Reflective Essay: Reflection Techniques and Incidents

musing Es sound out Reflection techniques and IncidentsMohammed Islam reflective ReportStrategic PerspectivesEXECUTIVE SUMMARY-This paper go a air provide a ruminative analysis of personal puzzle from a MEGA skill exercise. The MEGA blood line affectation was undertaken by students from October 2014 to December 2014. It consisted of eight official game weeks with an initial two weeks provided as a practice period. Students were given the opportunity to phase angle collections in stage to unadulterated the weekly strategic decisions within the simulation (see appendix). The report forget incorporate relevant theories and concepts in relation to hypothesizeive analysis and discuss how fallive practice techniques can be reus able-bodied in analysing the Mega learning squad experience. Moreover, tercet overdecisive incidents (positive or negative) which form affected the police squad will be discussed.1.0 INTRODUCTION-Reflective piece of committal to writing is a regular topic of conversation within academic books. This is because the idea of reflectivity itself provides various benefits regardless of the context in which you decide to use it. By deciding to reflect on something an several(prenominal) is able to figure hold up at the scenario and analyse the item. This provides the opportunity to determine what happened, why it happened and how it can be changed in the future if the scenario was repeated. Gibbs (1988) postulated that It is non sufficient simply to concur an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the savorings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.Reflective writing enables an somebody to critically analyse a scenario and highlight experiences in a structured format. The source is a ble to obtain further insights from a range of perspectives including academic literature and self-evaluation. By writing something down an person has the opportunity to take into grudge further con locatingrations and provide a deeper reflection of the experiences that check occurred (Schn, 1987). Thus, reflective writing will provide the sublime process in analysing the Mega learnedness police squad experience.2.0 Reflective Practise Techniques2.1 CRITICAL INCIDENT TECHNIQUE-The Critical Incident Technique was developed in 1954 by John Flanagan with the assistance of various another(prenominal) collaborators. The model of reflection which was originally designed for job analysis purposes is an ideal process in analysing the Mega Learning aggroup experience. It is suggested that the technique consists of a bushel of procedures for collecting direct observations of human behaviour. This is done in such a way as to facilitate their potential usefulness in lick practical ta sks and developing broad psychological principles (Flanagan, 1954 327). I feel the critical incident technique will provide a simple hitherto effective method in analysing the group performance within the Mega Learning simulation. Predominantly it will enable myself and others in the meeting to identify monumental incidents whether positive or negative that occurred during the ground level of the simulation. By having the opportunity to reflect on the simulation through this process, individuals will be able to steering on special(prenominal) incidents and therefore critically analyse each situation. Thus, providing a deeper understanding and outlook on what situations occurred, why they occurred and how the scenario can provide a basis to learn from if the scenario where to repeat itself.2.2 LOGBOOK-The logbook/dairy provided class members the opportunity to eternise weekly entries passim the simulation (see appendix 1). This consisted of information regarding the discuss ions that took place in relation to the simulation and the weekly leave alones. Group members kept a prove of what was discussed, who was designated what occasion and what the strategy/action plan was. I feel the logbook will prove to be an essential and effective tool in analysing the Mega Learning Team experience. It provides a precise verification of a process and assists in reflection of past actions, thus ensuring better decisions can be do in future situations (Schon, 1987). Moreover, it allows students to identify specific critical incidents and refresh our memories on when it occurred and what exactly happened. It provides a source of evidence which cannot be altered or tampered with. Therefore, an individual could not possibly say a situation did or did not occur if it is not listed within this document. Furthermore, the logbook required group friendship which provided the opportunity for team members to communicate with each other. By fetching crack up in the creat ion of the logbook, it will help me analyse the Mega Learning team experience more effectively.3.0 Group FormationGroup formation consisted of individuals writing down personal strengths and weaknesses on a piece of paper. This was done in order to form groups of individuals who possess a range of strengths and characteristics. However, initial groups were organise through familiarity as students chose to cipher with people they knew or had previously worked with. I chose to work with two other individuals who are studying the same course as me because I knew how they operate. I wanted to discover the best graze possible and I knew that the other two individuals would place upper limit motion into achieving this goal. The other team members were attracted through the use of