Glo-bus Team Experience - Assignment Example

? Reflective assignment - Glo-bus team experience Table of contents 3 Introduction 4 2. Reflective Analysis – Academic theories and concepts 4 3. Critical incidents (positive and negative) that affected team and an individual – consequences of these incidents 7 4. Conclusion 10 References 12 Abstract In the context of learning process the performance of participants/ learners is not guaranteed. A series of incidents can appear that are able to eliminate the benefits for individuals. Such risk has appeared in regard to a project in which I was asked to participate. The project has lasted for about 4 months, i.e. for October 2012 up to January 2013 and focuses on the provision of important guidelines in regard to the use of Glo-bus, a critical software tool for managing data. Initially, I considered this learning project as a rather easy task, having the impression that I would have to deal with issues easy to handle. However, the challenges appeared during the development of the process have been several. The use of a framework, such as the Reflective Analysis, has helped me to realize that I could use these challenges for improving my responses to similar problems in the future. 1. Introduction The participation of an individual in a group activity can significantly help towards the development of personal skills and competencies. However, in order for such target to be achieved it is necessary for the individual to clearly understand his performance in regard to the particular activity, meaning his ability to respond effectively to the tasks assigned to him, as a group member. The use of theories and concepts related to the reflective analysis has been proved particularly helpful for understanding the role and the experiences of individuals as members of groups. The potential use of reflective practice techniques for analyzing the personal experiences, as a member of a Glo-bus team, is explained in this paper. Glo-bus is a tool for managing a large volume of data, mainly through the use of grids that can be quite complex (Glo-bus 2013). The literature published in this area has been employed for analyzing a series of critical incidents that have occurred while developing the particular project, meaning the 4 months learning project in which the above team has participated. It is proved that these techniques can be particularly effective in analyzing and evaluating such incidents but under the following terms: that the analysis of each incident is backed by appropriate theory so that no doubts can appear as of the explanations given. 2. Reflective Analysis – Academic theories and concepts Reflective Analysis is a framework for evaluating the personal performance in regard to a specific activity/ task. Reflective Analysis is commonly involved in the use of a series of techniques, known as reflective practice techniques that can secure the high performance of individuals in a series of activities, at the level that these practices help the individuals to identify their weaknesses and eliminate them by appropriate plans of action. The use of reflective practice techniques is critical in order for the learners ‘to capture and enrich learning’ (Billett 2011, p.211). These techniques are based on the following rule: knowledge is transferred to learners not just through the delivery of theoretical material but, especially, through practice (Billett 2011). The practice, as part of these techniques, refers to the development of tasks that are related to a specific sector, the one in which the learners are willing to work (Billett 2011). Reflective practice, as part of Reflective Analysis, has a particular target: to reveal the areas in which an individual should focus so that his performance in regard to one or more activities is significantly improved. From this point of view, Lowenstein and Bradshaw (2004) note that reflective practice is often described as ‘the process of exposing the contradictions in practice’ (Lowenstein and Bradshaw 2004, p.107). The use of reflective practice techniques for improving the skills of employees in a specific organization or professional area is also quite common (Billett 2011). In other words, the reflective practice techniques aim to help learners to acquire knowledge that will be applicable in real terms. It is possibly for this reason that practice is an indispensable part of these techniques. Through a similar approach, Milheim (2008) notes that reflective practice is commonly based on ‘both formal and informal learning experiences’ (Milheim 2008, p.35). It is further explained that such combination is necessary for securing the increase of knowledge of learners (Milheim 2008, p.35). Reference is made to the view of Gosling and Mintzberg (2004) who emphasized on the value of practice as an indispensable component of management education (Gosling and Mintzberg 2004, in Milheim 2008, p.35). Furthermore, it is make clear that an individual cannot be appropriately prepared for facing the changes occurring in the business environment unless he has participated in educational programs based on practice, along with theory (Milheim 2008). McGregor and Cartwright (2011) refer to the critical