Gibbs Reflective Cycle: Addressing Challenges in Group Work

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ACADEMIC STUDY SKILLS
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Table of contents
Introduction................................................................................................................................3
Reflection...................................................................................................................................4
Conclusion and future actions....................................................................................................8
References................................................................................................................................10
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Introduction
The development of any report or work is associated with extensive and multiple inputs from
the group members. The aim of this study lies in the development of a personal reflection
based on the challenges and processes identified post the completion of the initial assessment.
However, the scope associated with this study includes the extensive use of reflective cycles
the effective conduction of the reflection.
For the conduction of this individual reflection, I have segmented the entire report to three
major segments. The first segment would include a brief of the reflective framework and the
reasons for choosing the same. I would present the second segment with the extensive
analysis of the challenges and key points identified during the conduction of the initial
assessment. However, this would be based on the multiple factors associated with the
framework. Finally, the third segment would be a summarisation of the resources associated
with the data coupled with the identification of potential actions that I might incorporate for
improvement in my academic skill.
For the conduction of this reflective study, I have taken the Gibbs reflective cycle. Graham
Gibbs had developed the mentioned model in the year 1988 for the sole purpose of providing
a logical framework for developing reflections based on experiential learning (The University
of Edinburgh, 2019). The cycle follows a six-segment of the approach to execute a reflection.
The reason for undertaking the mentioned framework would be due to two reasons. First, the
framework provides a logical framework for examining the experiences accumulated during
the conduction of the task (Potter, 2015). Second, since in the first task, I experienced major
repeated events like miscommunication as well as poor coordination with the group members
and the college's rules, the Gibbs cycle would enable the inclusion of the analysis of the
repeated experience, because of the cyclic nature of the framework. Overall, the reason for
the choice of the mentioned framework includes the development of an action plan to
mitigate any negative experience in the academic segment.
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Reflection
Figure 1: Gibbs reflective cycle
(Source: The University of Edinburgh. 2019)
The above figure represents the Gibbs reflective cycle. The six segments of the cycle follow a
unidirectional approach for the sole reason of multiple analysis of the same experience to
identify the root cause of any challenge, risk or other forms of experience.
First, in the segment of the description, I think that the major issue associated with the
conduction of the work was poor communication. However, this communication was mostly
the fault of me as well as my team members. It was because, not only we as a team was late
in submitting our assignments, we showed poor non-verbal logical skills as the submission
was to be done individually. Additionally, I think in the academic segment, I projected a poor
skill in paraphrasing as well as critical analysis of the multiple articles that I was responsible
for evaluating. It would be because, despite being the initial work divided into five segments,
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32% similarity was found by the tutor. Hence, overall, I think that I lagged in the segment of
the effective organisation as well as in the segment of effective reading.
Second, in the segment of feeling, I initially felt disappointment due to the massive blunder
of the deadline as well as the sudden leaving of one of my teammates. However, the reasons
that she gave, I felt that it could have been managed in the event all the team members
divided the extra workload among themselves while reducing the workload on the potential
victim of the personal situation at residence. However, before the conduction of the work, I
had felt extremely confident about the task as the team was efficient, and work had been
distributed equally among the members.
However, I felt dejected and disappointed as not only I missed the deadline, but one of my
team members left. I think that other groups members were feeling the same except one as
she was instrumental in making me understand the variability of such situations while
alleviating my confidence to pursue a result oriented academic course. I think that other
individuals might be dissolution now as one of the key group members has left and they
would look up to me to manage the situation in the event of another task provided to the
group. During the situation, I was thinking about potential loss that I would have to deal with
coupled with the increase in the work pressure, taking of effective forms of notes and
planning of developing an assignment or an essay. I think that the situation now is
extensively under control as the team members have shown positive potential across multiple
segments. Additionally, the current situation is positive as I have noticed that the school has
brought extensive knowledge about the mentioned topic coupled with myself increase in
confidence as critical understanding.
Third, in the domain of evaluation, I think that based on the experience provided both a good
and bad experience for me as well as the team. It would be because of the feedback provided
by the tutor as well as a segment of formative assessment undertaken by the school. The good
experience during the conduction of the initial assessment was the identification of the areas
that I would have to work in the academic segment. These include the organisation of study,
sourcing of information, writing styles and critical representation (Travers et al., 2015). The
negative however include the experience of late submission for which my team and I had
been penalized. Additionally, I think that I have developed management skills interpretive
skills with developed scope for increase in analytical ability.
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During the conduction of the initial assessment and the task, distribution went well as major
issues were in similarity index and not in irrelevant data or writing. The fact that we missed
two deadlines did not go well for me as well as my team. Post this situation, one of the team
member negatively contributed by leaving the team. However, I think that all the other team
members contributed positively by keeping themselves motivated for future endeavours and
identifying areas of improvement.
