Report: Developing Environmental Decision Making Skills in Australia

This report details an experimental practice undertaken by a student to develop skills as an environmental decision-maker, focusing on providing interior solutions for an elementary school in Australia. The study incorporates reflective writing and analysis of real-world experiences, including stakeholder analysis, principled negotiation, and leveraging felt knowing. The methodology involves two main parts: developing environmental decision-making skills and providing interior solutions, with a focus on workplace-based experiments. The results section presents findings related to the development of essential skills, knowledge, and cognitive abilities. The discussion analyzes the learning outcomes and challenges, while the conclusion summarizes the key insights gained from the experiment, emphasizing the practical applications of the acquired skills in both personal and professional contexts. The report also references key concepts like reflective practice by Schön and Gendlin's theory.

Practice Research Report

Contents
INTRODUCTION...........................................................................................................................1
METHODS......................................................................................................................................2
RESULTS........................................................................................................................................3
DISCUSSION..................................................................................................................................5
CONCLUSION................................................................................................................................5
REFERNCES...................................................................................................................................7
APPENDIX......................................................................................................................................8

An Experimental practice of developing skills as environmental decision maker by providing
interior solution of elementary school in Australia.
INTRODUCTION
Reflective writing or essay is based on all experience and learning process which are
generated during actual analysing of task which is most important part of learning of humans.
There are various day to day experience which we are encountered but not all would be forming
integral part of our methods or writing as well. Thus there are some sections or part which is to
be providing different development and efforts are made to reflect onto this daily practice. As in
this paper I would be including experimental practice which is helping in developing my skills as
environmental decision maker with giving interior solution to elementary school. So in this
respect I need to undertake assessment like that of stakeholder analysis, principle negotiation and
leveraging felt knowing. Then it would be including some sub parts like that of methods, results
and discussion coming up towards conclusions (Ertmer and Newby, 2015). All things should be
reflecting upon experiments that are been conducted environmental decisions which are based on
interior solution to elementary school within Australia.
This experiment is mainly based on workplace where I’m currently employed which is an
elementary school within Australia. In starting I was recruited on temporary bases which they
grew me on permanent bases at the time when supervisor gave the advice related to my work and
smooth running. This reflective essay and part would be including various methods and based on
them discussions or results would be generated (Fisher, Ury and Patton, 2015). There are also
range of stakeholders who are been included within the topic conduct would be based on what
type of data must be there and how that data is been analysed to end up with results. In this study
on reflection mode negotiation would be focusing on interest of parties like that of stakeholders
or management and conflicts which are arising among them all. So this principled negotiation
will be with manager or management of this elementary school. Stakeholder analysis will be
undertaken which is enabling to gain insight with help of felt knowing which are to be used in
Fisher and Ury’s 4 step approach of principled negotiation. As I was not having correct or full
knowledge about these concepts of stakeholder analysis, felt knowing and principled negotiation
which was then increased after this whole experiment.
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METHODS
The current situation would be dealing with elementary school and its interior solutions
which are more focused on environmental decision making (Schön, 2013). It is important for this
industry or education sector that they are maintaining teacher and student ratio which is ideal at
1:15. But on certain issues like that of lack of teacher or not concerned about child this ratio is
several time changed. This issues was discussed with management of school that if this situation
prevailed would then be casing much problems like that of uneasy to learn or to teach. At the
time of reflective writing I included Donald Schon and Eugene Gendlin’s work on reflective
practice which is done to undertake exploratory practice in move or hypothesis testing. At the
time when I’m using leveraging and developing use of Gendlin theory is to be used and also 3
level reflective practice of Donald Schon is been used. This will be based on bascially 2 major
parts in each on them I included one experiment focusing on 2 aspect of my topic.
Part 1
This would be focusing on developing skills as environment decision maker what are the
skills that are needed? What advantage I will be having after these skills are developed? And
lastly what skills actually I developed so that I am able to take decision regarding keeping
safeguard of environment where I was working (Schön, 2017). So in order to answer all these
