Reflective Practice: Personal and Consulting Objectives

This article discusses the use of Gibbs reflective cycle to evaluate personal and consulting objectives related to skill development, including collaboration, creativity, time management, presentation, and problem-solving. The article also reflects on unintended outcomes and how the experience will influence future career development.

Part o r arrati e1 Y u N v
M o rne rom t e e innin o ee to encompa e di erent t in t at a ect my j u y f h b g g f w k 1 12, ss s ff h gs h ff y
per ormance and or e ecti ene in ne ati e and po iti e manner rin ee en adf w k ff v ss, g v s v . Du g w k 1, wh I h
attempt to de elop a propo al pre entation to report aced c allen e to at er in ormation andv s s , I f h g g h f
de elop nder tandin a o t m or ic con idered a lo point in m o rne Alon itv u s g b u y w k, wh h s s w y j u y. g w h
t at t ere are ome i li t t at al o de ine m or and o rne in appropriate andh , h s h gh gh s h s f s y w k j u y
compre endin manner T a e learned ne ill ile ma in ot pro ect or ic amh g . hus, I h v w sk s, wh k g b h j s, f wh h I
acco nta le to elect t e appropriate o rce o data collectionu b s h s u s f .
plain oneEx model o re lectionf f o ed to ide o r re lectiony u us gu y u f -
i i t e e t and ita le re lecti e model t at tili ed t e indi id al to re lect t e o rneG bbs s h b s su b f v h u z by h v u s f h j u y
t e pa t ro related to an pro ect or ta T e e eat re o c o en model i t at it incl deh y ss h ugh, y j sk. h k y f u s f h s s h u s
di erent element and con ideration o eac element allo learner to de ine at t e impro eff s, s f h w s f wh h y v ,
a e and de elop tematicall ic i ite ene icial and e ential too i re lecti e c cleh v v sys y, wh h s qu b f ss . G bbs f v y
incl de ta e and t e e are de cription eelin e al ation anal i concl ion and inal iu s 6 s g s h s s , f gs, v u , ys s, us f s
action plan.
Part o r ecti e2 Y u Obj v s
Per onal ecti es Obj v 1:
To de elop m ill o or in it ot erv y sk s f w k g w h h s.
ill e al ate m pro re in t e i ta e o i re lecti e c cleI w v u y g ss us g h s x s g s f G bbs f v y :
1. e cription re errin o i re lecti e c cle or model ant to de cri e m learninD s : by f g f G bbs f v y , I w s b y g
and nder tandin related to a peci ic ill and t at i colla oration it ot er T iu s g s f sk h s b w h h s. h s
competenc al o named a colla orati e ill t at ant to de elop rom la t e mont ory s s b v sk h I w v f s f w hs
ee a it impact ne ati el pon m or and per ormancew ks, s s g v y, u y w k f Thong, (2015). During
the process of project development, I had developed this skill and obtain
unpredictable e perience ic ill a ect po iti el pon m t re plannin related tox , wh h w ff s v y u y fu u g,
per onal and pro e ional career de eloped t e colla orati e ill o er t e co r e o ms f ss . I v h b v sk v h u s f y
intern ip ere ad i en a peci ic ro p pro ect in ic team mem er opinion andsh , wh I h g v s f g u j , wh h b s s
e tion pla important role al o ant to de cri e t e area o de elopmentsugg s s ys . I s w s b h s f v
2. eelin li e a o e de cription related to de elop ill ant to de ine m eelin otF gs: k b v s v sk , I w f y f g, b h
ne ati el and po iti el e ore de elopin colla orati e eel ite ner o a t in t atg v y s v y. B f , v g b v , I f qu v us, s I h k h
en recei ed a ro p or o can or it ot er eel ner o and tre toowh I v g u w k, h w I w k w h h s. I f s v us s ss ,
ic i not ita le or t e per ormance and practice t at attempt to cond ct intowh h s su b f h f s h I u
practical manner t a ter t e de elopment o a ill c a colla oration eel more. Bu , f h v f sk su h s b , I f
con ident and pporti ef su v .
