Reflective Practice and Motivation Theories - Essay Example

Reflective Practice ment Reflective practice has been described as a process by which professionals make sense of past experiences by periodically stepping back to ponder on the events and transactions that have occurred between us and others, in order to further understand and improve knowledge (Jasper, 2003, p.2; Raelin, 2002, p.66). DeFillippi (2001) suggest that reflective practice enables participants of a project to make sense of their experiences and its meaningfulness, by reflecting on what has been learned and how it can be applied to further events (p.6), since reflection involves looking back and learning from our past experiences for future use (Hartog, 2002, p.233). DeFillippi believe that reflection is crucial to learning because it helps to convert "convert tacit experience into explicit knowledge" (p.6). Reflective practise, as a concept of learning, was introduced into several professions in the 1980s. The rationale behind it is that by thinking about things that have happened to us, in a different light, we gain more knowledge and a better perspective, which enable us to take some kind of action. It is therefore seen as an important process by which professionals "learn from experience in order to understand and better develop their practice" (Jasper, 2003, p.2). The concept of learning from reflection was a product of the work of several educational theorists; one important figure in this regard is Dewey (1938) who argued that 'we learn by doing and realising what came out of what we did'. However, this theory has seen severally modified and developed by contemporary theorist. One of such is the 'experiential learning theory' developed by Kolb in the 1980s, where he drew our attention to the fact that, when we attempt to learn from something that has already happened to us, we need to recall our observation of the events and then reflect on the observation in some way (p.3). This theory was the perhaps the first to demonstrate the cognitive process of learning by particularly expressing the importance of critical reflection in learning. This theory stressed the fact that the main thrust of learning efforts lies in the manner in which we process experience and a major part of this, is our ability to critically reflect on experiences. Learning was described to occur in a cycle that "begins with experience, continues with reflection and later leads to action, which itself becomes a concrete experience for reflection" (Kelly, 2005). Kolb's work further refined the concept of reflection, as it applies to learning, and divided it into two separate learning activities, which he referred to as perceiving and processing (Algonquin, 1996). The perceiving stage is when the actual learning takes place, while processing is when such learning is re-appraised in the light of previous experiences. A third stage called 'Abstract Conceptualization', where it is believed that we try to find answers to the questions raised during the critical reflection stage. In this attempt, we make generalizations, draw conclusions and form hypotheses about the experiences; and the fourth stage 'Active Experimentation', where we try these hypotheses out, were further proposed (Kelly, 2005; Algonquin, 1996). In the words of Kolb, in the Abstract Conceptualization phase, "learning involves using logic and ideas, rather than feelings to understand problems or situations. Typically, we would rely on systematic planning and develop theories and ideas to solve problems." While in Active Experimentation, "Learning in this stage takes an active form - experimenting with, influencing or changing situations. We would take a practical approach and be concerned with what really works..." (Algonquin, 1996). Besides the experiential learning theory, the motivational theories also have great implications for reflection and learning. The importance and impact of motivation on human actions was first highlighted by the research now popularly known as the Hawthorne Studies, conducted by Elton Mayo from 1924 to 1932. In the aftermath of this study, several researchers have conducted numerous studies on how and what motivate the average human being (Lindner, 1998). The term 'motivation' has been severally defined in different lights, by different authors; it has been defined as the psychological process that gives behaviour purpose and direction, a predisposition to behave in a purposive manner to achieve specific, unmet needs, an internal drive to satisfy an unsatisfied need, the will to achieve or the inner force that drives individuals to accomplish personal and organizational goals (Lindner, 1998). Different motivation theories have been propounded over the years, all of them, nonetheless, drawing from any or a combination of these definitions of 'motivation'. Some of these theories include: Maslow's need-hierarchy theory, Herzberg's two- factor theory, Vroom's expectancy theory, Adams' equity theory, Skinner's reinforcement theory and McGregor's Theory X and Theory Y. However, the motivational theory that has gained dominance is the Abraham Maslow's Theory of Human Motivation, also referred to as the "need-hierarchy theory" (Zimmerman, 2002, p.374; Lindner, 1998). This theory proposes that man is motivated by the desire to achieve or maintain the various conditions upon which his basic needs and satisfaction rests and also by some intellectual desires. Human basic needs are categorized as physiological, safety, love, 'esteem, and self-actualization. The theory also holds that these needs are interrelated and arranged in a hierarchical pattern. This means that the most prepotent need/goal have to satisfied first, that such needs tend to monopolize the individual's consciousness, reducing all other needs to the unconscious or forgotten state until it has been achieved. However, when such need is fairly well satisfied, the next prepotent ('higher') need emerges, in turn to dominate the conscious life and to serve as the centre of organisation of behaviour, since satisfied needs are not active motivators (Zimmerman, 2002, p.374; Lindner, 1998). The aim of this essay is to reflectively appraise my personal and learning development during the course of my masters in marketing education; to assess how my academic and personal skills have been affected or influenced by the study, to evaluate the changes or improvements in these skills as a result of the study and the theoretical frameworks that serves as explanations underpinning the perceived developments in these skills. For the purpose of this paper, the incidents that will be analysed and used as point of reference to indicate my personal development through the course of the study will include: Time management Team work Communication skills Each of these will be evaluated by taking a critical look at what was obtainable at the beginning of the study programme, how far this has changed over the course of study and the theories that come handy in explaining the improvement. Each of these skills were highlighted in my personal development plan as areas which I would have to develop during the course of the study, drawing from the knowledge and skills that I gain throughout this period. In the Guidelines for Higher Education Progress Files published by UUK et al in 2001, Personal development plan (PDP) was defined as " a structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan their personal, educational and career development. The primary objective of PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning" (Personal Development Planning, 2005). In respect of this, the skills listed above were clearly stated in my PDP as areas I decided to improve upon, due to their importance to effective practice and my apparent deficit in these areas. On a general note, I think the course has helped me to achieve a more