Some tips on reflection part for assignment(6) - Tagged

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S.S. Jain Subodh College *

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Assessment 3: Reflection 15% of module BMG705/BUS700

Title: “My Key Learning Insights Derived From Global Business in Context.” Group/Individual? Individually assessed Word limit: 500 words (+/- 10%) Submission date(s): BMG705 - 7th May 2023 by 23:59 via Turnitin Submission Location: Online via BBL Turnitin • Feedback: 4 (working) weeks of the submission dates Support with notes from weekly classes.

Step 1: Decipher the question Provide a written reflection of your key learning insights over the course of the module. Designed to help increase awareness of your contribution as an individual and in group situations and show how you have developed as a learner at Level 7. NOTE: This is an opportunity to showcase your ability to critically reflect on your competencies and illustrate that you understand how you could improve on your performance.

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Some suggestions for reflection • What is my role as a level 7 learner? • What are my responsibilities and feelings towards completing the assessments? • Did I attend additional support classes – e.g. library and CELT (if applicable). • If so, how did these help with my learning? • What did I do to develop my research? - interpret & evaluate from your perspective. • How have I managed my workload? • How have I managed my time? • What went well and why? • What did you find difficult? • What would I do differently? Why? • What changes in my approach (if any) should I make for my next assessment? • Do I work better as an individual or part of a group. Why is this important as a leaner? • What is my communication style? What can I improve? • What factors within and outside the classroom helps you to learn?

STEP 2: Understand reflection and reflective writing. Each adult has a unique set of experiences, mental models and assumptions. Making sense of this requires active, engaged participation in the learning process, relating ideas and concepts to personal experience. Reflection considers: How is the new knowledge of practical and personal value to the learner? THE THEORY: Adults commit to learning when they can connect it to their goals and aspirations. Reflective writing involves ‘ consideration of the larger context, the meaning, and the implications of an experience or action ’ (Branch and Paranjape, 2002, cited in Monash University, 2013).

How is it similar to core academic writing? • Requires research; includes observation and evaluation • Links theory to practice, e.g. Kolb’s Experiential Learning Cycle. • Involves critical thinking and analysis: not just a straightforward decision or judgement (on, e.g., whether something is right or wrong, good or bad) • Organised into paragraphs with accurate sentence structure, etc. • Response clear and coherent • Answers the question!

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How is it different to core academic writing? • Researches YOU and your experiences – connects with personal feelings and behaviours. • May be quite descriptive and informal • The use of the 1 st person is appropriate

STEP 3: Understand the value of reflection. • To learn from your experiences, events, opinions of others • To consider and explore your thoughts, feelings, reactions, and responses – to ideas, challenges etc. in more depth – how do you adapt? What would you change? • To explore situations from different perspectives • To make sense of what you have experienced and explore gaps. • To consider skills to move forward personally and professionally • To develop further self-awareness; to consider how you develop best. • A chance to develop different writing styles

STEP 4: How to reflect • A : Tell the story in as much detail as you can. Note anything that you are confident about as well as anything you find difficult. • B : Try to identify the key themes. Look holistically at what you have written. Think about everything involved. • C : Consider the factors that influence your behaviour and experiences. Include feelings, beliefs and assumptions as well as any factual information you have been given. • D : Link your thoughts to previous experiences. How will this help you in the future?

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Kolb (1984) Experiential Learning Cycle

Gibbs Reflective cycle (1988)

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Advice from Gibbs Starting off: • Start writing about whatever is at the top of your mind • Tell an anecdote, describe an incident This starts an idea chain reaction • Think about everything related to the experience • Think about the positive, productive and useful that emerges from the experience – or the opposite! • List your strengths and weaknesses in this area – what I understand/can do – well or badly. • Be yourself

Problems in reflectin g

Concerns • Unsure of writing style • Uncertain about the requirements of the task • Concerned over the use of appropriate language • Feeling uncomfortable expressing thoughts • Not able to think of ideas, events or issues • Not able to accept strengths or weaknesses • Not willing to discuss ideas with others

