Reflective Journals: Using Gibbs Reflective Cycle for Continuous Professional Development

This reflective journal discusses the use of Gibbs reflective cycle for continuous professional development. It highlights the skills and knowledge gained through university activities, including time management, team management, and research skills. An action plan is developed for future skill improvisation.

Reflective Journals

Table of Contents
Introduction......................................................................................................................................3
Main Body.......................................................................................................................................3
Gibbs reflective cycle.............................................................................................................3
Conclusion.......................................................................................................................................7
References .......................................................................................................................................8

Introduction
A process of analysing, maintaining, and developing professional abilities is known as
continuous professional development. These talents are typically acquired through training and
courses. Individuals can improve their academic and professional careers by developing their
skills in this way. Continuous professional growth improved professional thinking, knowledge,
and values, as well as directed personal activities in a meaningful direction. The personal
learning and abilities developed through participation in university activities would be
highlighted in the above-mentioned report (Yoshihara, Kurata and Yamauchi, 2020). In this
reflection, the Gibbs reflective cycle will be evaluated, as well as many study and employability
skills that are developed over the learning process. Finally, an action plan will be developed for
future direction in regards to skill improvisation.
Main Body
Gibbs reflective cycle
Description
This is a description of the experiences I gained as a result of participating in university
activities. The activities I participated in gave me with both positive and negative experiences.
During the process, I was involved in a number of activities that assisted me in recognising my
own personal aptitude to complete the tasks. Individual tasks were assigned to universities, each
of which required a variety of talents to complete. For a project like this, I did a lot of research to
gather essential facts and data. In the group task, we were also given some recommendations to
follow in order to complete the task (Draissi, BaoHui and ZhanYong, 2021). The knowledge I
gained in class aided me greatly in completing the assignment and acquiring the skills of study
and employability. Meanwhile, my skills and abilities were put to the test when working on the
assignments and projects. During the course of the assignment, I encountered a number of
difficulties. These different personalities and challenges have taught me how to operate
efficiently and precisely. To achieve the desired result, I gave my all and worked outside of my
comfort zone. All of the aforementioned circumstances have improved my productivity and time
management skills, as well as my ability to complete tasks efficiently.
Feelings

I was both excited and scared when we first started working on the project. Because it
was unfamiliar territory for me. Because of my lack of knowledge, I was extremely cautious
when taking steps during the project. As a result, I sought the advice of my mentor on a frequent
basis in order to handle such issues (Wesely, 2021). Throughout the endeavour, they kept me
calm and motivated. All of the projects I was given had a deadline attached to them. As a result
of the timing situation, I became a little concerned. My co-workers and mentor gave me a lot of
support and encouragement, which helped me gain confidence in myself. Furthermore, we
completed all of the individual and group projects assigned to us on time and with academic
integrity. For example, when we were working on a group project, we were all really thrilled
about the group activities. But, in the middle of the project, we ran into a number of challenges,
including thinking disagreements, a lack of appropriate communication, and so on. All of these
activities created a great deal of intricacy, which made me nervous at first (Genua, 2021).
However, with the support of a mentor, motivation and time management, we have increased our
self-assurance.
Evaluation
It is a review of the experiences I had while participating in university projects and
activities. All of these experiences aided me in my academic and professional endeavours. While
working on a collaborative project, I learnt various things, including how to manage a team and
how to manage my time. We followed all of the criteria in completing the plague-free project,
which improved my academic integrity as well as my study skills (Girgin, 2020). Because of my
improved abilities, I will be able to conduct similar tasks more methodically in the future. These
exercises taught me how to manage my time and myself. We were restricted by time constraints
at the time of the project. To complete the assignment successfully, I allocated the tasks
according to the time constraints, which taught me how to manage my time. I also improved my
time management skills by resolving challenges that arose during the project, such as
communication barriers, time management, and motivation. All of these habits have aided me in
becoming more prepared for the future and improving my personality. I learned a lot of useful
skills, such as teamwork, time management, and problem-solving abilities. These ventures also
helped me overcome my fear of taking on new projects. My self-assurance was also boosted by
the accomplishment of the project, which instilled in me an optimistic attitude (Garrity and et.
al., 2019). In the future, I will be able to deal with such situations more effectively.

