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1. Demonstrate the ability to relate to academic theory to the work environment and recognise the contribution of practice to the development of theory.
2. Confidently apply work related skills in a professional context.
3. Demonstrate a critical approach to evaluation techniques and reflective practice.
4. Produce a career and personal development plan to support their level 6 studies and entry to graduate employment.

Overview of the Evaluation and Reflection Module (EVRE)

The report will be completed in Evaluation and reflection module (EVRE). The experience, reflection, and learning of project design and implementation model (PPDI model).  A portfolio, which consists of three tasks and a weekly reflective log, will be assessed for this module. Reflective models will be explained and use for this module.

The portfolio consists of two task. That task will consist of reflection on our third-week experience, group practice Cesim project in that week. Conflict handling using Dutch test was conducted in that week, which will further be discussed in that task.

In order to learn from an experience, a reflection of your experience will be presented in a structured way. A person experience was assessed or judgment was made which is a process of Evaluation.

Reflection can be done when the action is taking place or once the action had been done. Many reflective models can be used in our reflection module and learning experience (Johns, 1995).

This reflective cycle by Gibbs consists of six stages of reflection as follows:

  • Description: what happens? This stage covers the description of the situation. It considers answering questions like, what, when, and where that happens?; who was involved; what did you do?; what others did?; Result of the action?.
  • Feelings: what were person emotional responses? Thoughts and feelings during the experience are express at that stage of reflection. It consists of questions, feelings before the situation took place; feeling at the time of experience; other’s feelings; feelings after the situation?
  • Evaluation: subjective judgments are made. What was good and bad?  At this stage, we take a look at the situation objectively, which approaches worked better and which did not work for the situation. This stage includes answers to- positive and negative aspects of that situation. What went well, and what did not? What you and other members contribute to that positive or negative situation?
  • Analysis: what you can interpret of the situation? Giving direction or meaning to the situation experienced and evaluated.
  • Conclusion: what else could be done? At this stage, we can conclude through our evaluation and analysis to our team members. That involves how that experience could be more positive for everyone in-group? , what will be the reaction if that situation occurs again in the future? , the skills needed to handle such situation better.
  • Action: If a situation occurs again, what would you do? The last stage of this reflective cycle, a new plan is to make and changes need to be inserted in order to make the negative situation to positive next time (University, 2018).

Stage 1: Description: Practice Cesim project

Cesim project is the completion of projects and sub-projects in a team. They experienced team-based activities and learnings and their goal was to complete a particular project within the estimate budget and schedules. They learned cooperation among team members and an efficient way of doing a project. It includes learning different styles, methods, and models in order to complete the project. They learned to overcome the problem of different people with different perspective working together for the same objective of project accomplishment (Cesim, 2018).

The lecturer took conflict handling within the group in that week. Conflict management is dealing with the situations of conflicts in an organization or a group with an effective way without harming to the efficiency of the group and taking the right decisions in order to maintain harmony in the working environment. It was important to resolve the conflicts and reach to a situation considerable by all the members of the group. For efficient conflict handling, one must learn negotiating skills, communication skills (businessdictionary, 2018).

For conflict handling, a Dutch test (design for self-assessment to decide conflict management style) was conducted in the class. We ended up choosing a preferred conflict handling style. Thomas, K.W., and R.H. Kilmann gave five conflict-handling styles, Accommodating, Avoiding, Collaborating, Competing, and Compromising. Among these, we decide to go for ‘collaborating’ style (Business Objectives: Organizational, 1983).

The Portfolio and Reflective Models

Stage 2: Feelings: Initial reaction to the event/incident and significance of that event

Before that situation took place, the only thing going in my mind was, will that class really worth giving time, since conflicts are something really common and how can handling uncertain situations can be learned or handle in some particular styles. I was not sure how it would be conduct and practice.

At the time of experience, I understood the need for conflict management, and start believing the importance of that class. As a Dutch test for self-assessment conduct, we were able to choose ‘collaborating’ as our conflict management style. Collaborating is a win-win situation; that is effective when novel solutions are required (sourceofinsights, 2018). As the group members started sharing their experiences about their past conflict handling ways and situation, I was listening to others past experiences in conflict handling carefully.

I learned a lot from that experience, It is not always necessary to learn from your own experiences, sometimes learning from other’s mistakes and a positive attitude can help us in avoiding those mistakes in future in case of a similar situation. We learn various ways to resolve conflict, in order to resolve the conflicts it is essential to understand the cause and effect of conflicts and after understanding everyone’s point of view and aspect we must reach to a solution.

