Word limit = 1200 words (minimum) to 1500 words (maximum).

Reflexive Journal Assessment Your reflexive journal is due Sunday 12 May 2019 at 23:59 (last day of Week 13) It is worth 30% of our total final grade for the Unit.

Word limit = 1200 words (minimum) to 1500 words (maximum).

Referencing: Harvard-style referencing or AGLC4.

What am I required to do?

This assessment task requires you to complete and submit a Reflexive analysis of 1200-1500 words on three to five themes (of your choosing) relating to your learning in this Unit. You can use the 4Rs framework as guidance, however, please review Chapter 1’s (Negotiation: Strategy Skills Styles) explanation of reflective and reflexive practice to ensure that you understand the distinction between reflective and reflexive practice.

The important of your reflexive journal Reflexive journal writing is used by students in many professions as an education tool to facilitate practice development. Reflexive journal writing is described to explicate the process of generating and integrating new understandings to extend practice. Illustrations of reflexive journal writing demonstrate the usefulness of journaling to inspire new insights and extend Negotiation’s knowledge. A retrospective analysis revealed that this process is beneficial for (a) understanding contextual influences on practice, (b) connecting theory and practice, (c) self-evaluation and supervision, (d) practice development, and (e) understanding the usefulness of negotiation. Journal writing and analysis is considered a valuable method to facilitate the development of negotiation students in their journey towards becoming more reflexive practitioners. By engaging in reflexive practice, we can learn from our mistakes and understand the reasons behind our success stories. So, what should my reflexive journal contain in terms of content? As stated above, you are required to complete and submit a reflective and reflexive analysis of 1200- 1500 words on three to five themes (of your choosing) relating to your learning in this Unit. The practical content of the workshops – in particular, the use of scenarios and other materials, such as questionnaires etc – aims to facilitate your ability to engage in reflexive learning and support you in your drafting and finalisation of content for your reflexive journal. The Journal can address themes such as the subject matter knowledge covered, the skills acquired or enhanced, specific assessment task(s) undertaken, feedback received versus self-assessment on

these assessment tasks, the teaching and learning approach used, and your inter-relationship with other students and the lecturer. For example – you might decide that one of your themes has been your focus on how you identified a style preference as a positional negotiator (perhaps using the questionnaires provided) – and how you have used the workshop scenarios to focus on building your cooperative style. Work through what you have done – what were the challenges – has this enhanced your learning and understanding of others, environments and situations? How will this link to your professional practice? For example - Perhaps conflict may be one of your themes, particularly if you have identified a preference for conflict-avoidance. What tactics did you use to address this preference – how did you test it in a practical sense? What impact has this had on your personal and/or professional style and how will this translate to your career, profession and interactions with people? Students may find that undertaking a weekly or fortnightly learning log might assist in developing the content for the Journal. The following template is provided to assist students in this process.

WEEKLY/FORTNIGHTLY LEARNING LOG/JOURNAL

Based upon your observations and reflection before, during and after class in this Unit, write a general overview of this week or this fortnight’s learning in this Unit using the following format to

help structure your thoughts for possible inclusion in the Reflexive Journal.

Area

DESCRIPTION

Reflecting upon this week’s learnings, summarise one main idea/point in one or two sentences (consider any aspects of concepts, theories, models, perspectives, readings, or links with other areas being studied).

PROCESS Having discussed the above with a colleague (or yourself) write down one example of what you’ve learned and how your views may differ (if any) from others’ views (consider your initial reactions, how it relates to your approach to learning, what sources of information influenced or challenged your thinking, etc.).

IMPLICATIONS (Academic, personal and/or professional)

How and in what manner do this week or this fortnight’s learnings contribute to your academic and/or your professional development? (consider what this learning experience personally means to you, what approaches, ideas, concepts in your other studies or life experiences might be relevant, etc.)

Final Thoughts How is this this log or journal helping you to understand and integrate the Unit’s themes into your professional life, your current study, your professional development and to your success in this Unit.

Rubric Reflexive Journal – Marking Criteria (30%) Assessment

Criteria

less than 50

Pass

50-64

Credit

65-74

Distinction

75-84

High Distinction

85 plus

Reporting and

responding

(note and

deliberate about

aspects of

practice) (25%)

Non-reflexive stance Reflexive

analysis as a

mere observer

Reflexive

analysis as a

dialogue

Reflexive stance

looks to

synthesis

Reflexive

analysis that

extract meaning

and new

knowledge on

the part of the

learner

Relating

(make connection

with existing

knowledge and

skill) (25%)

Non-reflexive stance Reflexive as a

mere observer

Reflexive as a

dialogue

Reflexive stance

looks to

synthesis

Reflexive

analysis that

extract meaning

and new

knowledge on

the part of the

learner

Reasoning

(move to consider

context, issues,

significance for

practice) (25%)

Non-reflexive stance Reflexive as a

mere observer

Reflexive as a

dialogue

Reflexive stance

looks to

synthesis

Reflexive

analysis that

extract meaning

and new

knowledge on

the part of the

learner

Reconstructing

(most difficult to

achieve and

assess,

demonstrate new

ideas, new ways

of thinking)

(25%)

Non-reflexive stance Reflexive as a

mere observer

Reflexive as a

dialogue

Reflexive stance

looks to

synthesis

Reflexive

analysis that

extract meaning

and new

knowledge on

the part of the

learner

Source: Adapted from Carroll, M 2010 Levels of reflexive: on learning reflexive, Psychotherapy in Australia, vol. 16, no. 2, pp 24-31.and

from Bain et al. 2002 as cited in Ryan, M 2013, (p. 147) ‘The pedagogical balancing act: Teaching reflexive in higher

education, Teaching in Higher Education, vol. 18, no. 2, pp. 144-155

Relative Strength:

Areas for Consideration: