Work-Based Learning: Reflective Journal & Career Plan - EVRE5017

This reflective journal addresses learning outcome number 3, focusing on the connection between theoretical concepts and their application in the work environment. It examines learning activities, including workshops and reflective models like Dewey's 5-stage model and Gibb's Reflective Cycle, to evaluate learning experiences. The journal discusses the significance of these events, the models used for reflection, and the student's initial reactions. It also explores how different reflection models, such as Kolb's model, would alter the reflections and assesses the effectiveness of reflective learning in career development, incorporating a career and personal development plan and setting SMART goals.

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REFLECTIVE JOURNAL
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Question 1 (a)
Reflective Journal
Introduction
This first segment of the paper addresses itself to the learning outcome number 3. It is focusing
on how to equip the students with ability to see the linkage between the theoretical concepts
covered in class and how they can be applied in the work environment. It takes a look at the
learning activities or incidences of the week with a view to reflecting on what happened and the
significance of the incidences to the learning experiences to the learners. Different techniques
and models are used in reflecting on the activities such as the John Dewey’s reflective cycle and
the Gibb’s Reflective Cycle. The effectiveness of reflection in the learning process has also been
canvased and aconsidered opinion given as to how what results the reflection process would have
had if a different reflection models was applied.
The incidences/activities
The study for the week involved a lot of workshops, in which there were a number of activities
that were undertaken. These were tasks that were aimed at helping the students to better reflect
on their learning experiences and evaluate to conduct an evaluation of the same. The first
learning experience involved the Dewey’s 5 stage models of reflection. According to the model,
reflective thinking is a process that is triggered by interacting with or having an encounter that
raises questions, difficulties or dilemmas. These are experiences that lead us to question what is
going on (Jiang & Johnson 2018, p. 550).

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The second stage of the model entails a conceptualisation of the encounter. At this point, the
person involved in the encounter begins to imagine what they could do in their current situation.
This is followed by the third stage which is called the experimentation process. In the
experimentation stage the person involved in the experience or encounter begins to try out a
number of methods in order to find a solution for the problem or a remedy to fix the situation
(McGonagill 2014, p. 18).Beyond the point of trying out a solution, the next stage involves a
consideration of how effective the solution was and whether it could be adopted for use if similar
encounters occur in the future.
According to Adkins (2014) perception is the ability to exercise our sensibilities in the hearing,
seeing or becoming aware of the things around us. As one of the activities for learning in week 3,
we also carried out the mirror task. Arms (2018), posits that perception is what influences the
way we think about things and situations. The manner in which we perceive realities around us
directly impacts on the way we visualize things. This explains why different people have
different perspectives of things in life. This is because our perceptions of realities in life are
different too.
Significance of the events to me
This section will cover how the learning activities of week 3 were significant to me as a learner.
As already mentioned, in the week, there were a number of learning activities; firstly, we looked
at the Dewey’s Model of reflection as a reflective model to help students to conduct reflective
learning. This was significant to me because it enabled me as a student to appreciate the role of
reflection in learning. The five stages of the Dewey’s reflective models were very essential in
appreciating the manner in which we as students handle different circumstance in the learning

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environment. Many times as a student we are faced with challenges. The Dewey’s Reflective
model informs us that we should begin by asking ourselves what it is that is happening (Betta
2016, p. 71).
After this a conceptualisation of the incident follows. In the conceptualisation we are supposed to
think about what we can do in order to remedy the situation. After we conceptualise, it is time to
try out the solution. This is called experimentation. At this stage, we attempt to implement the
answer that we have come up with and see how the situation changes. What follows after the
experimentation is the consideration. For this part, some thought is spared for looking into how
effective the solution to the problem was. It is also looked at with a view to determining whether
it could be adapted for use in the future and whatever changes could be made to the solution in
order to make it more suitable.
What Model was used?
One of the models that I used in order to conduct reflections on the activities of week 3 included
the Gibb’s reflective model. According to Hedberg (2017), the Gibb’s reflective Cycle is a model
which provides a framework for students to carry out reflective assignments during their course
work. It also helps student to look back at the key events or incidents as well as activities of
learning and reflect upon them. The Gibb’s reflective model has five stages as shown in the
figure below;
Diagram of the Gibb’s Reflective Cycle

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Diagram adapted from Bostock-Cox 2015, p. 21
The Gibbs’ reflective model aims at changing the assumptions of the students while also
imparting in them the ability and desire to explore new approaches that can be applied in
thinking about situations in life. Papworth (2015) submits that there flective cycle makes room
for capacity to improve in the learning of students by way of seeking out the strengths and
weaknesses of the student and taking steps to find redress for them. It also provided the much
needed link between practice and theory.
Why did it happen and my initial reaction to the incident