Stage3: Evaluation

The positive aspect of the incident

That experience leads to many positive aspects, gaining knowledge from other experiences, increase in communication among the group, understanding other’s and their perspective, learn how to handle different conflicts. I expressed my experiences, about conflicts that occur in previous projects, and what I learn from that.

The negative aspect of the event

Time-consuming as everyone took time in telling their experiences, people who were unable to communicate their point well were left untouched to understand.

Stage 4: Analysis

After evaluating the situation, we analyze, group members need to be good at expressing their feelings in words that are improving in communication skills, and listening skills must be improved. The conflicting management style worked for that event well.

Stage5: Conclusion

To conclude the experience of that event, team members can work on their way of putting their words to give them a useful meaning. There must be two-way communication in class, every member must participate in the module equally. Time management is an important aspect in telling your experiences. Team members must improve their learning capacity so they can grab more knowledge from experienced people in their group.

Task on Conflict Management and Reflection

Stage 6: Action

If that kind of event occurs again, I would plan that event in a way where their experiences of people can give learning that was more relevant to other members of the group. The communication of a person must be in a structured and a formal way so time will not be wasted in interpreting that raw information into meaningful information.

 

Known to self

Unknown to self

Known to others

Open

(Top left room of the chart that represents traits of events and which the group members are completely aware )

Blind

(Feedback,

The person is not aware but others do, and they decide how to inform about it to the person or not)

Unknown to others

Hidden

(Share if I trust you.

Information about which other members are not aware )

Unconscious

(People are unaware of motives or were not recognize by a team participating, might be because of collective ignorance of traits existing.

Joe Luft and Harry Ingram gave the “Johari window” in the 1950’s. (Warner, 2015).

If this model is used, the reflection and way of presentation would have changed, in Gibb’s model, we had not discussed the hidden room of any person but will be discussed in Johari model of reflection.

In addition, unconscious rooms will also a change from Gibb’s to Johari model (Luft & Ingham, 1961).

Change in action or attitude after effective learning through reflection

The attitude of team members was quite different before that event. After learning through reflection they get to know where they lack, how they can improve themselves, they learn collaboration conflict handling style and its effective application.

They were able to communicate well next time as they learn from their mistakes and they now understand cesim project well as they practice (Tillema, 2000).

To conclude that task, we practice cesim project that week. We decided one conflict handling technique through Dutch test for our group. All the members of the team share their experiences regarding conflicts and how they handle those conflicts, what mistakes they made, and how you can avoid those mistakes in the future.

For effective reflection, we use Gibb’s model in our module and six stages of the module were express. Group members were able to learn many things from the event, able to improve communication, learning and negotiating skills after reflection. They gain knowledge from others too and will avoid mistakes what others did in past.

In addition, we understand the Johari Window model and changes in reflection if we use that model. These two models presented reflection in different ways. We saw a change in people’s action and attitude after the effective use of reflection.

That task will discuss the summative report for 10 weeks. Experience and knowledge gain in PPDI module will be reflected here in professional context. Here, we will discuss a brief of PPDI module, reasons, why is learning from reflection, is important. The relevant reflective model will be discussed further and its application in EVRE model. Learning from that module, and difference from previous knowledge will be also mentioned.  Moreover, updated knowledge after applying a particular reflective model and the reason for that value-added knowledge will be express in that reflection.

Why learning through reflection is important?

Conclusion

 Experience, reflection, and learning through that experience will be present in a structured manner. The primary objective of reflection is to express the experience in detail, reflect on negative and positive aspects from that experience and finding ways to improve results of such experience if occur again in future. That will help you learn from practical experiences and bring professional development.

A project is designed to produce a product, achieving planned goals and objectives. It is done to give specific attention to a particular task. Project management is a five-step process where a project is to initiate, plan, execute, control, and wind up in an effective and efficient manner within specific budgets (Kerzner, 2017).

Project design is an initial stage of project management. Designing a project refers to the structuring of a project in order to achieve the project’s goal and objectives. Key features, structure, and success criteria are part of project design. Before starting a project, a blueprint of how to work on that project had framed. For a more managed and successful project, it is essential to have a good project design. If your project design is not up to the mark you further project will not suffice the goal of your project. Project design is a basis for further project work (Chaput, 2011).

Project implementation, Implementation in general, is putting a plan into action. Project implementation is the execution of a project as per project planned and design in early phases of project management. It is the practical phase of a project where operations are actually been done. In that stage, the plan is given a real and physical form. For successful implementation of the project, there must be a good and skilled operational staff. Implementation of a project is a critical step as the execution of tasks must be as planned by the top management. Middle-level managers in an organization generally control that stage (Pinto & slevin, 1987).

