Reflective Paper: Australian Constitution, Politics, and Team Dynamics

This reflective paper analyzes a student's experience working in a team to understand the Australian political system and its impact on policy development. The paper details the learning process, which involved problem-based learning and teamwork to explore concepts like ideology, democracy, and pressure groups. It reflects on the challenges of team communication, individual responsibilities, and the application of the Gibbs reflective cycle to improve learning outcomes. The student discusses issues with team dynamics, communication, and understanding assignment requirements, while also assessing the impact of these factors on the final presentation and their own learning. The paper highlights the importance of reflection, critical thinking, and proactive engagement in group projects, providing an in-depth look into the complexities of teamwork and learning within the context of the Australian Constitution and its political landscape.

Reflective Paper “Australian Constitution”
This reflective paper will share the content that focuses on politics and power as to
how we worked in a team where we gathered and discussed our responsibilities. The
Content comprises an understanding about the Australian political system and the
practices that form policy, which influences people that social workers work with.
The discussion looked at learning about the politics and power of groups by forming a
team of our choice. Guidance was provided by the lecturer and knowledge about
teams assisted with functioning successfully.
Essential for our group was to establish an understanding of the assembly and
function of the Australian parliamentary, judicial and other law creation and decision-
making processes. Theoretical ideas such as ideology, democracy, parliament and
pressure groups created the understanding of politics and policy.
The open communication process formed criteria to understand social policy, political
and economic factors on the policy development process. Finally we looked at how
this impacts sustainability and as a team we concluded and shared our understanding
of Australian politics.
The learning process required enrolment into small teams to work on four knowledge
problems. One each for the first four learning outcomes using the principles of
problem- based learning. The assessment required knowledge to demonstrate what
has been learnt. Thereafter reflect and write the outcome on teamwork. The Unit
Outline & Problem based learning provided with insight of assessment requirements.
The lecturer assigned a team and policy topic. The learning materials were made
available on Blackboard and then I began a journal entry for the reflective paper.
The initiative required our group’s collaborative talks about PBL#1, which was
carried out in part face-to-face and also via conversation on black board. I met with a
group member and we shared our awareness and own understanding of the Australian
political system.
Initially on line Group work participation started with little or no discussion.
Primarily we were a group of three participants, I asked for the team charter to be
signed only three proceeded to achieve the initial requirement for group work.
Fortunately we had an additional three members joining and group discussions
continued. The three new students stated they had not received ECU emails hence the
lack of correspondence. I enquired for the team charter to be signed by the new
comers on several occasions.
I refer to the above where Boyd 1983 states awkwardness in the reflective experience
that somehow it does not come together. The awareness of anxiety within itself
involves an experience. Boyd further refers to a sense of “stuckness”, of having a
continual and disappointing line of thought within oneself. This sense of discomfort is
discussed as not willed by the state of mind.
The learning is basically a process of preoccupation or dwelling upon things that often
puzzle or disturb us, so reflection is essentially a form of precursor to action.
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Finally the team charter was signed, simultaneously as this took place we proceeded
to continue with power point discussions and contributions. The confusion remained
in understanding assignment requirements. Liaison via blackboard worked to a slow
start as not all checked their emails regularly. It was decided we would exchange
mobile numbers and then there was an issue of a suitable time to call. Students did not
respond promptly to text messages and calls due to work and other commitments.
Progress was made in our discussions via email, messages and blackboard as well as
power point share .The group concluded this was almost ready for the residential
week. We proceeded to complete with final group numbers and presentation was
completed. At last we settled, or so I thought (Gibbs 1998 stage 2). As a group we met
to discuss and query changes however distance and time did not permit as only two of
us met. But the question was really about what was I thinking about? As per stage 2 of
Gibb’s reflective cycle, what should be the initial gut reaction and what it tells us, and
did it change our feelings as well as what was it that I was thinking.
Then came further changes with a new member added in the last week before
residents added an unforeseeable twist to our group. With change, an attempt to bring
the group to focus seemed a challenge and caused concern on my part. The newest
team member recognised a problem in the content of our presentation. There came
difference with the new member.
Our new group member recognised the inconsistencies in our work and provided
correct assessment requirements as the previous work would have caused a fail in
assessment outcomes.(Gibbs stage 4 ).
People often maintain that they learn best from experience. However, if these
reflections are not reflected by them or if there is no conscious effort on their part to
do things better, then it becomes extremely difficult for them to learn anything at all.
Stage 5 in Gibbs reflective cycle looks at conclusion. This stage talks about the
necessary steps as to what else could I have done. I need to reflect what else I have
learnt for the future. At this stage I felt best outcomes would be to let process take
place and discuss more at residents. The concern I had was whether or not we had
adequate time to prepare and create new work as we were down one and an additional
new member.
