You are expected to complete weekly reflections on weekly workshops (lectures) using reflective tools attached in the module handbook and write a 1000 word summary.

HRM3120

Individual and Organisational Change

2013 - 2014

Reflective Journal

Table of Contents

Introduction………………………………………………………………………………..4

What is Reflection? ……………………………………………………………………… 6

Tools for Reflection ……………………………………………………………………….7

Wk 1: Introduction to the Module ………………………………………………………...8

Wk 2: A Changing World ……………………………………………………………….11

Wk 3: What does this mean for Employability?................................................................14

Wk 4: Marketing Yourself 1…………………………………………………………......17

Wk 5: Understanding Yourself 1........................................................................................20

Wk 6: Marketing Yourself 2..............................................................................................23

Wk 7: Understanding Yourself 2…………………………………………………………26

Wk 8: The Individual and Change.....................................................................................29

Wk 9: Tutorial 1………….................................................................................................31

Wk 10: Tutorial 2…………………………………………………………………..…….33

Wk 11: Taking Stock and Creative Management..............................................................35

Wk 12: Understanding Organisations................................................................................38

Wk 13 Leadership of Change…………………………………………………………….40

Wk 14: Models of Change 1…….......................................................................................43

Wk 15: Models of Change 2…….......................................................................................46

Wk 16: Systems Diagramming 1........................................................................................49

Wk 17: Systems Diagramming 2…....................................................................................52

Wk 18: Working with Case Studies...................................................................................55

Wk 19: Taking Stock through Reflective Practice.............................................................57

Wk 20: Tutorial 3...............................................................................................................60

Wk 21: Tutorial 4…….......................................................................................................63

Wk 22: Theatre of Change Production...............................................................................66

Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69

Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71

Introduction

Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking and exploring experiences that become aware of whom you are as a person. Furthermore, the different purposes of using a reflective journal, include the following (Moon, 1999):

• To record experience

• To develop learning in ways that enhance other learning

• To deepen the quality of learning, in the form of critical thinking or developing a questioning attitude

• To enable you to understand your own learning process

• To increase active involvement in learning and personal ownership of learning

• To increase the ability to reflect and improve the quality of learning

• To enhance problem-solving skills

• To explore the self, personal constructs of meaning and one's view of the world.

• T o enhance the personal valuing of the self towards self-empowerment

• As a means of slowing down learning, taking more thorough account of a situation(s)

• To enhance creativity by making better use of intuitive understanding

• To provide an alternative 'voice' for those not good at expressing themselves

• To foster reflective and creative interaction in a group

• To develop as a life-long learner

As you prepare to leave us, we are aware that some of you may not always appreciate or value this aspect of your studies and may enter the world of work without understanding the range of tools available to support reflection and therefore move away from examining your experiences to just living them (Amulya, 2004). In the short term this may have little impact but if you wish to meet your full potential and work effectively with others, you do need to find a way to make sense of the struggles, dilemmas, breakthroughs and successes you will continually experience within the world of work.

In recognition of this, we have compiled a number of exercises and activities that support reflective practices for you to use during this module. We have tried to present tools that appeal to the widest range of learning preferences.

As part of your assessment, you are required to record your reflections on your experiences. You must use the tools indicated for each week in order to complete this task. We suggest that you:

• buy a large scrap book to present your weekly reflections for final assessment - or you may use the workbook your module leader has provided you with. Add pages when necessary.

• Push yourself to try out the different tools

• Record your thoughts about each tool

• Discuss your reflections with others

• Include any critical incidents that occur outside of the module that connect with themes explored during the module

How it works

The following is a compulsory reflective tool: The Jelly Baby Tree. Each week you are required to number the jelly person that connects with how you feel after each session. You can use the same position more than once. Use the reflective tool of the week to explain your stated position on the tree, and explain why. If you need any further guidance, please do not hesitate to ask your module leader.

The Jelly Baby Tree

What is Reflection?

"Thoughtful deliberation”

(Tickle, 1994)

“Learning from experience”

(Spalding, 1998)

WHAT IS -REFLECTION?

“Systematic, critical and creative thinking about action with the intention of understanding its roots and processes”

(Fish and Twinn,1997)

Reflection entails three stages:

• The learning opportunity

• The information gathering and critical analysis

• The changed perspective (Spalding,1998)

References

Amulya, J. (2004) What is Reflective Practice? Massachusetts Institute of Technology. Centre for Community Reflective Practice: Cambridge, MA.

Moon, J. (1999) Reflection in Learning and Professional Development: Theory and Practice. KoganPage: London.

Spalding, N. J. (1998). Reflection in Professional Development: A Personal Experience. British Journal of Therapy and Rehabilitation. July 5(7).