Stage

Action

Concrete Experience

Having an experience

Reflective Observation

Reflecting on the experience

Abstract Conceptualization

Learning from the experience

Active Experimentation

Trying out what you have learned

(leicester, 2018)

We choose Kolb’s reflective cycle model for reflection in this task. This model will help summative reflection of 10 weeks present in an effective manner and in more structured form.

Stage1: Concrete experience

Starting with experience of the first week, we in a team experienced reflective practice self-assessment; the activities we conducted were “skills grid time management practice and reflection.”

In time management, we study how we can manage our time according to the priority of work to be done; we practice that time managing skills in our reflection practice (Skillsyouneed, 2018).

Priority matrix

High urgency

Low urgency

High importance

Action: Do first

Action: Do next

Low importance

Action: Do later

Action: Don’t do

Most important and most urgent task is to be done first, most important and not urgent task is to be taken next, less important but urgent work is to be considered later and do not do that task which is neither important nor urgent.

In the second week, we experienced ‘The Boud’s Reflection Module’, which make us learn how to apply theory to practice. It is a triangular cycle presentation with the structure of Experience, Reflection, and Learning. According to that theory, we presented our reflection in a structure where we share our experiences and reflect our feelings, what we feel before, at and after the experience and then mention our learnings from the situation. We also applied Kolb and Johari's reflective models in our reflection and learned creation of Gantt charts.

Karol Adamiecki, a Polish engineer, devises the first Gantt chart in the 1890’s. Gantt charts are tools used in project management for presenting tasks or events in relation with time. Start date, duration and end date of events were presented in bar charts, where left side present events and time is represented horizontally (Gantt, 2018).

In week three, we experienced communication skills, reasoning, socialize, visualize, and think. Activist conducted were learning contracts, phases of the project. We also did a learning journal, which is a collection of observations, notes, and thoughts as a result of the learning experience. A learning journal reflects your experiences and personality. Moreover, we learn complying GSM code of conduct when filling out the ethics review.

In week four, an incident happened, a group member took all group work at home, and since that day, he left early, the group left vulnerable because of that incident. Lately, we experienced conflict handling which we have discussed in ‘task1a’ in detail. In the sixth week, there was no activity held due to a member took paternity leave.

In further weeks, we experienced deeper learning as we experience more and more. Experiences were based on critical learning thereafter.

Stage2: Reflective observation

Before the lecture, I was a bit conscious, how the module will work, will it really enhance my knowledge and learning, and will it be worth giving time and hard work.

As and when the event starts, our roles, and responsibilities were specified. I liked to socialize with people, interact with new people, sharing thoughts and experiences in-group, when a person took group work at home it felt frustrating, as we were unable to progress with our work.

After that event was over, I realize that it was a very critical learning event and enhance my knowledge to another level. I was able to communicate better to people now. I can share my feelings with others in the more effective way.

Stage3: Abstract observation: Aspects we learn from PPDI

Learnings from this module are Project management knowledge. How to apply Boud’s reflective triangle to reflect on things.; Communication skills, how to socialize, awareness of how we reason, how to work on team-based projects.; Self-assessment, Knowledge of learning styles; Reflective models and their application; Cesim project learning and practical aspect; Importance of collaboration, conflict handling, leadership. Making plans regarding meetings, concern time as an important element.

Stage4: Active experimentation

I apply reflective models learned in my reflections, conflict-handling styles to my further conflicting situation, which I learned from that module, I use learned listening, expressing, and communication skills in other projects as well. In choosing our team leader, leadership qualities experimented in that incident. Teamwork is a critical task, one needs to listen to others and take decision accordingly that was experimented with in that module. Experiment Dutch test to choose a conflict-handling style.

That event differs from my previous knowledge of areas; I learned new information and skills from that module and successfully applied to my tasks. Reflective models and their applications were important knowledge, which is enhanced with that module.

Reasons for gained value in the knowledge when applying Kolb’s reflective cycle: a more structured form of reflection, learn an effective way of expressing your experiences with others. Provide meaningful information with a particular cycle of reflection.

Change in practice due to that new knowledge; reflection was now in a proper format. I was able to enhance my project management skills and will be able to do time management in other tasks. Lately, I can apply reflective models in my reflection.

