Critical Analysis of the Contributing

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Managing and Developing PeopleReflective Writing – Assignment PreparationLearning objectivesBy the end of this session you should:Understand some of the theoretical concepts associated with reflection alongwith its role and purpose in developing professional practice.Looked at some of the tools and techniques used to help facilitate reflectivethinking.Reviewed the module assignment and marking framework to ensure clarity ofwhat you are being asked to do and how it will be assessed.Discussed some examples of student’s reflective writing to help appreciatethe style and fluency of effective reflection.Used a framework to help generate you own ideas for reflective writing andshared these with a colleague.Applied some of the theoretical concepts and models from this module tohelp explore and explain your idea.Assignment 1: A Critical Analysis of the Contributing Factors forManaging and Developing people by midnight on 20thDec, 2016Review what you are being asked to do by looking at the assignment brief onthe next page. What questions do you have about the assignment?
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 haveexperienced or observed; apply scholarly concepts, theories and models to examine and analysethese experience(s) from different theoretical perspectives.Draw conclusions by identifying therelevant contributing factors in your experience(s)Content and indicative assessment criteria (see mark grid of full details):1.Selectionof oneor twoappropriateandauthenticexperiences.Rationalefortheselection:whatwasthecontext?Whatwerethemanaginganddevelopingpeopleissuesinvolved?Howwereyouinvolved?2.Applicationof appropriateconcepts,theoriesand/ormodelsto examinethechosenexperience(s)to createa multi-dimensionalanalysisof theselectedexperience(s),a.Identificationof thelimitsof theconceptsandtheoriesandmodulesyouhaveappliedin youranalysis..b.Useexamplesandevidenceto supportyourpoints.c.Focusmustbeonapplicationof concepts,theoriesandmodelsto thechosenexperience(s);donotjustprovideasummaryof them.Useyourownwords.Nolengthyquotationsfromtheworkof otherwriters;nocuttingandpastingfromothersources;theonlyquotationsshouldbewhatsomeonesaidor wrotein directrelationto theexperience(s)beingexamined.3.Excellentlinksmadeto currentor futurebehavioursandidentificationof rolemodels,useexamplesandevidenceto supportyourpoints.4.Throughtheanalysisof yourexperience(s)formulatea clearconclusionthatidentifiesthecriticalfactorsformanaginganddevelopingpeople.5.Referencescitedmustrelateto theconcepts,theoriesandmodelsyouappliedandshouldbeincludedin text.Atthebackof thereportyoushouldprovidea completelistof referencesused– butonlythoseyoucitedandappliedin yourreport.The grid below shows theHR380 topic areas covered in the module during the firstterm. What aspects of theory have captured your interest/ might you explore further?Management/ Leadership CompetenciesDevelopment – Learning from ExperienceCritical Factors to Enable Effective CollaborationPersuading and Influencing Others
Emotions at WorkEngagement 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: developingcapabilities for leadership learning from mentors and role models"
1. Professional Knowledge:‘The Reflective Practitioner’ How professionals Think in Actions by DonaldSchon (1983)Schon’s identified Artistry as an essential part of professional competenceThe role of Educational Institutions in providing professionals with the tools todo 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 aprofessional?2. Using Hard and Soft Knowledge to develop our professional selfHard Knowledge– CognitiveLectures, Books / Journals, working with the ideas of othersSoft Knowledge– ConativeGrained by active involvement, Personal experience, ReflectionFeelings & Emotions– Affective
Think of an example where you have used Hard and Soft Knowledge to inform yourlearning. 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 clarifyingunderstanding of it and our relationship with it.It involves reflection, an important aspect ofwhich is reflexivity.Reflectionis a process of focused thinking – about anything. We focus upon specificsituations or relationships. This can help, for example, develop our perception of others (suchas 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 cando it again.Reflexivityis 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, forexample, enable us to perceive that we do not every day practice according to the values westate as being significant to us in our practice (i.e. our values-in-practice prove to be atvariance with our espoused values). This illuminative self-questioning is inevitably also aprocess of uncertainty and self-doubt: the reflexive practitioner has no idea what it will leadthem to question.
Reflective practiceconcerns our work, and areas of our experience which impinge upon it.Reflection involving reflexivity is critical questioning which can be initiated and supported bycreative reflective processes. These can help us to observe ourselves and our practice frompoints of view outside of ourselves.Gaining some distance from our habitual certainty aboutwhat we do, think, and believe, and beginning to perceive a different focus upon it, can openup seemingly immutable areas to critical enquiry.Writing, involving explorative and expressive use of narrative, metaphor, and so on, has thecreative 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. Onone level some people talk about reflective practice as if it was just a chat about an incidentover a cup of coffee (Ann, Master in Medical Science student).Reflective practice involveswriting and discussion, which, when undertaken in depth, isenjoyable because it is creative and full of the delight of discovery.It yet also has thepotential 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 changepotentially wrought by reflective practice writingReflective Practice by Gillie Bolton (2014) link to online resources interview with Gillie Bolton
4. Moon J. (2000) Reflection in Learning & Professional Development pg. 138NoticingMaking SenseMaking MeaningWorking with the MeaningTransformational LearningThink about the group that you are currently working with as part of this module. What have
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