Fish, D. and Twinn, S. (1997) Quality Clinical Supervision in the Health Care Professions: Principled Approaches to Practice. Butterworth Heinemann, Oxford.

Tickle, L. (1994). The Induction of New Teachers. Castell: London.

Further Reading

Alsop, A. (2000). Continuing Professional Development: A Guide for Therapists. Blackwell Science: Oxford.

Parham, D. (1987). Towards Professionalism: The Reflective Therapist. American Journal of Occupational Therapy. 41: 555 – 60.

Schőn, D. (1991). The Reflective Practitioner. How Professionals Think in Action. Jossey Barr: San Francisco.

Tools for Reflection

You may find the following tools quite useful in reflection:

1. Write a short story

   1. Tell a story about your experience and then stand back and tell it again from the perspective of someone else in the story who would be looking at you as part of it.

2. Write a poem or song

3. Create a drawing or collage

4. Produce a cartoon strip

5. Produce a list of questions that you would like answered about the topic

6. Write a letter dated 10 years in the future that describes how you have used the learning from this experience

7. Create a sculpture or model (include picture and describe its meaning)

8. Make a list of at least 20 words that describe your feelings, thoughts and emotions

9. A Dear-diary entry

10. Prepare a presentation about your learning for your peers

11. Produce a newspaper article on the workshop

12. Create a poster of your key learning points

13. Reflective questions (provided on following pages)

14. Creating a list

1. 1. Write a list of actions that you are going to do to improve your:

      1. study skills,

      2. ability to learn from change

      3. your understanding of organisational change

1. Imaginary conversations

1. 1. Write an imaginary conversation with another person

Wk 1: Introduction to the Module

The first reflective tool to be used, is known as the Gibbs Reflective Cycle

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation (based on what you have studied)?

1. Conclusion – what else could you have done?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 2: A Changing World

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation (based on what you have studied)?

1. Conclusion – what else could you have done?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 3: What does this Mean for Employability?

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 4: Marketing Yourself 1

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 5: Understanding Yourself 1

The Reflective Process —

Analysing and Learning from Experience

1. Gather the Information

• Describe the incident

• Explain the context

• Take any relevant clarifying statements from others involved

1. The Reflection

• What was I trying to achieve?

• What were the consequences of my group participation for my class mates, for me?

• What do I feel about it?

• What factors/previous knowledge may have influenced me?

• What alternative action could I have taken?

1. The Reflection (Cont.)

1. The Learning Process

• How do I feel now?

• Could I have acted differently?

• What have I learnt?

• How will that influence my future?

• What has the incident taught me about my values and/or my belief system?

• What ethical principles were involved?

Whitehead, C. (1984) Centre for Health Education info RD+E(H). April 02). February.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 6: Marketing Yourself 2

The Reflective Process —

Analysing and Learning from Experience

1. Gather the Information

• Describe the incident

• Explain the context

• Take any relevant clarifying statements from others involved

1. The Reflection

• What was I trying to achieve?

• What were the consequences of my group participation for my class mates, for me?

• What do I feel about it?

• What factors/previous knowledge may have influenced me?

• What alternative action could I have taken?

1. The Reflection (Cont.)

1. The Learning Process

• How do I feel now?

• Could I have acted differently?

• What have I learnt?

• How will that influence my future?

• What has the incident taught me about my values and/or my belief system?

• What ethical principles were involved?

Whitehead, C. (1984) Centre for Health Education info RD+E(H). April 02). February.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 7: Understanding Yourself 2

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation?

1. Conclusion – what else could you have done (based on what you have studied)?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 8: The Individual and Change

For this week's reflective exercise, you may use any ONE of tools listed on page 7. Clearly mention the tool you will be using!

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 9: Tutorial 1

A 10-minute one-to-one with your module leader. See Module Handbook.

Please note the following:

This is a compulsory session! You will be accommodated during class time, or at a time convenient to both yourself and your module leader, should there be too many students to accommodate during the two weeks set aside for tutorials. Your appointment with your module leader cannot be changed!!

Reflection

Reflection on the appointment with your module leader is all about what you have learned and experienced during the 15-minute session.

For this week's reflective exercise, you may use any ONE of the following tools:

1. Write a short story

Tell a story about your experience and then stand back and tell it again from the perspective of someone else in the story who would be looking at you as part of it.

1. Write a poem or song

2. Create a drawing or collage

3. Produce a cartoon strip

4. Produce a list of questions that you would like answered about the topic

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 10: Tutorial 2

A 10-minute one-to-one with your module leader. See Module Handbook.

Please note the following:

This is a compulsory session! You will be accommodated during class time, or at a time convenient to both yourself and your module leader, should there be too many students to accommodate during the two weeks set aside for tutorials. Your appointment with your module leader cannot be changed!!