Conclusion

For task 1b of the portfolio, we would like to conclude, in the task we used David Kolb’s experimental reflective cycle. We applied that model for our PPDI module reflection in more precise and effective way. We were able to enhance our knowledge regarding PPDI module; project design and implementation phase of project management; learning styles; conflict handling styles; cesim project.

Learning from that module had enhanced my previous knowledge a lot. Application of Kolb’s model had made reflection and evaluation easy and precise. Communication skills improved and now I know where I lacked the most, all positive and negative aspects were clarified with that experience. I can work on my lacking skills and improve myself for the best.

Lastly, I would conclude that there were many learnings from that module, which had not only useful during the experience but will also be useful for future tasks. I felt very positive after completing that module.

SOAR model (strengths, objectives, aspirations, results). It is a structured way to analyze yourself on your current strengths, future opportunities that you can take advantage by using your strengths, aspirations that are your preferred future. , and result i.e. what you have achieved (Vergas, 2017)

That second task consists of personal development and planning. It will be divided into three parts as reference to the module. It will include

 1) Personal analysis- applying SOAR to my career and personal development plan.

2) Setting SMART Goals for my future

3) Personal Objectives- consist of my personal short term, medium term, and long-term goals.

Strengths

Opportunities

· Leadership qualities

· Decision-making power

· Team management

· Time management skills

· Communication skills

· Quick Learning capacity

· Project manager

· Conflict handling

· Team manager

· Structured reflection

Aspirations

Results

· Leader

· Maintain harmony

· Healthy work environment

· Project completion

· Effective communication

· Ethics review

· Different learning styles application

· Socialize

· Team leader

· Project goals were achieved

· Effective application of reflective models

· Conflicts were handled with ease

· Cesim project practice

Strengths:

  • Leadership qualities are qualities or traits, which leads you to a successful leader. Ability to guide your team or organization towards the achievement of set objectives(Nahavandi, 2006).
  • Decision-making power is the ability to take the most appropriate decision in any situation for your team considering your team abilities(Janis & Mann, 1977).
  • Team management is managing your team well, getting things done from others in the most effective and efficient way(Carnall, 2018).
  • Time management skills are the ability to work within the deadline and in the most manageable sequence of tasks(Tran, 2017).
  • Communication skills are how you give words to your feelings in a most attractive way so that others understand your point too(Maguire & Pitceathly, 2002). 
  • Quick learning capacity is how you gasp new knowledge. I am always open to learning new things.

Aspirations:

In future, I see myself to be a great leader; I would like to maintain harmony and peace in my team; I want to maintain a healthy work environment that is clean and manageable; I wish to complete high impact projects in near future; apply different learning styles in managing projects

Opportunities:

Using my current opportunity, I can be a project manager; can apply conflict-handling styles effectively; be a good team manager; and due to good communication skills, the reflection would be more structured and clearly expressed.

Results:

Results for that module, which we can measure, are more often interact with people that is socialized; became team leader; goals for that module were achieved; effective reflection module; application of conflict handling style; practice and complete design project.

In project management, SMART stands for

S- Specific, goals to be set must be clear and precise. Goals that are defined clearly.

M- Measurable, goals that can be measured in numerical values.

A- Achievable, there must be the possibility of achieving those goals.

R- Realistic, your goals must have a practical aspect.

T- Time-bound, deadline for your goals must be defined (O'Neill, 2000).

What do I want to learn?

 

What do I have to do?

 

What support and resources will I need?

 

How will I measure my success?

 

The target date for review of results.

 

Socialize with groups

Interact with more and more people

Friendly environment

Increase in number of people Interact

1 week

Learning styles

Enhance knowledge

Teaching-learning styles

Application of learning styles

1.5 months

Timely completion of the task

Better time management

Priority grid matrix study

Application of priority matrix tasks

3 months

Managing team

Taking initiatives; understanding people

Team collaboration

Completion of group task

12 months

Conflict handling

Learn conflict handling style

Team members sharing their experiences of conflict handling

Application of learning styles in a conflicting situation.

6 months

Project management

Learn stages of effective project management

Project goals, which can be, achieve; budgets forecasting.

Effective and efficient project completion

1.2 years

Effective reflection

Learn reflection models

Experiences with team

Application of reflection models next time more effectively.

5 months

Ethics review

Follow guideline of ethics review

Guide by GSM

Completion of ethics review forms

2 months

Short-term goals (next four months)

 

· Socialize more often – interact with a maximum number of people.

· Reports efficiency – learn to make reports more effectively as all projects and tasks need to be reported after all.

· Support and manage change – do not resist change, change occurs to improve something, so support change with management.