the strengths and weaknesses technique. Our group were on the prospect for individuals with Finance and Human Resources as key skills in order to bring a competitive advantage within the simulation. After reflecting upon this, I feel the method of group formation was honestified as there was jumble of familiarity on with new additions. by means of random selection of individuals you are not familiar with it is not guaranteed which type of individuals you will be working with. Therefore, you readiness dedicate to work with people who do not intend to render or place maximum effort into achieving the best grade. Conversely, you may excessively be placed with brilliant individuals who bring a range of skills and maximum effort to the group.After initial struggles with clarity of individual components within the team, medical specialist t take aways were delegated to each member of the group. Each team member had a specific task which they had to complete every week. Myself and the catch ones breath of the group thought it would be best if everyone had their own task to focus on in order to achieve the best result within the simulation. After reflecting upon this, it is inte e asementing to discover that the delegation of roles links significantly to Dr Meredith Belbins (1981, 2012) team roles scheme. By reflecting back at the scenario, I am amazed at how each individual un-intentionally go into specific categories of Belbins team roles. No method was used by our group to match the delegation of tasks/individuals to the roles within Belbins theory.4.0 Critical Incident 1 (Negative to Positive)Initially, along with the other team members I was very annoyed. I felt that the individual was not attempting to devote at all in completing the simulation. The team member did not provide any ideas or pay off to the meetings having looked at the following weeks results. They would just agree with the ideas of the rest of the group but ease up no opinion themselves. This persisted for a few weeks until I trenchant to say something to the team member in question.Moreover, I decided to take it upon myself to ask them to contribute more to the group and assist i n completing the simulation. I took on the role of the leader and delegated a specific role to the individual and conscious them not to be afraid to voice their opinion. This situation correlates with Tuckmans (1965) theory of performing team development model. It relates to the forming stage, which suggests that there is a high dependence on a individual to become a leader for bearing and guidance (Tuckman, 1965). Furthermore, this stage highlights the lack of clarity of individual roles and reliance on a specific individual for direction (leader).After delegating the role to the individual the team member blossomed to be a vital range of the team. The individual came to meetings prepared with answers and solutions and started to voice a opinion rather than just agreeing with the rest of the group. After reflecting on this incident and how the outcome came to fruition I would change my approach in future. I would look to intervene as early as possible to reap the rewards of the individuals contribution at a earlier stage. This will provide significant benefits for team and individual esprit de corps and therefore increase productivity and improve the results of the simulation.5.0 Critical Incident 2 (Negative)Initially, I did not mind taking a leading role within the simulation as I found it to be challenging. However, analysing the results and act to decide the correct strategy became beat consuming as fountainhead as stressful. Other team members were providing opinions and suggesting changes but were doing so without looking at previous results. Thus, providing random solutions which does not follow a strategy and may not result in a positive outcome. After the team meetings I also had to finalise the changes and submit the final decision. At the time the incident occurred I was attempting to feature a decision which was challenging, I was incertain on why certain negative results had been occurring. I over-reacted and decided to make my feelings w hich I had been holding back for a number of weeks clear to the rest of my group. This was done in a un superior and aggressive manner as it was a heat of the moment response.After taking time to reflect upon this and although my team members were over reliant on me, I should not have reacted in the manner I did. I was getting frustrated of having to complete the majority of the workload myself and at the moment in time was attempt to understand a certain aspect of the simulation. However, I should have advised them of the way I feel in a considerate and professional manner. By doing this, I would have avoided the need for confrontation with the rest of the group. Through the use of Gibbs (1988) model for reflection (see fig 1), I have been able to reflect upon this incident and identify the things that I could have done differently. If the scenario arose again, I would approach the situation in a different manner to result in a positive outcome for the group. From this experience I have learnt that at times I can over-react or say something in a aggressive manner which may be taken in the wrong context by others.6.0 Critical Incident 3 (Negative)I was extremely frustrated when I realised that someone had replicated my work and decided to complete the task that I was designated to do. Other members of the group all believed that they had finished the work which was