subject name: People and organisations
this subject provides students with a sound understanding of role and importance of information in business and how it can be applied and analysed in context of organisations.
ok so! I enrolled into my class late, so when you open the task that I uploaded. it will say that worked on an assignment from weeks 1 till 5 but I wasn’t there so instead, this is my writing task. just make up any group work for any project that was in my foundation course because that is when I really go too work with different people and cultures so just go with that. make something up.
Task for reflective writing:
Reflect on your experience within any group work or group task you have ever performed. The main aim of this assessment is to identify one or two aspects about your contribution and performance in this group task which you would like to improve on in the future and consider which part of the theory presented in weeks 1-5 weeks helps you to best understand what happened and to plan how to make desired changed in the future.
Use the gibbs model to consider what you have learnt about your preferences and challenges in working in groups. We would like you to use on e or two topics from the materials presented in weeks 1-5(Gibbs model) to explore a particular aspect you found challenging, it could be communication challenges, working with others in groups, multicultural elements or learning style preferences. You can choose which one or two aspects to focus on from the above list, depending on challenges you personally had.
so basically reflect based on the Gibbs model of whatever experience you’re gonna make up.
I uploaded my module handbook incase u needed to further understand my course.
so that’s it!
thank you so. much
I also uploaded the Gibbs cycle/ model for u but the format is right there anyway so I don’t think u will need it
Gibbs Framework for Reflection (1988) (this is one of the most common frameworks in academic work)
Stage 1: Description of the event
Describe in detail the event you are reflecting on.
Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.
Stage 2: Feelings and Thoughts (Self awareness)
At this stage, try to recall and explore those things that were going on inside your head. Include:
What you were thinking about at the start?
How did things make you feel?
How did other people make you feel?
How did you feel about the outcome of the event?
What do you think about it now?
Stage 3: Evaluation
Try to evaluate or make a judgement about what has happened. Consider what was useful about the experience and what did or didn’t go so well (and why not)
Stage 4: Analysis
Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include:
What went well?
What did you do well?
What did others do well?
What went wrong or did not turn out how it should have done?
In what way did you or others contribute to this? Stage 5: Conclusion (Synthesis)
This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.
Stage 6: Action Plan
During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same?
Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle
Boud D, Keogh R & Walker D (1985): Promoting reflection in learning: A model. In Reflection: Turning Experience into Learning (Editors: Boud D, Keogh R & Walker D). Kogan Page, London.
Boyd E & Fales A (1983): ‘Reflective Learning: the key to learning from experience’. Journal of Humanistic Psychology 23 (2) pp99-117 Gibbs G (1988) Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit, Oxford.
Schon DA (1983): The Reflective Practitioner. Basic Books, New York.
If you have any questions please don’t hesitate to contact me.
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