business environment

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MODULE 1.1MODULE 1.1

Reflective Business Practice

Introduction:

In business, managers are expected to solve problems and make decisions in dynamic environments often under pressure. How well they succeed in this is a

measure of their performance and affects the organisation’s competitiveness in the short and long term. In such circumstances, it is imperative that managers

not only learn from experience but also can apply that learning to new situations.

Reflective practice involves thinking about and critically evaluating one’s actions with the aim of continuous learning and professional development. The key

rationale is that experience alone does not necessarily lead to learning but a deliberate reflection on the experience is needed. A reflective business practitioner

examines their thoughts, feelings and actions to interpret them and to create meaning. This cycle of self-observation and self-evaluation enables them to gain

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examines their thoughts, feelings and actions to interpret them and to create meaning. This cycle of self-observation and self-evaluation enables them to gain

insight into assumptions and biases that affect their choices and practice. Thus, reflective managers have the skills to critically think about their actions and

outcomes and to assess how their own personal and organisational performance can be enhanced. They are also better equipped to cope with uncertainty,

potential threats and reflect on alternative strategies.

REFLECTION MODELSREFLECTION MODELS

There are several models of reflection and many of them share common features. Choosing which one to use is generally a matter of personal preference.

Below are three examples of structured reflection, cyclical models by Gibbs and Driscoll, and two types of reflection by Schön.

Gibbs’ reflective cycleGibbs’ reflective cycle

Gibbs’ reflective cycle involves six steps which form a cycle of reflection which can be used as a continuous process:

1. Description – what happened

2. Feelings – what were you thinking and feeling

3. Evaluation – what was good and bad about the experience

4. Analysis – what sense can you make of the situation

5. Conclusion – what else could you have done

6. Action plan – if the same situation arose again, what would you do

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Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford, UK: Further Education Unit Oxford Polytechnic.

Gibbs’ model demonstrates the importance of conclusions and action plans in the process of reflective practice. It can be used to examine experiences by

focusing on what was good or bad about the experience and what could be done differently next time. The key point in Gibbs’ model is that the reflection does

not end with the conclusion but encourages the individual to formulate an action plan to improve their performance.

Driscoll modelDriscoll model

The Driscoll model is simple and easy to remember. It includes three questions:

What? – describing the experience

So what? – reflecting on the experience

Now what? – modifying future outcomes

In all its simplicity, the Driscoll model is both practical and versatile. It can be used by beginners on a descriptive level but by repeating the questions on

theoretical and action-oriented levels deeper reflection is also possible. Consequently, it is suitable for both personal and professional development.

Schön model of reflectionSchön model of reflection

Schön (1983) presents two types of reflection: reflection-in-action and reflection-on-action.

Reflection-on-action is the most common form of reflection, reviewing events that have occurred in the past. The aim of reflection is to develop different, more

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effective ways of acting in the future. In contrast, reflection-in-action is the ability to reflect on actions in the moment and adjust the response as the activity is

taking place.

Reflection-in-actionReflection-in-action

reflecting during the event

consider the situation

decide how to act

act immediately

Schön (1983) The reflective practitioner: How professionals think in action

Reflection combines theory and practice within the context of professional development. A person who reflects throughout their practice evaluates their

experiences and actions to add to their existing knowledge. In other words, reflection helps explore theories and to apply them in a more structured way.

Reflective practice has advantages on a personal level, too. It increases self-awareness and emotional intelligence, which are essential in understanding oneself

and others. Reflective practice also develops creative and critical thinking skills and drives personal growth.

ReferencesReferences

Fitzell, J. (2013). Reflective practice – a personal productivity tool for managers. Retrieved from

a-personal-productivity-tool-for-managers/

Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford, UK: Further Education Unit Oxford Polytechnic.

Lifelong Learning With OT. (2016). Guide to models of reflection – when & why should you use different ones?

https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/

Mackay, M. & Tymon, A. (2016). Taking a risk to develop reflective skills in business practitioners.