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The learning activities of the week happened as a consequence of the module’s activities planned
out in the coursework. It is set out in the plan for the semester that students would undertake the
activities for week 3; the Dewey’s Reflective Model and the Mirror Task. My initial reaction to
the two tasks for the week was characterised by intrigue. To be honest, I initially did not see the
relationship between reflective learning and the use of mirrors in class. For me, the place of
mirrors was not in class and certainly not in the learning environment. My expectation wasn’t
that it would be a tool for learning about how we perceive things in life. As Sherwood et al.
(2018) suggests, our perceptions dictate the way we look at people and issues too. Additionally,
it was impressive to learn that we as students and as people in everyday life apply the Dewey’s
Five Stages model of reflection even without realizing it. I came to make this realization despite
the fact that I had thought it was strange in the first place.
The Reflective Model of Choice
This section of the reflective journal will reflect on the incidences and learning experiences of
week 3 by way of using the Dewey’s reflective Model. The Dewey’s reflective Model is an
approach to reflection that allows students to look back at the learning activities that we have
undertaken and synthesize the information in order to make sense of it. Bostock-Cox (2015)
opines that the mirror helps us to see our perception of things in life. Our perceptions in life
many times are influenced by the opinions of our peers. This is the essence of doing the mirror
task in pairs. This helps the two participants in the task to appreciate each other’s perspectives of
themselves and of issues in their surroundings.
Would these reflections change if a different Model of reflection was used?

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This section of the reflective journal takes a look at the differences that the learning activities
would have assumed if looked at using different reflection model; the Kolb’s Model. As
contained in McAndrews and Hansberry (2018) this model equips with a variety of concepts that
help students to acquire new impetus in developing new ideas as presented by the learning
experiences. Kolb’s model is also called the experimental learning theory which has four stages
that the leaner uses in reflection and learning as shown in the figure below.
The John Dewey’s Five Stage Reflective Model (Kayes 2012, p. 140)
According to Kolb, learning styles should be seen as a matrix involving 2 by 2 arrangements;
concrete learning and abstract learning both of which have the active and passive phases.
Kolbsubmits that knowing ones preferred style of learning as well as that of the other person is
necessary to the learning process. The learning styles includes, diverging, assimilating
accommodating and converging. Through diverging, people visualize things through different
perspectives. For instance, when performing the mirror task people will not see things the same
way according to Hilden & Tikkamäki (2013), people who learn by diverging often do well in
circumstances that need coming up with ideas. Others learn by assimilating; these categoriesof

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people are concerned more about ideas and concepts. Individuals who learn by converging are
problem solvers. They find solutions to circumstances. Individuals who learn by accommodating
are intuitive and prefer intuition to logic.
How learning through reflection has been effective
According to Smith et al. (2015) reflecting on learning activities has also helped me to develop
deeper insights into the career that I intend to pursue in the future. Learning through reflection
has been a valuable tool in learning. Most of the time, we pass through learning activities or even
live events with the imagination that they are unrelated. Moreover we more often than not pass
over incidents without viewing them as opportunities for learning. Reflecting on learning
activities as well as work experiences helps us to give meaning to them.
Conclusion
This first part of the paper has addressed itself to the learning outcome number 3. It has focused
on how to equip the students with ability to see the linkage between the theoretical concepts
covered in class and how they can be applied in the work environment. It has provided
perspectives of learning activities or incidences of the week, with a view to reflecting on what
happened and the significance of the incidences to the learning experiences to the learners.
Question 1 (b)
Introduction
This section of the assessment covers the role of reflection in the learning process. It also deals
with the matter of how reflective practice impacts on the development of the person in terms of
the career. The main aspects of the project portfolio design and implementation is also sought in

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the paper. An analysis of how the new knowledge differs from the previous informationknown to
the students is also taught. The value added by the new knowledge is compared to the level of
knowledge previously held. The paper then presents an evaluation of the role of reflective
learning in the development of a career and personal development plan and in setting of smart
goals both for personal improvement and career development.
Importance of learning through reflectionand the values it brings to professional development
Reflection is a powerful tool for learning. The reason for this is simple; the art of learning and
teaching is one of discovery (Sarma 2015, p. 7). This implies that tutors who engage their
students in reflection are able to fully engage the learners in the process of making meaning out
of the learning activities. Reflection enables the learners to be the producers of the knowledge in
the learning environment. When students are not engaged in reflection, they are reduced to mere
consumers of the knowledge generated in the learning process (Dubinsky 2016, p.308). An
approach to learning that utilizes reflection allows students to be active participants in the
learning process. This helps the learners to better remember what they learn. As testament to this
fact, I can now relate the activities that were undertook in class much better after conducting a
reflection on the same. Whenlearning through reflection, its necessary that the right tone for
reflection is set. For instance, in week 1, the activity that was undertaken was the table activity.
When students are working on table tasks, they stick to making use of their six-inch voices. This
is because when conducting table tasks, they ought not to interfere with the activities of other
learners. Another activity which was undertaken in the course of week 2 was the Emotional
Intelligence test. After reflecting on it, I can conclude that emotional intelligence is what gives
the link in the success equation (Finch 2016,p.23).Reflecting upon the activity gave me some
valuable insights into the role of reflective learning on emotional intelligence.