3. al ation ad identi ied t at ill de elopment i ite e ential e peciall t o e t atEv u : I h f h sk s v s qu ss , s y h s h
elp to ro and cceed in t e career eit er per onal or pro e ional ad e al ated t eh s g w su h , h s f ss . I h v u h
lac or de elopment area alon it t e tren t t at a ek v s, g w h h s g hs h I h v .
4. Anal i ad anal ed t at it comm nication ill eel more con idence andys s: I h ys h w h u sk , I f f
colla orati e ic i not t at ea or me and ot er a ell to e a it re ire etterb v , wh h s h sy f h s s w b , s qu s b
nder tandin related to lan a e ic ad c o en to comm nicate a it p t directu s g gu g , wh h I h h s u , s u
impact on per ormance con idence and ot er t in o indi id alf , f h h gs f v u s.
5. oncl ion rom o erall anal i it a een concl ded t at team or in a or in itC us s: f v ys s, h s b u h w k g s w k g w h
ot er i t e main ea ne t at a e and tend to de elop t ro e ecti e action planh s s h w k ss h I h v v h ugh ff v .
6. action plan n term o ill de elopment o ld ta e t ree ma or action c a trainin: I f sk v , I w u k h j s su h s g,

e pert e tion and team colla oration All t e t ree acti itie ill ma e me capa le tox sugg s s b . h h v s w k b
or in it ot erw k g w h h s.
Per onal ecti es Obj v 2:
ill e al ate m pro re in t e i re lecti e c cleI w v u y g ss us g h G bbs f v y :
1. de cription ant to de ine t e t in t at ill elp in m ro t and cce in ans - I w f h h gs h w h y g w h su ss y
pro e ional ield ere t e co ra e and tren t are e entialf ss f , wh h u g s g hs ss .
2. eelin t eca e o not po in ood nder tandin related to creati it ill eel iteF gs- Jus b us f s g g u s g, v y sk , I f qu
p et and ner o toou s v us, .
3. al ation ad e al ated t at m per ormance i not oin ood and eca e o t at a eEv u - I h v u h y f s g g g b us f h I h v
to de elop creati it illv v y sk .
4. Anal i it a een anal ed t at de elopment o creati e ill i e l in aried term orys s- h s b ys h v f v sk s us fu v s, f
e ample it elp to pre ent inno ation or inno ati e ideax h s s v v v s.
5. oncl ion action plan a een con idered a t e e t o rce o action in t e conte t oC us s- h s b s s h b s s u f h x f
ill de elopmentsk v .
6. action plan nternet trainin and rain tormin are t o e term t at incl ded in m action- I , g b s g h s s h u y
plan and elp to reac de ire o tcome a de elopment o creati it illh h s u s s v f v y sk s.
Per onal ecti es Obj v 3:
ill e al ate m pro re in t e i re lecti e c cleI w v u y g ss us g h G bbs f v y :
1. de cription ant de ine t e area o impro ement and t at i increa in di ital literacs - I w f h f v h s s g g y,
ic elp in t e cce and pro re o m pro e ional career rt erwh h h s h su ss g ss f y f ss fu h .
2. eelin eel ner o tre and depre too eca e o not a in ill t at elp me toF gs- I f v us, s ss ss , b us f h v g sk h h
ro in e ecti e and prod cti e mannerg w, ff v u v .
3. al ation it a een e al ated t at ill de elopment i e ential eca e o ariedEv u - h s b v u h sk v s ss b us f v
rea on and d e to t at oc on electin t e e t approac to cond ct t e ame practices s, u h I f us s g h b s h, u h s .
4. Anal i t a een anal ed t at am not po in ood nder tandin a o t di ital literacys s- I h s b ys h I s g g u s g b u g y,
ic i e ential or me in aried termwh h s ss f , v s.