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Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Essential Resources:

Erasmus, C. J. (2012). Developing Reflective Practice Skills Through the Use of a Road Map.

30(2), 57-65.

This article talks about the importance of reflective practice and introduces a method, ‘roadmap’, as a tool to develop reflective practice skills.

Reynolds, M. &Vince, R. (2016). Organizing Reflection. Retrieved from https://lesa.on.worldcat.org/oclc/974642401

Please read Chapter 3Chapter 3 From Reflection to Practical Reflexivity: Experiential Learning as Lived Experience

based learning by explaining the difference between reflection and reflexivity, and propose that learning is actually a combination of three

things: reflection-on-action, reflection-in-action, as well as learning in experience.

ECU. (n.d.). Reflective practice: a tool to enhance professional practice.

This is an easy to read and concise report which reintroduces the basics of reflection and reflective practice, including the advantages of

applying reflection.

Reflective Practice Self-Assessment. (n.d.). Reflective Practice Self-Assessment.

Please use this self-assessment tool to analyse your reflective skills, how you use reflection in your personal and professional life, and also the

extent to which you use reflection for learning and self-development.

Lean Construction Institute (n.d.) Continuous reflection. Chapter 11.

This article talks about the importance of reflective practice and introduces a method, ‘roadmap’, as a tool to develop reflective practice skills.

Learning Activity:

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Learning activities are not part of summative/graded assessment; however, they are designed to prepare you for incremental graded assessment and expand

your learning. These activities encourage a community learning experience between peers, and provide opportunities for facilitators to offer formative

feedback, throughout a module, to the student cohort.

Learning Activity 1.1: Introduce yourselfLearning Activity 1.1: Introduce yourself

You are asked to write a short paragraph about yourself in the Introduce Yourself discussion forum. The “Introduce Yourself discussion forum is

a great way for students to get to know each other and feel part of the college community. This helps you to join with others to make study

groups and support each other outside of class time. This has the potential to provide supportive friendships throughout the course.

Module 1 - Discussion Forum: Please share your answers to Module 1 discussion forum questions found via link in the main navigation menu or click here to

scroll to the bottom of this page then click on the Introduce Yourself - Discussion ForumIntroduce Yourself - Discussion Forum

Learning Activity 1.2: Personal Reflective Journal: Professional identityLearning Activity 1.2: Personal Reflective Journal: Professional identity

Please go to your personal Reflective Journal and reflect on the below questions. This journal is for your own personal learning.

and will not be available to anyone except you. Your journal will be an important resource for preparing your submissions for assessments.

For Module 1 there are 5 questions to explore, reflect on and answer. Click on the reflective journal link in the main navigation menu to begin.

1. How do you present yourself when meeting people for the first time?

2. Consider a situation in which you were able to influence the actions of others in a desired direction.

3. What has been the best idea/insight that you’ve come up with in your previous studies or work? How have you applied it and what were the results?

4. Think about a time when you were confronted with change and had to make the necessary adjustments to move forward. What skills did you use?

5. What do you do when something needs to be done but no one is there to give you guidance?

Learning Activity 1.3: Linking ideasLearning Activity 1.3: Linking ideas

Please Google an online newspaper or a news site and skim through all articles on the front page. Try to find ways in which each article is linked

to the other ones, whether it is a perspective, a theme or a common factor. Once you have done this, try to deduct the agenda or aim of the newspaper or

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to the other ones, whether it is a perspective, a theme or a common factor. Once you have done this, try to deduct the agenda or aim of the newspaper or

site.

The recommended word count is 300 - 400 words total. You may like to use images and diagrams. You are also welcome to include factors that may not

be explicitly stated but which you believe fit within the context of the subject and are worthy of inclusion.

To participate in the Discussion Forum, click here to scroll to the bottom of this page then click on the "

Note:Note: The Learning activities above are not part of summative/graded assessment; however they are designed to prepare you for incremental graded

assessment and expand your learning.

These activities encourage a community learning experience between peers, and provide opportunities for facilitators to offer formative feedback, throughout a

module, to the student cohort.

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