delegated to them and the opposite person did the wrong task. This resulted in a group confrontation which caused friction between the group. I was adamant that I unblemished the correct task and I made this very clear. However, after reflecting on the scenario I have come to realise that the delegation of roles was not sensitive or done clearly, Thus, causing confusion between the team members around who is doing what task. Before actually looking at what was discussed and designated the previous week, all group members including myself decided to jump to conclusions and become defensive. The whole group were very literal that they had completed the correct task and therefore had no intentions in conclusion out how this occurred or if a solution can be identified. smell back at this, I should have tried to control the situation instead of contributing to it and letting it get out of hand. By taking the time to reflect on this particular scenario I have come to realise that patience and understanding are key principles of effective team work. Everyone makes mistakes and by neutralising the situation a potential solution can be found in order to resolve the original issue. If I am faced with a similar situation again, I will look to my leadership skills to analyse and take control of the situation. This will allow me to deed a negative scenario into a positive outcome by providing a positive influence and sense of direction to the rest of my team members. leading is defined as being a process whereby one individual influences other group members towards the attainment of defined group and organisational goals (Barron Greenburg, 1990). Another definition of leadership is provided by Rollinson and Broadfield (2002) who postulates that leadership is a procedure that enables a leader and other members of a group interact in a way which provides the significant individual (leader) to influence the actions of the rest of the group in a non-coercive manner. Thus, directing the team towards the achievement of specific tugs or objectives (Rollinson Broadfield, 2002).7.0 ConclusionIn conclusion the Mega Learning simulation has developed a range of on the table skills including effective teamwork, strategic development and implementation and also reflecting thinking. I have improved my ability to work as part of a team, taking into consideration other individuals strengths and weaknesses and using them as a basis to achieve positive outcomes. Moreover, I have significantly improved my communication skills throughout the process which will benefit me gre atly in future organisational and team activities that I undertake. The experience of the Mega simulation correlates to Kolbs Learning Cycle (1984), the first three elements consist of Concrete Experience, Observations and Reflections and Abstract conceptualisation (development of ideas) (Kolb, 2014). The influences of my learning experience will assist me significantly in future scenarios and this relates to the fourth element of vigorous Experimentation (Kolb, 2014). The ability to learn from experiences is an important life skill which contribute to the shaping of a individual. David Kolb postulates that Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984, p. 38).8.0 BIBLIOGRAPHYBaron, R, A and Greenberg, J, (1990). Behaviour in organisations understanding and managing the human side of work. Allyn and BaconBelbin, M, (2012). Management Team Why they succeed or fail. Second edition. Routledge, 2012Belbin Associates. (2012).B elbin Team Roles.Available http//www.belbin.com/rte.asp?id=8. Last accessed 1st Feb 2015Buelens, M, Sinding, K., Waldstrom, C., Kreitner, R., and Kinicki, A. (2011) Organisational Behaviour, 4th Edition McGrawHill Higher EducationFlanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 51(4) 327358.Gibbs, G, (1988), Learning by Doing. A Guide to command and Learning Methods. FEUKolb, D, A. (2014). Experiential learning Experience as the source of learning and development(Vol. 2). FT Press, 2014Kolb, D. A. (1984).Experiential learning Experience as the source of learning and development(Vol. 1). Englewood Cliffs, NJ Prentice-HallLuthans, F. (2011) Organisational Behaviour An Evidence-Based Approach, 12th Edition McGrawHillMcLeod, S, A. (2010) Kolb Learning Styles. Retrieved from http//www.simplypsychology.org/learning-kolb.htmlMcShane, S. L. and Von Glinow, M. A. (2012) Organisational Behaviour Emerging Knowledge, spheric Reality, 6th Edition McGraw-HillRolli nson, D Broadfield, A, (2002).Organisational Behaviour and Analysis An Integrated Approach. pecuniary Times Prentice Hall.Schn, DA, (1987),Educating the reflective practitioner, Jossey-Bass. San Francisco.Tuckman, B, (1965). Development sequence in low groups. Psychological Bulletin 63 384-399.APPENDIX 1 Log-book / DiaryThe aim of this is to give you guidance as to how to plan working together in your team for your first assignment.Develop an action plan by state the following questionsWhat are we supposed to be doing?What action needs to be taken?By whom?What time scale?What support is needed from the rest of the team?What to do if a team member has a problem in completing his/her task?What to do with someone who will not do any work or will not work as part of the team?Time chartTeam Members a) NisbahMartaMohammedLucio mobIf the following sheet is not enough please use additional notes on black page per week example is available on page 7(The titles of the columns will be e xplained in the lecture/seminars.)Reflective ReportPage 1