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The chosen reflective model
The chosen model for reflection is the John Dewey’s Five Stage reflection model. The
justification for this is because his approach to reflection is helpful in finding a solution in
instances where the solution cannot be settled on with certainty. It is a powerful tool to help us to
make meaning of situations that make us look powerless. According to Hinchliffe (2015)learning
is only achieved by reflecting on the experience and not by the experience in itself. This makes
the Dewey’s theory a model of choice because it emphasizes on the need for us to reflect on our
experiences as learners in order that we may learn from them. At the time of crafting the model,
Dewey believed that the education system was rigid and unresponsive to the needs of the society
so he developed the theory to help learners to link up their learning experiences with the real
issues in life. As such, the Dewey’s reflective model still remains relevant as medium for
enabling learners and career people to align what they have been taught with the expectations of
today’s changing society (Poell, Yorks & Marsick 2014, p. 3).
Applying the Dewey’s Model to identifying the main aspects of the Project PortfolioDesign and
Implementation
This section of the reflective journal will make use of the Dewey’s Reflective journal in
identifying the three main aspects that are learnt from the project portfolio development and
implementation. Project design and implementation is stage number four in the project life cycle.
According to Jordan (2010), it comes after the selection of the value chain, analysis of the value
chain and upon the completion of competitiveness strategy. Using the Dewey’s reflection model
reveals a number of things. The four phases only appear to be distinct in the course of discussion.
In practice, they are not separable. They may be sequential in order of occurrence but they are

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not necessarily linear. For instance, analysis goes on even in the implementation phase of the
project.
The competitiveness strategy is a framework that helps the business or the industry to increase
their profitability (Kolb & Kolb 2015, p. 200). It facilitates the firm in moving to become more
profitable in a three prong way; firstly, it outlines what it is that needs to be done, it also
identifies the persons that will be involved and lastly, it specifies how the firm may go about
achieving the set goals. As posited by Matsuo (2012) when firms begin to score higher on the
maturity scale, they begin to manage the projects collectively.At that level, projects are no longer
viewed as expenditures, rather as investments. The PPDI makes it easier to manage project by
offering the portfolio managers and project managers with the tools and techniques for the
management of project design and implementation.
How does this differ from previous knowledge?
Without a doubt there are areas where the new knowledge is in tandem with what was known to
me before. But more importantly, the recently acquired information and knowledge through the
course of reflective learning also has several areas of departure from the knowledge in my
possession before.The course work has shed light on the area of Project and Portfolio Design and
Implementation. Before then, it looked like knowledge that was relevant only to project
managers and portfolio managers. My view now is changed. As contained in Ashby (2016)
project and portfolio design and implementation is important for anyone who is seeking to
progress in their career areas to have knowledge of project and portfolio design and
implementation. My previous knowledge of reflection was narrow.
Value of the knowledge gained

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The value of the knowledge gained in the course of applying the Dewey’s reflective model is that
it helps us to become proactive. It is not possible to be reflective if we are not proactive. Brown,
McCracken & O’Kane (2011) also say that the model helps us to break out of our routines and
our usual way of thinking in order that we may make a difference. It gives some amount of
power to the student, making them realise that as learners they are even more effective at
developing independent reflections. This is only achievable when they free themselves from the
tendency ofcarrying out tasks merely as a routine and without critical thought. The use of the
Dewey’s reflective model proves the effectiveness of collaborative perspectives but as the same
time, the student must carry out the reflection exercise individually (Nicolaides & Yorks 2016, p.
55). Although other people’s perspective of things also impacts on the way we visualize things
around us, a personal reflection is necessary for the individual to appreciate the learning
activities.
How does the new knowledge impact onmy practice?
This new knowledge revolutionises the way I perceive things. Now I operate in full knowledge
of the fact that even in my workplace, not all people will perceive things the same way. This is
fundamental in ensuring that I appreciate the difference in opinions and perspectives within the
workplace.The new knowledge helps me as a professional to come up with solutions in instances
when there are uncertainties just by applying the Dewey’s reflective model.As conferred by
Armstrong & Anis Mahmud (2010), being able to reflect on the learning activities of the week
makes me a different student but more importantly prepares me for the workplace. The
workplace environment will need reflective skills and being able to synthesize ideas from raw
information as presented during the class room learning sessions.