I could have looked at the assessment requirements and gained better understanding
instead of relying on the primary member to advance to creating a power point. On
my part not enough consultation and drawing out in understanding the assessment
took place. I had met with the student for coffee with intention to discuss PBL
requirements. This failed to take place as we were the only two members who
conducted the meeting. Consequently, an agenda had not been created. This would
have been helpful due to pressure of test requirements. Here we collaborated an
understanding for the test instead of gaining insight to course content. This left no
time for an essential part of the meeting based on the Stage 5: Conclusion, Gibbs
reflective cycle.
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Stage six of Gibbs reflective cycle queries if this occurred again what would I do? It
essentially lays down an action plan as to what will I do next time if a similar
situation arises again. I would need to clarify any misunderstanding concerning course
requirements. Take initiative and ensure ownership and responsibility for
contributions to course work. Clarify with the lecturer whether or not content and
ideas are in line with assessment requirements. Finally ensure an agenda is created
and feedback to students the meeting outcomes.
The residentals took place on the South West Campus where we met group
participants. Initial introductions helped to place name to a face moreover
apprehension that comes with the general confusion with on line study and group
work. In order to remove barriers during our initial contact I suggested an analysis of
changes to our work due to a group member’s last minute absence. There was
apprehension within the group. I had to approach the amendment with care as
decisions had already been made by our absent group member who initiated the initial
power point. Personally I felt there was no consultative exchange for new work in
accordance with the group charter.
During the first group meeting I proposed a need for reflection on our problem based
learning plan and to clarify the problem we faced. The problem being an absent group
member and would the member return within the residential week. Moreover what
approach to use as assessment had been changed by our newest member. I suggested a
group facilitator be put to vote however this was not considered and disregarded. Like
the team charter the facilitator and no outcomes within their role as part of course
requirement. I therefore felt the two essential requirements being mentioned were
disregarded and not taken in, due to this simple reason. I also felt this should have
been communicated to the lecturer to query if our absent team member would return.
None affirmed the request or engaged to propose an alternative, therefore I took on
the seemingly simple task to gain clarity. In summary the team agreed and it was
concluded our team member would join at a later stage. I discussed valuable
contributions to be made by the absent team member and contact via phone, sms or
email to ensure fair contributions were made. One from the team should take the onus.
So, it was agreed that the practice of problem based learning should be used as far as
the students would work together to solve problems. In this method, each and every
learner is engaged, even if somebody else is typically struggling.
Argyris and Schon discusses problem setting cannot be undertaken by the methods
derived from knowledge. It is completed through the non-technical practice of
outlining the challenging setting so that it may be organized as an end and means
clarified. This is because practical theory deals in wide-ranging concepts and always
entails request to the parameters of an individual case Reflective practice: a critique of
the work Argyris ans Schon pg 1186. REF 4
Basically, in simple terms, reflective learning enables learners to activate prior
knowledge, and to construct, deconstruct and reconstruct their knowledge.
The PowerPoint became a focal point and allocated tasks were discussed. I again
suggested incorporating the PBL plan and rubric to be used as I found this to be an
excellent and necessary part of the learning. I also questioned the continuing
facilitator role for the experience to be felt by all. (Gibbs stage 4).
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I initiated the team charter and liaised via black board. The charter was also shared on
ECU email and progressed with all members finally signed on. The group now had a
self-appointed leader who looked upon the charter as incorrect. The time required to
contribute to teamwork as stated on the by the self-designated leader was felt to be
unreasonable. I felt recognition should have been given for this query. None from the
group addressed the issue. At this late stage, I requested moving on to save time as the
charter was suggested in several on line discussions and this being a mere adjustable
working document. I felt due to lack of collaboration most of the group felt disregard
for the charter as there were more pressing issues.(GIBBS STAGE 4). There was no
discussion to reflect on the problem based learning plan to help with the process.
The stage 4 of Gibb’s cycle tells us as to what needs to be done more as in this stage
the event is broken down into its component parts so that they could be explored
separately. Some more questions that are pertinent in this section are- what went
wrong or did not turn out how it should have done; in what way did you or others
contribute to this.
Reflective practice is a resource by which professionals improve a better level of
mindfulness about the act and effect of their performance (Osterman & Kottkamp,
1993,p.19) and as a tactic in which their acts are carefully calculated in relation to the
concept known to the skilled worker and knowingly examined, so that effects of the
act will be useful to the patient (Jarvis, 1992, p.177) Elizabeth Anne Kinsella. I
recognised lack on my part to voice the feeling of self-appointed facilitator role, and
felt this was an issue only I had and therefore made no mention. Furthermore our
leader was making progress somewhat.