5. oncl ion t a een mmari ed rom a o e t d t at a e a ea ne t at pre erC us s- I h s b su z f b v s u y, h I h v w k ss h I f
to de elop or impro e e ecti el t ro action planv v ff v y, h ugh .
6. action plan trainin internet and ca e t d anal i are t e met od o ld e to- g, s s u y ys s, h h s I w u us
de elop elected ill or impro e areav s sk v .
on ltin ecti eC su g Obj v 4:
To de elop time mana ement illv g sk
ill e al ate m pro re in t e i re lecti e c cleI w v u y g ss us g h G bbs f v y :
1. de cription re errin to i re lecti e c cle tend to de cri e m tren t a ill t ats - by f g g bbs f v y , I s b y s g hs s sk h I
a e and area o de elopmenth v f v .
2. eelin eel ood to a e comm nication ill t al o eel ner o eca e o lac inF gs- I f g h v u sk , bu s f v us b us f k g
area o time mana ementf g .
3. al ation ad e al ated m o n per ormance and t ro o t t e proce determinedEv u - I h v u y w f h ugh u h ss I
impro ement area in m el t at i time mana ementv ys f h s g .
4. Anal i a een anal ed t at time mana ement i e ential d e to pro e ional andys s- I h s b ys h g s ss u f ss
per onal ro ts g w h.
5. oncl ion it a een concl ded t at action plan a elped to impro ed areaC us s- h s b u h h s h v .
6. action plan c ed lin plannin and ro p di c ion are t e e ential practice t at plan- S h u g, g g u s uss h ss s h I
to con ider and e or p rpo e o ill de elopments us f u s f sk v .

on ltin ecti eC su g Obj v 5:
To ant to de elop pre entation illw v s sk
ill e al ate m pro re in t e i re lecti e c cleI w v u y g ss us g h G bbs f v y :
1. de cription ant to de cri e t e area o de elopment and t at i pre entation ill ics - I w s b h f v h s s sk , wh h
oo t m con idence and increa e prod cti itb s y f s u v y.
2. eelin comm nication i t e ill t at ad de eloped d rin intern ip t pre entationF gs- u s h sk h I h v u g sh , bu s
ill i t e area ic ant to impro e a it create i e en et c ance to pre ent msk s h wh h I w v s s ssu wh I g h s y
or it di ital tec nolo ie and toolw k w h g h g s s
3. al ation it a een e al ated t at i e create eca e o not a in ill t at ant toEv u - h s b v u h ssu b us f h v g sk h I w
de elopv .
4. Anal i it a een anal ed t at action plan ill elp in term o de elopin pre entationys s- h s b ys h w h f v g s
illsk
5. oncl ion rom a o e t d it a een concl ded t at trate ic approac contri te toC us s- f b v s u y h s b u h s g h bu s
reac de ire re lth s s su s.
6. action plan trainin internet and ideo pre entation are elp l in ill de elopment- g, , v s h fu sk v .
on ltin ecti eC su g Obj v 6:
To de elop pro lem ol in illv b s v g sk
ill e al ate m pro re in t e i re lecti e c cleI w v u y g ss us g h G bbs f v y :
de cription ant to de cri e t e area o de elopment or impro ement ic ant to1. s - I w s b h f v v , wh h I w
de elop in appropriate mannerv .
eelin eel ite ood eca e o a in ood comm nication ill t al o ner o d e2. f gs- I f qu g b us f h v g g u sk , bu s v us u
to lac o pro lem ol in competenck f b s v g y.
e al ation it a een e al ated t at lac o pro lem ol in ill p t ne ati e impact on m3. v u - h s b v u h k f b s v g sk u g v y
per ormancef .
anal i it a een anal ed t at pro lem ol in ill pla important role in m career4. ys s- h s b ys h b s v g sk ys y
de elopment and ro tv g w h.
concl ion it a een concl ded t at action plan a ena led me to de elop t e area5. us s- h s b u h h s b v h ,
ic ant to impro e rom la t e montwh h I w v f s f w hs.
action plan Trainin a e o internet and ca e t d anal i are t e t ree ma or action6. - g, us g f s s u y ys s h h j s
t at o ld pre er to ta e or p rpo e o de elopin t e c o en illh I w u f k , f u s f v g h h s sk .