Medium Term Goals (next 2 – 3 years)

· Enhance communication: effective communication is key to effective reflection, enhance that skill with experience, experiment, and practice.

· Coaching skills:  For effective team management, it is important to train your team members. To teach others something, it is important to enhance your coaching skills.

· Become a better motivator: one of the traits needed to make others work is motivation. I need to be a motivator in order to get things done through others.

· Increase productivity: With practice, I need to increase the productivity of my tasks. if productivity will increase, profit and your success level will increase

· Decrease turnover rates: learn to retain team members or employees. To manage human resource effectively, it is important to understand them, so they do not switch teams too quick.

Long Term Goals (following 3 to 5 years)

· Enhance leadership skills – some people have these skills by birth. However, modern theory believes that leadership skills can be developed with practice.

· High visibility projects – projects with high value-added must be accomplished.

· High impact initiatives – the number of initiatives or projects with high impact are to be completed.

(kalpana, 2018)

Conclusion

From this task, we can conclude that personal development and planning were expressed in three ways. First was SOAR analysis, there I describe my strengths that were managing skills, learning abilities, and how to use those to gain opportunities in the future, become a manager. Secondly, I set my SMART Goals that what I have to learn? For that, what I should learn, and what resources I need to achieve set results. Thirdly, I describe my personal objectives where I need to enhance my communication, leadership skills in next 2-3 years, and need to complete more high impact and visibility projects in long run.

References

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businessdictionary, 2018. Conflict Management. [Online] Available at: https://www.businessdictionary.com/definition/conflict-management.html

Carnall, C., 2018. Managing change. 1st ed. oxon: Routledge.

Cesim, 2018. what is Cesim Project. [Online] Available at: https://www.cesim.com/hs-fs/hub/104692/file-19817283-pdf/docs/cesim_project_guide_book.pdf

Chaput, L., 2011. design processes. In: Project Design: Strategic Information: A Process Approach. Canada: Presses de l'Universite du quebec, pp. 15-26.

Gantt, 2018. what is a Gantt chart?. [Online]
Available at: https://www.gantt.com/

Janis, I. & Mann, L., 1977. Decision making: A psychological analysis of conflict, choice, and commitment.. new york: Free press.

Johns, C., 1995. Framing learning through reflection within Carper's fundamental ways of knowing in nursing. Journal of advanced nursing, 22(2), pp. 226-234.

kalpana, R., 2018. Business Objectives: Organizational, Social and Personal Objectives. [Online]
Available at: https://www.businessmanagementideas.com/business/business-objectives-organizational-social-and-personal-objectives/2249

Kerzner, H., 2017. Project management: a systems approach to planning, scheduling, and controlling. 12th ed. New Jersey: John Wiley & sons.

leicester, U. o., 2018. David Kolb. [Online]
Available at: https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/kolb

Luft, J. & Ingham, H., 1961. The johari window. Human Relations Training News, 5(1), pp. 6-7.

Maguire, P. & Pitceathly, C., 2002. Key commujnication skills and how to acquire them. Bmi, 325(7366), pp. 697-700.

Nahavandi, A., 2006. The art and sience of leadership, Ltd.. 4th ed. s.l.:Personal EDucation.

O'Neill, J., 2000. SMART goals, SMART schools. Educational Leadership, 57(5), pp. 46-50.

Pinto, J. & slevin, D., 1987. Critical Factors in successful Project Implementation. IEEE transactions on engineering management, Issue 1, pp. 22-27.

Skillsyouneed, 2018. Time management skills. [Online] Available at: https://www.skillsyouneed.com/ps/time-management.html

sourceofinsights, 2018. 5 Conflict Management Styles at a Glance. [Online] Available at: https://sourcesofinsight.com/conflict-management-styles-at-a-glance/

Tillema, H., 2000. Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16(5-6), pp. 575-591.

Tran, L., 2017. Time Management Month (Part 1): Introducing the Action Priority Matrix. [Online] Available at: https://www.inloox.com/company/blog/articles/time-management-month-part-1-introducing-the-action-priority-matrix/

University, O. B., 2018. Reflective writing; About Gibb's Reflective Cycle. [Online] Available at: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/

Vergas, K., 2017. SOAR: An Appreciative Inquiry Approach for Strategic Planning. [Online]
Available at: https://news.nnlm.gov/neo/2017/08/25/soar-an-appreciative-inquiry-approach-for-strategic-planning/

Warner, D., 2015. The Power of the Johari’s Window Model. [Online] Available at: https://blog.readytomanage.com/the-power-of-the-joharis-window-model/

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