In undertaking inconsistencies the emphasis for reflective practice is always the
disagreements amongst the practitioner’s aim to understand practice and essentially
how to practice FITZGERALD PG 25.
Therefore, the reflective practice that is used is a very adaptable process. It is a set of
ideas that could be used alongside many other concepts for training, learning, personal
development, as well as self-improvement.
The group meets were uneventful due to the two younger team participant's lack of
verbal contribution. This assumption of age being the reason for lack of contribution
came about as a group debrief. I felt this was hard work and no effort was made as a
team to help engage two of our youngest members who contributed, though felt it a
waste of time to stay on any further due to their power point contributions completed
additionally mention was made other units required their attention. I felt powerless
and a great inability to engage two students from the group no matter what approach I
took (The critical incident, My feelings at the time Dr Marilyn Palmer, 2005). REF 5
Schon (1991) forward-thinking of reflective practice encompasses the ideas
entrenched in the act of knowledge that it includes empathy of the professional
practice. This includes use of theory to practice as well as a process involving
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professionals’ managing of situational strains, perception, capabilities and
understanding (Critical reflective inquiry for knowledge development in nursing
practice pg. 1206). REF 6.
The act of reflection in the process of learning goes a long way to increase confidence
and become a more proactive and qualified approach.
Gibbs stage one. Conflict and misunderstanding arose around requirements for the
presentation instantly this became an issue. Gibbs stage two. The last member of our
team linked in on the third day of residentials. Gibbs stage three, I realised it was
necessary for co-operative one on one talks (Gibbs stage four) as the incident was
now critical and conflict would arise due to change in the power point. I requested
talks with the late comer to provide an update, moving forward the adjustment was
agreed upon to deliver and complete assessment requirements.
Borton 1970 looks at levels of difficulties and how to empower on self with choices
of action and choose what to do following the analysis. I could further develop the
assertive component lacking in my personality. This I know was not lacking
throughout the residential as I brought group to focus and discussed courses for
action. The consequences for this act will bring about in me a more confident and
outspoken personality and also remove the inhibition to share my thoughts as they
arise.
Reflective learning also involves lining a current activity and experience to the
previous learnings. It draws cognitive and emotional information from multiple
sources that are: visual, auditory, kinesthetic and tactile.
Tuckmans’ model of group development.
Australian Political System
The official name given to Australia is Commonwealth of Australia. The system of
government in Australia is based on both liberal representative democracy and
constitutional monarchy. Queen Elizabeth 2 is Constitutional head of the state. This
democratic foundation is based on pillar of religious tolerance, freedom of speech and
association (Marsh, 1983).
The commonwealth of Australia was established on 1st January 1901 with a
conglomeration of six different self-governing parties that used to be the former
British Colonies. They came together to form a union, which are now six states of
Australia. The governing laws of this new union of states, which was now a nation,
were laid down in the Australian Constitution. These were the first crucial laws that
defined as to how the Commonwealth government would operate (MCALLISTER,
1998).
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The Australian federation and Constitution
The Australian federal system is primarily divided between Commonwealth and State
and Territory governments. The parliament of Australia consists of the Queen, which
is represented by Governor-General, the Senate and House of Representatives. Having
so many important organs of the government, Parliament is the place where laws are
passed that are intended to affect each and every citizen of the country. The State
governments and Commonwealth do not always converge on all matters but they do
cooperate on education, transport, health and law-enforcement. The State
governments constitute their own legislatures, bureaucracies, courts and police much
the same way as the local government bodies are created by state and territory
legislation.
The Constitution of Australia is the supreme body that lays down the roles,
responsibilities and powers of national parliament, the government as well as the
courts. It is the guardian that protects the fundamental rights and freedoms of citizens.
The Constitution also provides provisions for the possible amendments (Hirst, 2000).
One important principle being laid down in the constitution is “Separation of
Powers”, which, from any point of view, as far as any healthy and working
democracy is concerned, is very important feature. So, the power of making laws rests
with the federal legislature, while the power of implementing the law solely rests on
the executive (the government). Finally, the judiciary is being solely given the power
to interpret the laws. All these bodies will, therefore, be allowed to function
independently without interfering in one another’s domains.
Political Parties and Elections
In Australia, there are primarily three major political parties – The Labor Party, The
Liberal Party and The National Party. Apart from these there are numerous smaller
parties such as Nationals and Greens. The Parliamentarians belonging to
Commonwealth, States and Territories are directly elected by the people. The
Australian Electoral Commission (AEC), as per the Commonwealth Electoral Act
1918, is responsible for conducting the federal elections. The AEC for quite some
time has been doing a commendable job by carrying out its roles and responsibilities.