profound degree of self confidence. I have always been a confident person, but I believe I am even more confident now with a couple of things. Compared to where I stood before the course, I seem to articulate better with details, understand things a little bit more, take a more global look at events and incidents; I feel very different and hopefully better with managing time, communication skills and team working. Before the study, my knowledge of the marketing profession was virtually not more than the basics. Despite the fact that I had a first degree in the field of marketing, what obtains in practice was not completely compatible with what one has learnt in class. Though, my educational base was useful in practice, it did not provide all the answers that was required for the kind of effective and efficient practice that I would have wished for. Despite the fact that I have always realised the importance of skills like effective time management, and communication skills, the course has further stimulated me to action and provided grounds on which I could improve on these skills. I had a sound grip on team work before the course, but the study has further enhanced my abilities in this area. The most profound area of personal development that I have experienced during the course of the study has been on time management. I have always had problems with getting every thing done on time, though, I realised the importance of planning in effectively managing time, this was a bit difficult to practicalise. In some way, the study has made me want to do more within a timeframe and my attempts at effectively managing time seem to be getting more results. According to Hartog, the reflective process is comprised of three distinct stages: Stage One: a descriptive phase in which narrative accounts are produced which include reflection on actions, thoughts and feelings. Stage Two: a reflective phase in which ideas and practice may be tested against theory (propositional theory) and mental models (pictures we have of the world). Stage Three: a critical - emancipatory phase in which we critique our practice and address the conflicts, distortions and contradictions between our espoused theories and theories in use (2002, p.237). All of these phases were apparently evidenced in my reflection on personal developments achieved as a result of the study. However, the first phase seems more apparent. This is the stage where you have to analyse your personal development plan prepared at the beginning of the programme, with a view to establishing what have been achieved at the end of the study. This stimulates reflection on what has been achieved, how these have been achieved and how what was achieved fares when compared to what was initially expected. In my case, essentially with respect to communication skills, comparing what was expected to what was achieved, indicated that the goals set out in my personal development plan were indeed realistic. Though, it does not perfectly look like I have gotten to where I want to be, with these skills, however, I have realised that these goals, as set out, could be achieved. This, automatically, opens the way to the other two stages. For instance, one is forced to redress mental modes of these skills and correct whatever distortions or contradictions existed between espoused beliefs and theories, and those that were actually influencing our actions. How where these goals achieved This is critical question that sets the stage for reflection and to examine how the theories explained above have come into play. In the case of time management and communication skills, motivational theory can be seen to be exemplified. The unmet needs/desire of effectively managing time and efficient communication skills took predominance. The urge to achieve these goals can be seen as the propelling force that helped me along. In the case of time management, I started out by identifying the key factors that were militating against my effective time use, using the knowledge gained from the course as a background. I then formed the habits of taking notes of everything I needed to accomplish for the day, and for each event, a specific time was allotted. Although, other things that I need to attend to or forgot during the planning, usually comes up during the day, but these were added to the list instantly, and scheduled depending on the room allowed by the initial plan. This process has helped a lot, towards effectively managing time. With this process, I have been able to better plan ahead and manage time. Although, I sometimes have to attend to situations that were not planned for, this has drastically reduced and a great deal of success with managing and planning times has been achieved within the set time. However, in the case of communication, this was a more difficult nut to crack. I started out by attempting to consciously identify the key behavioural and educational skills that were important for effective presentation and also attending some off-course training. Identifying effective behaviours that contributed to effective communication required me to select out effective presenters and observe their presentation. Using what was learnt from this approach; I had colleagues monitor a couple of my presentations and feedback afterwards or arranged to video my presentations and reviewed it afterwards with mentor or colleague. To deeply ingrain the skills that have been learnt, I continue to seek out presentation and other opportunities of putting my communication skills into use. The skill appears to be the hardest to develop, however, looking back; it is obvious that considerable improvements have been achieved. In the development of Teamwork skills, the experiential learning theory would be seen as exemplified here. The experience gained from working with colleagues, which is the 'perception' was always 'processed' later in order to analyze areas where I was lacking or did not do well. This helped to modify future actions and improved my teamwork abilities. However, developing teamwork skills was not as difficult as communication skills. The course enabled me to effectively mix and develop shared norms and common values with others. This fostered my ability to share objectives and goals with others and to work together towards the achievement of these goals. Though, the course has enhanced my academic profile and helped towards achieving these set goals discussed, it has also opened my eyes to other personal skills that should be developed. It appears that achieving my set goals has set the stage for enhancing other personal skills that were not observed to be deficit initially. Therefore, this sets the stage for further personal development. I intend to improve myself further, by applying the techniques learned from the course and the idea gained from the theories. I have realised that by placing whatever I wanted achieved in the centre of my consciousness, and processing what I have learnt in the light of past experiences, I would be able to pursue further personal development. Bibliography Algonquin College of Applied Arts and Technology (1996). Learning on the Internet. Retrieved 13th May 2006 from Bob Hamlin, Jane Keep, Ken Ash, (2001) Organizational change and development: a reflective guide for managers, trainers and developers, Harlow: Financial Times/Prentice Hall Corley, Aileen and Elaine Eades (2006). Sustaining critically reective practitioners: competing with the dominant discourse. International Journal of Training and Development 10:1, pp.30-41. Curtis Kelly (Online). David Kolb, The Theory of Experiential Learning and ESL. The Internet TESL Journal. Retrieved 13th may 2006 from DeFillippi, Robert J (2001). Introduction: Project-based Learning, Reflective Practices and Learning Outcomes. Management Learning Vol. 32(1): 5-10. 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