Reflection Analysis

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Reflection Analysis

Reflection Analysis on a Professional Project



Reflection Analysis on a Professional Project

Introduction

Reflective practice is a thoroughly analytical process. This practice is an ability to break down activities, actions, processes with the goal of objectively dissecting the mentioned. The eventual aim is to attain improvement in performance. The objective scrutiny of activities, actions and/or processes is determined by the given criterions. The exercise should be unbiased and clinical. Thus, the process should be thorough and has to identify all possible actions and interactions (Argyris & Schon, 1978).

Objective

The main objective of the article is to apply reflective practices and models to evaluate the learning experiences accentuated from a research based consultancy project. The consultancy project is based on research of counselling services provided for the elderly by the government and related social services. The project is synthesized from the efforts of 10 members divided into two equally proportionate groups of 5 each. The paper would first discuss the relevant theories and models associated with reflective learning and professional practices. The second part of the paper would carefully utilize the tools and models of individual reflective learning into the consultancy and research project carried forth.

Discussion

Theories on Reflective Practices

Reflective practice, as a professionally applicable concept was conceptualized by Chris Argyris and Donald Schon in 1978. The professional applicability of the concept was developed for medical practice but later encompassed best practices of most professional areas. It is argued that reflective learning is most effective within a framework that promotes structural processes. This type of structured framework leads to a thorough act of reflection (Daudelin, 1996). Platzer accentuated about the structured frameworks for reflective practices, by developing on earlier theories that iterated that the process of learning occurs cyclically. This is such that the learner engages in any given experience and then observes and reflect on these experiences. Further, reflections lead to assimilation of a theory and its deduced implications. Future actions are modelled by integrating the assimilated theories and implications in actual practice (Kolb, 1984). The following diagram illustrates Kolb's proposed experiential learning cycle.

In 1988 Gibbs laid forth another model of reflection, in his book 'Learning by Doing: A Guide to Teaching and Learning Methods'. The model is a six stage process, initiating with the description of the activity. This stage fundamentally ascertains answers to the question including who, what and why of participating in the activity and the analysis of others involved in the respective activity. The second stage of the model is of self awareness. Exploration of critical questions including: how you felt at the start of the activity; your satisfaction levels with the outcomes of the activity; major concerns in the process of the respective activity. Further feelings about other participants and post-activity feelings should also be considered in this stage of the reflection process. The third stage in the reflective practice induces evaluations with regards to the activity. This comprises distinguishing the good and bad features of the activity. The four stage of the process de-constructs and analysis the ...
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