As per the above mentioned Act of 1918, the AEC is obliged to determine the
electoral boundaries, maintaining electoral rolls, registration of political parties, and
security of votes as well as keeping track of public funding (Bean and Mughan, 1989).
So, all of these duties have been well dispensed by AEC on its part as the people of
the country have been seeing full and fair elections.
So, it will not be an overstatement to make that in Australia, because of prevalent of
proper electoral system and all the related electoral institutions in place, there is a
profound public participation as well as a fair degree of trust in the political system. If
we try to make a comparison with other countries, Australia indicates a significant
level of public satisfaction. So, as we rightly found out that these elections are a
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reflective mechanism for electing government with adequate power to act and at the
same time ensuring government accountability as well as its responsiveness.
Critical View of Australian Federalism and Constitutionalism
Historically, the founding of federation, in essence, was based on colonial concerns
regarding defense as well as efficiency, which were grossly accommodated while the
Westminster was inherited. So, in that sense, the federation became a helping hand in
understanding the Australian Constitutionalism as well. The founding of federation
became revolutionary in a subtle yet fundamental way as it transformed orthodox
Westminster Constitutionalism.
It is an accepted fact that Australian founding of federation is an admixture of British
and American legal influences. This paved a way for influencing and shaping modern
Australian constitutionalism. The colonial constitutionalism was constituted by a
number of traditions, which particularly include parliamentarianism and the common
law (Orr, 2010).
It is important to understand the innovation that made way for federalism was
incorporated by the newly formed Australian colonies. We still have insufficient
knowledge as to whether the different traditions and indigenous traditions had shaped
the Australian Constitutionalism or not. However, what seems to be clear that the
colonial founding was shaped by considerable dynamic tensions within the orthodox
constitutionalism. The Westminster inheritance for a new state and Commonwealth
government largely relied on the conventions. These conventions of British
Constitutionalism were for the responsible government, which gave way for the
formal structures such as the system of the Crown, the House of the Commons and the
House of Lords (Galligan and Wright, 2002). So, these concepts regarding
parliamentary and responsible government were in the forefront for influencing the
Australian founders’ understanding of political arrangement.
The tradition of English Common Law has provided a profound understanding of the
common law that underlined the importance of exercising of personal discretion by
the judges and the judiciary. So, it essentially propounded that the judges duty was to
discover, not invent, as to what were the laws that governed the cases at their hands.
Also, it tried to thwart away the ambiguities as when the cases were genuine, the
judges were to proceed with a reason by drawing an analogy to an appropriate
precedent. In this regard, Sir Owen Dixon, Chief Justice of the Australian High Court,
once made a very profound remark. He said that Australia subscribes to a very
different yet constructive notion. He espoused that Australians conceive a state as
deriving from the law, not the law deriving from the state (Smullen, 2014). So, the
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common law has been a source of the authority of the parliament and the English
constitution played a crucial role in that Australia had its ultimate constitutional
foundation – the common law.
The democratic character of Australian federation becomes clearer when we analyze
how Australian Constitution was drafted. Two major conventions played a pivotal
role in this as well - the National Australasian Convention of 1891 and the
Australasian Federal Convention of 1897. These conventions drafted the final version
of the Constitution and after that it was put to the people in the form of referendum on
the Constitution Bill. After much consensus in states and territories, the Constitution
was adopted by the final endorsement by the people. So, this whole exercise of
Australian founding revealed and confirmed its democratic credentials.
Initially, the Australian federation had the profound difficulties in creating new
institutions along with allocating powers and responsibilities while making states
autonomous as much as possible at the same time. It is interesting to observe that
wherever the orthodox constitutionalism had confrontations with the new age
federalism, the founders did not address them in abstract or theoretical manner. But
debates were conducted to reconcile different theoretical concerns in the specific
context of practical or institutional arrangements. One such issue was appeared in
1891 Convention that was concerning the Senate’s power regarding amendment and
rejection of money Bills. However, after tough negotiations, the Compromise of 1891
was adopted and that restricted the initiation of money Bills to the House of
Representatives (Hollander and Patapan, 2007).
The success of Australian federalism can be clearly understood in terms of relations
between states and Commonwealth. The federalism can be viewed in terms of
struggle among different forces like coordinate, cooperative or coercive federalism.
So, we can conclude that the innovative nature of Australian federalism was the
churning of ideas and their ingestion in the Australian Constitution. Therefore, this
constitutionalism has immediate and practical consequences for Australian political
life.
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