critical enquiry into any aspect of our practice, deepening and clarifying understanding of it and our relationship with it. It involves reflection, an important aspect of which is reflexivity.Reflection is a process of focused thinking – about anything. We focus upon specific situations or relationships. This can help, for example, develop our perception of others (such as clients or colleagues), perhaps by comprehending their point-of-view better. Reflection canenable finding routes through difficulties, dilemmas, and decision making. It can celebrate andendorse success, giving strategies for working out how we made things go right, so we can do it again.Reflexivity is self-critical reflection. It focusses upon one’s actions, thoughts, hopes, fears, role, values, and assumptions with the aim of gaining insight into them. Reflexivity can, for example, enable us to perceive that we do not every day practice according to the values we state as being significant to us in our practice (i.e. our values-in-practice prove to be at variance with our espoused values). This illuminative self-questioning is inevitably also a process of uncertainty and self-doubt: the reflexive practitioner has no idea what it will lead them to question.
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Reflective practice concerns our work, and areas of our experience which impinge upon it. Reflection involving reflexivity is critical questioning which can be initiated and supported by creative reflective processes. These can help us to observe ourselves and our practice from points of view outside of ourselves. Gaining some distance from our habitual certainty about what we do, think, and believe, and beginning to perceive a different focus upon it, can open up seemingly immutable areas to critical enquiry.Writing, involving explorative and expressive use of narrative, metaphor, and so on, has the creative power to give different perspectives on our relationships, actions and assumptions.Such writings, when reread, reflected upon, and discussed with confidential trusting respectfulpeers, can develop their full potential to give insight and pathways for development.I realise now how varied the literature on reflective practice is in quality, scope and depth. On one level some people talk about reflective practice as if it was just a chat about an incident over a cup of coffee (Ann, Master in Medical Science student).Reflective practice involves writing and discussion, which, when undertaken in depth, is enjoyable because it is creative and full of the delight of discovery. It yet also has the potential to deeply disturb the most significant and seemingly stable aspects of our lives. Thiscan seem uncomfortable to begin with, but such is the nature of the dynamic change potentially wrought by reflective practice writingReflective Practice by Gillie Bolton (2014) link to online resources interview with Gillie Bolton
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4. Moon J. (2000) Reflection in Learning & Professional Development pg. 138 Noticing Making Sense Making Meaning Working with the Meaning Transformational Learning Think about the group that you are currently working with as part of this module. What have
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