skills of successful educators. It is explained that effective educators need to be able to take ‘both routine action and reflective action’ (McGregor and Cartwright 2011, p.5). In management education, a similar approach can be used for evaluating the quality of educational/ training programs developed in the particular area. It should be noted that an educator is considered as able to take reflective action when he can ‘do made up of changed actions informed by self-appraisal’ (McGregor and Cartwright 2011, p.6). In other words, reflective action, as part of learning, is related to the ability to respond to the changes of the learning environment. These changes are inevitable and for this reason reflective practice has become quite popular as part of the learning process. At the same time, Ottewill and McFarlane (2001) note that reflective practice, as used by educators, is based on specific activities, such as ‘the review of educators’ own practice or self-evaluation’ (Ottewill and McFarlane 2001, p.68). It is noted that in this way, educators can be more capable of understanding the needs of learners and respond more effectively to the ‘needs of stakeholders’ (Ottewill and McFarlane 2001, p.68). The specific methods of Reflective Analysis could be also used when having to evaluate the personal experiences in regard to a team-based project, such as in the case under examination. Sims (2002) also highlights the importance of Reflective Analysis, as a tool for evaluating personal performance in regard to specific tasks and for improving personal skills. According to the above researcher, Reflective Analysis can be based on different theoretical models, such as the ‘Kolb’s experiential learning model’ (Sims 2002, p.151). This model is based on the view that an individual can check the effectiveness of the learning process, in which he has participated, if ‘he is able to apply theories to real-life situations’ (Sims 2002, p.151). In any case, Reflective analysis needs, necessarily, to include tools that ensure the interaction between the individual and his environment. Reference is made in particular to Reflective Observation that allows the individual ‘to monitor the responses/ experiences of other individuals in his environment to a particular task/ activity and compare his own practices/ experiences’ (Gupta, Gollakota and Srinivasan 2005, p.272). 3. Critical incidents (positive and negative) that affected team and an individual – consequences of these incidents During my participation in the Glo-bus team I have experienced a series of incidents that have been related to different aspects of the relevant learning project. The particular project aimed to increase the skills of learners/ participants in regard to the use of Glo-bus. The project has been based on both theory and practice, at the level that tasks referring to the use of Glo-bus in business environment have been assigned to the members of group, both individually and at group level. These incidents have been both positive and negative and can be analyzed using the Reflective Analysis, as presented above. The incidents occurred during my participation in the particular project are presented briefly in Table 1. The first critical incident which I have experienced has been related to timing (see also Table 1 below). More specifically, there have been many times that members of the group have been delayed. Personally, I have also delayed, approximately 3-4 times. This phenomenon has resulted to problems in the progress of daily tasks. Other colleagues have been asked to work overtime for covering the gap involved, especially in regard to group tasks. Another important implication of these delays has been the following one: the members delays have not been able to complete part of the tasks assigned to them. These members have also been absent in the delivery of part of the theory involved in the particular project; this fact could lead these members to failures when having to apply this theory in practice. Another important incident related to this project has been the following one: not all members of the group have been able to work overtime. Personally, I have not been able to work overtime even if such need has appeared several times, at least 16-18 times during the 4-months project. This means that there have been parts of the group tasks in which I have not participated, since these parts were developed during overtime work. Reference should be also made to the following, negative, incident, as appeared during the particular project: isolation. In fact, there were certain members of the group who did not have the chance to participate in all phases of group tasks since such perspective was rejected by certain members of the group. Reference is made, specifically to group members who were over 35 years old and who were regarded as not able to understand all aspects of the learning material/ guidelines of the use of Glo-bus. Personally, I have opposed the above practice but my potentials to influence the other members of the group were limited, especially since this practice was backed by the high majority of the group members. The specific issue has been related to a common thought: the view that learners