Fourth in the segment of analysis, I think that the aspect that did go well was due to the
effective response o the team members. This response was, however, limited to the academic
submission. It was because we as a team were able to submit corrected forms of individual
task with minor penalties due to missing of deadlines. However, the reason for the occurrence
of such events was ineffective communication. Hence, I think that aspects of effective and
precise communication could be incorporated for mitigating such occurrence shortly.
Fifth, in the segment of conclusion, I think that I learned two individual things from the
mentioned situation. First, I learned about the different aspect of motivation that is required to
sustain any task with effective presentation and academic efficiency. Second, I learned about
the need for effective management, as poor management was one of the major causes of such
confusion in a simple academic project. Additionally, I think that the mentioned situation
could be a positive situation for everyone if the tutor conducts a summative assessment by
each of the team members as well as conduction of personal SWOT analysis.
I think that handling such a situation in a better way shortly, and I would primarily require the
skill of active listening and active interpretation. This would be because; such skills would
enable the identification of the requirement of a particular task. As a result, the effective
distribution could be conducted while taking into the strengths of the individual members. I
think that as an individual, I would have developed a timeline of the project while having a 7-
day grace period for the tutor to make any changes post checking by the tutor and processing
the document through copy cape or other plagiarism detection software. Additionally, this
mechanism would have led to the mitigation of the situation while reducing the probability of
missing deadline and leaving of a team member due to extremely personal and studies
pressure.
Last, in the segment of the action plan, I think that if I would have to do the same
assignments or be involved in a similar situation, I would first read the guidelines provided
by the tutor or guide in a higher educational institute. This would be because understanding
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the specific requirements of a particular task would complement the scheduling of segments
of the job associated with the task (Cottrell, 2013). Additionally, it would reduce the
probability of an occurrence of repetition of any task.
For the acquisition of the mentioned skills, I would incorporate my habit into a learning
experience. I would actively listen to audio books, stories coupled with recorded lectures to
boost my listening skills. However, in the segment of active interpretation, I would
incorporate the use of multiple case studies or news articles and identify critical issues
associative with a particular article. However, the actual development mechanism would be
though the formative and summative assessments based on the online lectures provided in the
ULearn space. I think that for the next time, I could ensure a difference in the module by
creating and practising mock sessions and assignments. However, the resources used for
these sessions would be the study materials that I had received or had to buy for the
completion of my course.
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Conclusion and future actions
Conclusion
Post the conduction of the reflective analysis using the Gibbs reflective cycle; two
conclusions could be taken into consideration. First, in the domain of achievement post the
execution of the reflective analysis, I think that I have achieved an understanding of the need
for improvement in academic skills. Additionally, I think that I have identified the
mechanism through which the identified issues could be mitigated while retaining the core
functionality of academic projects. It would be because of two reasons. During the
development of the reflection, the Gibbs cycle enabled me to identify the cause of such a
negative situation in the domain of self along with the team.
Additionally, I think that the development of the action plan would lead to the development
of the introspection mechanism that would enable me to reduce the probability of occurrence
in the mistakes. Second, in the segment of the learning, I learned it is better to refrain from
making any mistake than making changes in the work developed initially. It would be
because; mitigation of mistakes would reduce the requirement of effort for the same job and
reduce the probability of missing any deadlines. Additionally, I learned that no matter the
negative nature of the situation, an individual should always stay motivate and continuously
develop personal attributes for better execution of task as well as conduction of any research.
Overall, it could be concluded that I have identified the reasons for which the initial
assessment failed to be submitted in time and the mechanism that could be incorporated for
keeping the team together without reducing the extent of responsibility for each of the
individuals.
Future action
For becoming an effective learner shortly, I would incorporate two major actions for myself
only. First, in the domain of skill development, I would extensively follow the online tutorials
provided by the educational provider. This would enable me to sharpen my listening skills
and concentration. As a result, I would be able to grasp any academic topic more effectively
and within less tenure.
Additionally, I would incorporate the aspect of formative learning and formative assessments
by taking multiple online free examinations relative to my subject of study as well as general
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English and analytical ability. This would enable me to identify the requirement of the course
in the practical field couple to developing personal note taking ability without missing critical
instructions from the tutor or through books. Second, in the domain of communication, I
would extensively follow the practice of listening first than speaking; this would enable me to
identify the overall and specific requirement in a task associated with my academics. The
overall result would include the development of academic referencing skills along with
revisions skills before submission of a task of any nature.
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References
Cottrell, S., 2013. The study skills handbook. Macmillan International Higher Education.
Potter, C., 2015. Leadership development: an applied comparison of Gibbs’ Reflective Cycle
and Scharmer’s Theory U. Industrial and Commercial Training, 47(6), pp.336-342.
The University of Edinburgh. 2019. Gibbs' reflective cycle. [online] Available at:
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-
cycle [Accessed 31 May 2019].
Travers, C.J., Morisano, D. and Locke, E.A., 2015. Self‐reflection, growth goals, and
academic outcomes: A qualitative study. British Journal of Educational Psychology, 85(2),
pp.224-241.
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