questions it was easy for me that I could be able to note down all my gathered experience and
information in regard to it. During these working and development of skills there was certain one
which need to be looked out separately these skills and feelings are those which should be given
extra attention. For this part I need to carry system analysis of environment and this will be
helping me to develop skills so that I could be able to take decisions. Thus this will be showing
that it is having long term goal or outcome of taking decision in regard to environment. This will
also be conducting analysis of system which is providing insight of various technical aspect of
skills which need to be there at time of developing skills. In this form I need to negotiate with
stakeholders of an elementary school like that of management, teachers, staff, parents and
students (Dale, 2010). If there are certain decisions which I will be making then how all these
stakeholders will be reacting to specified and particular decision. This reaction could be in both
negative and positive way but this practice there would be no specified outcome and this is
mainly done only to perform results of topic or experiment.
Part 2
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Then in this 2nd section where there would be providing interior solutions of elementary
school of Australia. As I’m currently employed within “SCHOOL A” which is enabling me to
achieve targets of my career and skill development as environmental decision maker. So I would
be negotiating with management of school with the help of principled negotiation that of Fisher
and Ury (Watt, 2017). This will be focusing on how important it becomes for environmental
decision maker to develop their skills in order to provide interior solution to elementary school.
In this regard it was important for me to conduct stakeholder analysis in consideration with
interest, position and self-decisions. With the help of this negotiation it was possible that I could
then be working as permanent employee at SCHOOL A which was included in system analysis.
In part of negotiation with management of school was included within hypothesis testing and the
compromising with the number of results were generated. Some of the hypothesis which I was
able to build up was like that of:
 The negotiation which I’m supposed to do could be leading to results and outcomes on
permanent bases.
 The negotiation which I’m supposed to do could not be leading to results and outcomes
and they are to remain same.
Giving up of interior solutions within elementary school of Australia could be helping me
to judge that what is reason behind my choosing of environment decision like that of building up
of healthy schooling experience of students (Jorgensen, Patten and Strakraba, 2012).
RESULTS
The experiment which is based on developing skills to conduct environment decision
making in interior solution to elementary school. Within both the part which are dealing with
exploratory practice approach must be keeping experiment that including range of factors
relating to situation (Walkerden, 2005). In both the parts there will be including stakeholder
analysis, principled negotiation and leveraging felt knowing.
Part 1
At this stage I was having aim to implement exploratory practice like that of Schon and
Gendlin’s reflective practice. Which will be supporting techniques to be used for system analysis
and stakeholder analysis. There are possible reasons for feelings that are evoking into situational
context and then searching upon my feelings that related to skill development. There were my
thinking and suggestions which were available and then attempt was made to understand in
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better terms why skill development is important. Then I was engaged into reflective practice or
writing which is looking upon issues like that why is it required to look up on skills and their
development as well (Keen, Brown and Dyball, 2015). There were certain factors which I was
able to develop like that related to:
 Skills that are needed as environmental decision maker.
 Knowledge and understanding
 Cognitive skills
 Practical and professional skills and attribute
At the time of my undertaking I included all what is been mentioned into exploratory data
so that I could be having clarity of ideas and then self-assessment will be done. This exploratory
practice will be helping me to properly conduct whole hypothesis or move testing like that of
leveraging of feeling to know. Among all the skills above stated I need to understand what is the
primary which I supposed to be having at any point of time or what could be the main cause of
my development of skills as environment decision making. So in accordance to this there is one
particular hypothesis based on to liability so the equation is generated which is
In order to testing of this hypothesis it would be required to have exploring various
factors in case of development of skills which is done after including Gendlin and working with
this skills.
Then at time of stakeholder’s analysis it was included within my understanding that all
interest and demand of stakeholders should be giving chance of negotiation. Thus outcome will
be there based on this analysis which is allowing me to look up on to my interest which is been
aligned with that of my as well (Walkerden, 2014). If this is not been understood by me then this
would be affecting stakeholders in negative way like they will not be remaining associated with
SCHOOL A anymore.
Part 2
At the time of negotiation with management of SCHOOL A there was several issues and
questions which I included to ask them and that decided my stake into school. This would be
undertaking the principled negotiation which was introduced by Fisher and Ury in their 4 step
model. These would be including like that of:
1. Divising problems which people face
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Situation+ Liability implication= Skill development.