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Forms of reflective writing

Example 1

Example 2

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Example 3 Business Studies presentation reflection At the beginning of the presentation I registered anticipation regarding the set up of the pitch. Upon self reflection, a link could be made to an assessed presentation given the previous month whereby my USB was accidentally lost at the podium. This resulted in a feeling of surprise and panic and the need to quickly find an alternative saved version of the presentation, whilst still maintaining composure. As I am aware that some form of presentations are essential in the field I aim to work in, this reinforced the need to be thoroughly prepared in order to maintain professional standards and credibility. For the current assessment no such error occurred, and once begun, anticipation gave way to a feeling of enjoyment in being able to sell a concept and defend its rationale. Whilst delivering the presentation I became aware of the swift pace needed to build and convey a series of sufficient selling points to justify the products suitability. At certain times discussing technical information I became very aware of maintaining clarity in voice and message in pursuit of staying within the presentation timeframe. This is a point I have previously considered, in particular regard as to how a strong regional accent spoken at a fast pace can distract away from the value of a pitch. Due to this self-awareness I felt I was able to regain a suitable pace and felt satisfied upon completion. After the presentation verbal and written assessment feedback was given. This was largely positive. Although a feeling of satisfaction and enjoyment was experienced from gaining positive comments, a strong desire to gain critical feedback was also present. Upon reflection, the drive to gain knowledge about failings is a symptom of my strong need for achievement. In effectively listening to and understanding another’s opinion regarding an area for improvement, I can avoid creating self appraising myths and fallacies about myself. In doing so actual development can take place and I can gain a sense of objectivity to my own actions. This helped clarify the notion that the opportunity for continuous development in the future will be vital for my happiness in a future career. Feedback included a point regarding pitching beyond the timeframe for the presentation. This was interesting as I felt myself that the presentation content was quite full and was aware of a need to hasten. On reflection I know that this is the result of the knowledge I had built on the topic and my enthusiasm to convey this to the audience. In future I may consider isolating key points and inviting questions to expand on any issues of interest to the audience .

Some useful language for Reflective Writing • The benefits of reflection • This situation allowed/enabled me to • explore my approach to… • reflect on my… • Reflecting upon the incident… • Reflection has provided me with the opportunity to… • Your knowledge and skills • Considering the situation from different perspectives allowed me to/provided me with… • This provided/equipped me with a new way of approaching… • I have begun to • recognise my strengths as well as my weaknesses • recognise/identify my knowledge and skills • build upon my… • enhance my… • I now feel more confident about • integrating new ideas with present knowledge • presenting my view/opinion • articulating my feelings • I can now • appreciate the significance of my experience • value my past experience • Your opinions, views and goals • Articulating/revising/re-evaluating my opinions gave me the opportunity to • examine/explore… • enhance my practice/ability by… • develop/work towards/re-evaluate my goals… • function autonomously/as an individual… • become an active/independent learner… • plan realistic career/educational/personal goals • Professional development • It led me to question… • It helped me to • gain a sense of ownership of my professional development • extend/enhance/develop my professional knowledge • develop/enhance my self-awareness/self-esteem • increase my confidence… • interact with/and gain insights from my peers/colleagues…

Marksheet Category Requirements Mark Description A concise and informative description of what you were trying to achieve (in reflecting) Exactly what are you reflecting on 0/15 Feelings Feelings prior to completing the assessment Feelings during the assessment Feelings after completing the assessment 0/15 Evaluation Things that went well and were good about the experience Things that could have gone better and were disliked about the experience 0/20 Analysis Considering the things that went well, why did this happen? Considering the things that went badly, why did they go wrong? 0/15 Conclusion What could/should have been done differently? What did you learn about yourself? What did you learn about your level of knowledge and understanding? 0/15 Action Plan How could you be better prepared in future? Are there things that you could improve on? What are your priority areas that need to be developed? 0/20 Total 0/100

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Some tips on reflection part for assignment(6) - Tagged

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