above a particular age are not able to fully understand new technologies/ complex learning themes, even if their working experience is important. Learners who have a strong educational background in a similar field could be the only exception of the above rule, at least in the context of the above view. My participation in the particular group has been also related to an important positive incident: the weekly group meetings. These meetings have helped to reduce communication problems within the group. Communication problems have not been eliminated but they have been effectively faced through the exchange of views and working experiences between the members of the group. In addition, there have been 2-3 times that I’ve faced important problems in regard to the tasks assigned to me, as practice related to the theory delivered by the educator/ instructor. Other colleagues have helped me to face these problems; in this way, I’ve been able to finish these tasks on time. Table 1 – List and analysis of critical incidents appeared during the development of the project assigned to the team Outline of critical incidents Analysis of critical incidents Consequences of each incident Timing Certain team members have been continuously delayed/ Personally, I have delayed for 3-4 times during the completion of the project A lot of tasks have not been completed on time - other team members have been often asked to finish the tasks of their colleagues Communication Group meetings were held once a week so that group members had the chance to exchange their views/ experiences with their colleagues Sharing experience in regard to mistakes/ failures helped the group members to increase their knowledge and improve their skills Cooperation All of the group members were willing to assist their colleagues while developing their tasks/ There were 2-3 times that I was given valuable support during the development of the task assigned to me Problems in regard to the various phases of the project were faced successfully with no delays Overtime work There were team members who refused to work overtime even in cases of emergent group tasks/ Personally, I could not work overtime, when I was asked, due to family issues. Other team members had to work overtime for ensuring that the scheduled work will be completed on time Discrimination Isolation – Certain team members were isolated due mostly to their age/ educational experience/ I had tried not to participate in such practices against my colleagues Conflicts have appeared within the group/ not all members had equal chance to contribute in the completion of the project 4. Conclusion The use of Reflective Analysis for evaluating personal performance in regard to the specific learning project has been proved to be particularly valuable. In fact, by assessing my personal reactions to the critical incidents, positive and negative, that took place during the project I have been able to realize my weaknesses. In the future, I will try to avoid similar practices, such as being in delay or refusing overtime work. In addition, I have understood that team work is critical for the successful completion of any task, either at personal or at group level. Moreover, it has been made clear that isolation, as a phenomenon common in the workplace need to be avoided and the reaction to such practices would be immediate. Personally, I have learned that I should react to such problems more actively and not just relying on the willingness of other people involved in a group task to change their view on this issue. The above influences, as related to the critical incidents occurred during the particular project, could help me to improve my skills in regard to roles that I will have to undertake in the future. My responses to these incidents, which have not been always successful, can be used as indicators of the issues on which I should focus when a task is assigned to me in the future. Of course, failures cannot be avoided; however, through the use of theoretical frameworks, such as Reflective Analysis, failures can be often transformed into chances for avoiding major risks and problems at a later point of time. (Words: 1887/ without the text included in the table) References Billett, S., 2011. Developing Learning Professionals: Integrating Experiences in University and Practice Settings. New York: Springer. Glo-bus, 2013. Organizational website. Available at http://www.glo-bus.com/ Gupta, V., Gollakota, K. and Srinivasan, R., 2005. Business Policy and Strategic Management: Concepts and Applications. New Delhi: PHI Learning Pvt. Ltd. Lowenstein, A. and Bradshaw, M., 2004. Fuszard's Innovative Teaching Strategies in Nursing. 3rd ed. Sudbury: Jones & Bartlett Learning. McGregor, D. and Cartwright, L., 2011. Developing Reflective Practice: A Guide for Beginning Teachers. New York: McGraw-Hill International. Milheim, K., 2008. Learning Through Reflective Practice: Professional Development of Adult Basic Education Program Managers. London: ProQuest. Ottewill, R. and McFarlane, B., 2001. Effective Learning & Teaching in Business & Management. London: Routledge. Sims, R., 2002. Teaching Business Ethics for Effective Learning. Westport: Greenwood Publishing Group. Read More