Reflection

Reflection on the appointment with your module leader is all about what you have learned and experienced during the 15-minute session.

For this week's reflective exercise, you may use any ONE of the following tools:

1. Write a short story

Tell a story about your experience and then stand back and tell it again from the perspective of someone else in the story who would be looking at you as part of it.

1. Write a poem or song

2. Create a drawing or collage

3. Produce a cartoon strip

4. Produce a list of questions that you would like answered about the topic

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 11: Taking Stock and Creative Management

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation?

1. Conclusion – what else could you have done (based on what you have studied)?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 12: Understanding Organisations

For this week's reflective exercise, you may use any ONE of tools listed on page 7. Clearly mention the tool you will be using!

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 13: Leadership of Change

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 14: Models of Change 1

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation (based on what you have studied)?

1. Conclusion – what else could you have done?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 15: Models of Change 2

Reflectivity

The circular process by which our thoughts affect our actions, which affect the situation we are dealing with, and therefore, after feedback through the reactions of others involved which can affect how we understand and think about the situation. So, we constantly get evidence about how effective or worthwhile our actions are.

(1) What happened? (description)

(2) What were you thinking/feeling?

(feeling)

(6) What would you do if it happens again?

(action plan)

(3) What was good/bad about the experience?

(evaluation)

(5) What alternatives did you have?

(conclusion)

(4) How can you make

sense of what happened?

(analysis)

Critical Incident Analysis (Gibbs Reflective Cycle)

1. Description – what happened?

1. Feelings – what were you thinking/feeling?

1. Evaluation – what was good or bad about the experience?

1. Analysis – what sense can be made of the situation (based on what you have studied)?

1. Conclusion – what else could you have done?

1. Action plan – if the situation arises again what would you do?

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 16: Systems Diagramming 1

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 17: Systems Diagramming 2

You may use of the Reflective Models (e.g. Gibb’s Model) or any of the Reflective Tools (see p. 7) you have studied. Be clear about which model you have chosen. Use both pages for this purpose.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 18: Working with Case Studies

You may use of the Reflective Models (e.g. Gibb’s Model) or any of the Reflective Tools (see p. 7) you have studied. Be clear about which model you have chosen. Use both pages for this purpose.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 19: Taking Stock Through Reflective Practice

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 20: Tutorial 3

A 10-minute one-to-one with your module leader. See Module Handbook.

Please note the following:

This is a compulsory session! You will be accommodated during class time, or at a time convenient to both yourself and your module leader, should there be too many students to accommodate during the two weeks set aside for tutorials. Your appointment with your module leader cannot be changed!!

Reflection

Reflection on the appointment with your module leader is all about what you have learned and experienced during the 15-minute session.

For this week's reflective exercise, you may use any ONE of tools 6 - 15 listed on page 7. Clearly mention the tool you will be using!

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 21: Tutorial 4

A 10-minute one-to-one with your module leader. See Module Handbook.

Please note the following:

This is a compulsory session! You will be accommodated during class time, or at a time convenient to both yourself and your module leader, should there be too many students to accommodate during the two weeks set aside for tutorials. Your appointment with your module leader cannot be changed!!

Reflection

Reflection on the appointment with your module leader is all about what you have learned and experienced during the 15-minute session.

For this week's reflective exercise, you may use any ONE of tools 6 - 15 listed on page 7. Clearly mention the tool you will be using!

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 22: Theatre of Change Production

When you are done with your presentation, reflect on what you have learned and experienced while watching and listening to your peers. Also reflect on your own drama, the group-work etc.

Consider all these questions in whatever order suits you.

1. What was the event?

1. What was I expecting to learn (if appropriate)?

1. What have I learned?

1. What is significant about this learning for me?

1. How does this learning link to the competencies for my future job?

1. How will this learning change my future?

1. What were my feelings about what happened?

1. What went well?

1. What didn’t go so well?

1. What were the feelings of others involved?

1. What evidence do you have?

1. What evidence from research was used?

Williams, J. Cowley, P. (2004) Mid Devon Working Group Approved DMT. September.

1. Carefully consider which figure (ONE only) resembles what you think and feel at the moment.

2. Use crayons to colour it in.

3. Write one sentence to explain your thoughts and emotions.

Wk 23: Self-directed Study: Reflecting on Your Learning Journey

You may use of the Reflective Models (e.g. Gibb’s Model) or any of the Reflective Tools (see p. 7) you have studied. Be clear about which model you have chosen. Use both pages for this purpose.

Wk 24: Self-directed Study: Completion of Reflective Journals

Any last thoughts to be shared?