Analysis
Several experiences were gathered while executing the exercises, which can be evaluated.
Due to a lack of team management abilities, we had difficulties completing the project. I had no
idea how to handle a scenario like this before. However, as I began the project, I developed other
personality traits, such as project research, which aided in the discovery of various project
insights (Lear, 2018). Between projects, I had issues with both my individual and team projects.
Proper mentor support and class lectures greatly aided me in finishing the project on time. The
problem-solving skills acquired during the assignment have increased personal confidence.
Conclusion
Throughout the project, I gained a variety of skills and information, and I realised that
efficient resource management and utilisation may handle any stressful scenario. As I indicated
in my reflective report, I became nervous and uncomfortable during the project since I was
unfamiliar with the complex position, I found myself in during the implementation (Li and Peng,
2018). Such an occurrence taught me the value of mentorship, as well as boosted my self-esteem
and provided me with valuable skills. The above-mentioned experience has shifted my
perspective in a larger context and improved my capacity to complete the assignment.
Action plan
Based on my experience performing activities at university, an effective action plan
is required to assist me improve my abilities and knowledge in preparation for the future.
As stated in the preceding report, there were various problems and issues that I had to
overcome in order to complete the project. As a result, I may improve my objectives
through a targeted action plan, which will undoubtedly assist me in future projects
(Nuraeni and Heryatun, 2021). This strategy will enhance my academic skills and
knowledge, allowing me to learn more effectively throughout my academic career. The
action plan that was produced includes a thorough list of employability and academic
skills.
Plan Objectives Tasks Success
criteria
Time
Frame
Resources

Study skills
Improve
communication
skill
 By
concentrating
on learning, I
will be able to
improve my
knowledge of
literature.
 By reading
educational
books,
listening to
podcasts, and
watching
documentaries
and literature
books.
 Participating
actively in
group
discussions and
debates to
improve my
communication
skills.
 Though
ts and
ideas
can
sway a
teamma
te.
 Control
your
buddy
by
using
efficien
t
commu
nicatio
n
comma
nds.
8
months
 Group
discussion with
persons who are
well-versed in
literature.
 Seminars,
interactive
activities, and
books can help
you learn useful
knowledge for
your academic
career.

Improving
research skills
 Read blogs and
research papers
on a regular
basis.
 Surfing search
engines can
help you
improve your
research
abilities.
 Read the
published
authors'
research
papers.
 Submit
the
univers
ity's
assigne
d
project
on
time.
4
months
 High-speed
internet is
available.
 Skills in
analysing
research
materials for use
in one's own
project.
Employability skills
Teamwork  Participating
actively in
group projects.
 Workin
g as a
team to
achieve
a
commo
n
objecti
ve is a
great
way to
get
things
done.
6
months
 Working
platform

The above-mentioned action plan will aid in the development of skills and knowledge.
My academic career will be shaped by such efficient practise. Working on a certain task will
allow me to handle teamwork, which will make future projects easier for me.
Conclusion
According to the preceding reflective report, all of the above activities played a
significant influence in the development of new skills and knowledge during academic career. As
stated in the last report, various abilities were gained as a result of the university's activities,
including time management, team management, and research skills. All of the talents listed
above play a significant part in professional development. Several aspects of the aforesaid report
were mentioned that assisted me in recognising my skills and developing my personal learning.
In addition, I gained the ability to deal with a difficult scenario. Finally, I developed an action
plan that assisted me in shaping my future development and enhancing my ability to overcome
future problems.

References
Books and Journals
Draissi, Z., BaoHui, Z. and ZhanYong, Q., 2021. Reflective journals: enhancing doctoral
students’ engagement. Reflective Practice, 22(3), pp.381-399.
Garrity, A and et. al., 2019. Toward the Development of a Quick, Reliable Assessment Tool for
Reflective Journals. Teaching and Learning in Communication Sciences &
Disorders, 3(2), p.8.
Genua, J.A., 2021. The Relationship Between the Grading of Reflective Journals and Student
Honesty in Reflective Journal Writing. Nursing education perspectives, 42(4), pp.227-
231.
Girgin, D., 2020. Evaluation of Project-Based Learning Process of Gifted Children via Reflective
Journals. International Journal of Curriculum and Instruction, 12(2), pp.772-796.
Lear, E.L., 2018. Guided Reflective Journals. The TESOL Encyclopedia of English Language
Teaching, pp.1-7.
Li, A. and Peng, T., 2018. Observing" Myself" in the Video: Fostering Reflective Practice in
Oral Presentation Training. Advances in Language and Literary Studies, 9(3), pp.138-
144.
Nuraeni, N. and Heryatun, Y., 2021. Reflective practice strategies of pre-service English teachers
during teaching practicum to promote professional development. Studies in English
Language and Education, 8(3), pp.1144-1157.
Wesely, J.K., 2021. Skimming the Surface or Digging Deeper: The Role of Emotion in Students’
Reflective Journals During an Experiential Criminal Justice Course. Journal of
Experiential Education, 44(2), pp.167-183.
Yoshihara, R., Kurata, A. and Yamauchi, A., 2020. Reflective journals to explore struggles and
difficulties of novice Japanese EFL university instructors. Reflective Practice, 21(1),
pp.81-93.