Part nintended tcome3 U Ou s
rin ee ad en o ed aried t in and t e e t e ample o t at i ne pected ro pDu g 12 w ks, I h j y v h gs h b s x f h s u x g u
acti it t at a een arran ed t e mana ement o tend to ma e an open di c ion andv y h h s b g by h g , wh k s uss
create po iti e atmo p ere ere e er one can ain po iti e e perience t ro o t cond ctins v s h wh v y g s v x , h ugh u u g
m ltiple t in t a an npredicta le e ent t at a e en o ed a lot a it a ed e tion to t eu h gs. I w s u b v h I h v j y , s sk qu s s h
ot er and i e t em c an e to cond ct t e ame practice Alon it t at a e en o ed moreh s g v h h g u h s . g w h h , I h v j y
t in li e di co er o e eral ill c a team or ic i important or me and ot er a ellh gs k s v y f s v sk s su h s w k, wh h s f h s w
to de elop in appropriate manner Pre entation ill i al o incl ded in t e li t o competencie orv . s sk s s u h s f s
ill t at a e di co ered and learned a o t t e ame d rin ee t ma e me capa le tosk s h I h v s v b u h s u g 12 w ks. I k s b
pre ent m or in pre enta le orm incl din rap ima e and tili ation o mart art in ics y w k s b f , u g g hs, g s u z f s , wh h
di erent t pe o creati e and inno ati e element are added Pre entation ill i e l in eac tepff y s f v v v s . s sk s us fu h s

t at incl de in pro e ional and per onal de elopmenth u f ss s v .
e lection on o o r e perience ill in l ence o in o rR f h w y u x w f u y u y u t refu u career
ile de elopin t e pro ect a e o tained a reat e perience t at ill in l ence me in mWh v g h j s, I h v b g x , h w f u y
rt er career a e e perience ario t in li e o to collect data and cond ct re earcfu h . I h v x v us h gs k h w u s h by
in online tool and tec nolo ie t can e aid t at t ere are di erent t pe o tec nolo ie andus g s h g s. I b s h h ff y s f h g s
a et are a aila le in t e orld ic indi id al tili e to at er in ormation a o t an t in t ess s v b h w , wh h v u s u z g h f b u y h g h y
ant ad ta en approac to tili e oo le c olar ere m ltiple lin are alread acce i lew . I h k h u z g g s h , wh u ks y ss b ,
amon ic can elect a peci ic one accordin to t e ect t ill elp in m rt er careerg wh h I s s f g h subj . I w h y fu h
de elopment and ro t a ell a cce in term o a in time to ind an t in related tov g w h s w s su ss, f s v g f y h g
partic lar or m ltiple concept n a o e manner m e perience ill in l ence m career in t eu u s. I b v , y x w f u y h
t re in aried term c a enco ra e me to cond ct re earc a ed on a t topic andfu u v s, su h s u g u s h b s v s s
colla orate it ot erb w h h s.
References
Lewis, A.V. (2013) Reflective practice: what is it and how do I do it? Journal of Clinical
Practice in Speech Language Pathology, Vol.15, No.2, pp. 70-74
Thong, V. (2015) Rediscovering the Self through Self-Reflection and Transformative
Learning. Learning Landscapes. Vol.9, No. 1, Autumn 2015
Thong, V. (2015) Rediscovering the Self through Self-Reflection and Transformative
Learning. Learning Landscapes. Vol.9, No. 1, Autumn 2015