2. Focusing on interest and not only on positions
3. Setting up of stage for collective gain
4. Insisting on goals and its criteria.
Before conducting this negotiation it is require that I’m deciding over what is the problem
which is related to each person is been facing like that related to knowledge and understanding.
Then on 2nd guideline I would be focusing on my area of interest not on what position I’m having
this is basically done prior to setting up with stakeholders analyis or including their mutual
interest (Gendlin, 2015). Then reason behind as to why I was promoted to as permanent staff as
environment decision making was to concern to my value as good and efficent employee. So this
opportunity which was given to me was in relation to my working and how satisfied I was during
my work. this is in regard to my liability implication ending up to as 3rd guideline of model. Then
towards the end the insisting objective was related to my continued to work on hourly bases as I
was doing before.
DISCUSSION
Under this part all important points would be included to be discussed like that of
resulting into my experience to undertake the required study. As this study was based on
experimenting with development of skills as environmental decision maker by providing interior
solution of elementary school in Australia. So there would be certain discussions which are to be
made like that of:
 All the conclusion and resulting part of the study would be based in what I have learnt at
the time of undertaking experiment.
 All the things which I learnt was applied in my daily life both personal and professional
which then is deriving important merits.
Like at the time of my reflection of leveraging to feel knowing which is one of the
method used by me was regarded to as big challenge for me. Then I build up different hypothesis
testing including Gendlin model (Keen, Brown and Dyball, 2015). I have also learnt about
stakeholder analysis which will be depending upon problems and results related to them all. This
will be based on principled negotiation and linking with both the practice of stakeholder’s
analysis.
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CONCLUSION
From this experiment I have learnt that how I could be successfully developing all
practice which is then impacting my learning and developing skills of environment decision
making. I have learnt how I could be undertaking stakeholder analysis and how principle
negotiation could be carried on.
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REFERNCES
Books and Journals:
Ertmer, A.P. and Newby, T.J., 2015. The expert learner: Strategic, self-regulated, and reflective.
Instructional Science, vol. 24, pp. 1-24.
Fisher, R., Ury W., and Patton, B., 2015. Getting to Yes: Negotiating an agreement without
giving in (2nd edn) Sydney: Century Business.
Schön, D., 2013. The reflective practitioner: how professionals think in action, Basic Books,
New York.
Schön, D., 2017. Educating the reflective practitioner, Jossey-Bass, San Francisco.
Dale, M.B., 2010. Systems analysis and ecology. Ecology, vol. 51(1), pp. 2-16.
Watt, K.E.F., 2017. Systems Analysis in Ecology, New and London Academic Pr.
Jorgensen, S.E., Patten, B.C., and Strakraba, M., 2012. Ecosystems emerging: toward and
ecology of complex systems in a complex future. Ecological Modelling, vol. 6, pp. 1-27.
Walkerden, G., 2005. Felt knowing: a foundation for Local Government practice. Pages 170-187
in:
Keen M., Brown V. and Dyball R., 2015, Social Learning in Environmental Management,
Earthscan, London.
Walkerden, G. 2014. Researching and developing practice traditions using reflective practice
experiments. Quality and Quantity, vol. 43(2), pp. 249-263
Online:
Gendlin, E.T., 2015. The significance of felt meaning. In R. Cormier, E. Chinn & R.H. Lineback
(Eds.), Encounter: An introduction to philosophy, pp. 561-566. Glenview, IL: Scott,
Foresman & Co. From <http://www.focusing.org/gendlin/docs/gol_2084.html>.
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APPENDIX
Figure 1: System analysis
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Figure 2: Stakeholder analysis
Stakeholder Position Interest BATNA Othe solution
Me Permanent
employee
Financial
stability and
career
development
Taking
permenent
employement in
SCHOOL A
Compromising as
permanent
employee.
SCHOOL A Developing my
skills
Wanting me as
environmental
decision maker
Allowing me as
casual or finding
alternative
Giving more
stable position in
company.
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