The Significance of Self Learning - Personal Statement Example

Table of contents: Task no. Page no 2 2 3 3 3 4 7 5 9 Task Self reflective learning: Introduction: Self reflective learning is a self educatingprocess in which the learner gains learning from personal experiences, and the environment. Self reflective learning is fundamentally a byproduct of the individual’s personal interest and dedication towards self education. The learner defines the everyday goals for himself, and tries his best to make sure that he is able to achieve his goals by the end of the day. The significance of self learning: To meet the challenges of the modern age, it is imperative that the students develop a habit of continuous self reflective learning. This would ensure the achievement of excellence in their work because they would take practical experience as a continuity of their education. “The highly motivated, self-directed learner with skills in self-reflection can approach the workplace as a continual classroom from which to learn.” (Baker, 2007). Self reflection is not a waste of time: Self reflection is a matter of thinking and analyzing our responses towards matters of everyday life. It requires time solely dedicated to thoughtful analysis. It may seem like wastage of time, but actually, by conducting self-analysis, we are able to do things in a better and more time-saving manner. “Study without reflection is a waste of time; reflection without study is dangerous.” (Einstein, cited in Smith, 2010). Ways to reflect: Reflection requires us to adopt an apply-and–analyze sort of attitude towards everyday matters. We can reflect by conducting an analysis of our responses routinely. For example, before going to sleep, we should ask ourselves questions and apply the lessons learnt from the answers to the matters encountered in the following day. The cycle should continue. Task 2: Self reflective learning research and theory: (Mezirow, 1981 cited in McIsaac, 1996) referred to Jurgen Habermas as the “most influential thinker in Germany” from the period 1970 – 1980. Emancipatory knowledge which defines the concept of self reflective learning is one of the three cognitive areas as identified by Jurgen Habermas. (McIsaac, 1996). The essence of Emancipatory domain’s stance on reflective learning lies in the justification of one’s personal visualization of one’s experiences. The domain emphasizes that although one can not gain complete hold over the matters of one’s daily life as they involve factors beyond human control, yet through careful visualization and self analysis, one can at least work out the most probable reasons for any difficulties one encounters. Besides, there have also been other scholars who have reaffirmed the idea. After conducting a lot of study, (Franken, 1994: 443 cited in Huitt, 2009) confirmed that sufficient research exists to prove self-concept as being fundamental to the motivation in one’s attitude. He noted that the motivation in behavior is a result of possible self, which is built through self-concept. Self reflection is vital to achieve excellence in every occupation. (Torre, 2005) argued that self-reflection helps therapists to expand their knowledge and experience with successive therapeutic interactions. Task 3: Kolb’s learning cycle (1984): David Kolb came up with a remarkably realistic and practicable learning cycle in 1984. (www.businessballs.com, 2010). Kolb’s learning cycle is also known as “The Learning Cycle” or “The Experiential Learning Cycle”. (Davies and Lowe, n.d.). The cycle is based on four stages of learning which are as follows: 1. Concrete Experience - (CE) 2. Reflective Observation - (RO) 3. Abstract Conceptualization - (AC) 4. Active Experimentation - (AE). (www.businessballs.com, 2010). The four learning stages / phases mutually function to make the individual analyze his past experiences, recognize his weaknesses, carry out the research and finally, develop a mature approach toward dealing with his concerned issues, and handle the matters more sensibly. Continued follow-up of Kolb’s learning cycle gradually brings decency in one’s ways and one learns to fulfill one’s duty with more responsibility and ease. The Kolb’s learning cycle given below elaborates the interaction between all stages: (Davies and Lowe, n.d.). The “experience” phase is essentially the stage of application of the built concepts and its results form the basis of discussion for the rest of the stages. As mentioned in the figure, the “experience” phase involves doing practical work, the “reflective observation” phase aims at analyzing what was done and whether it was done right or wrong or how should it be done. In the “abstract conceptualization” phase, literature and theories relevant to the matter under consideration are studied to work out the best possible way and the course of action for the next time is designed in the “active experimentation” phase. Gibbs’ model of reflection (1998): Gibb’s model of reflection surfaced in 1998 as a complete guide of analysis of a situation and helps the follower to draw lessons based on past experiences. Its stages are diagrammatically shown below to elaborate their sequence as suggested by Gibbs: (www.cumbria.ac.uk, n.d.) The first stage i.e. the “description” elaborates the description of the situation / matter / incident to be reflected on. It essentially involves a description of the key participants, their roles, relationships, interaction and an explanation of what happened. The second stage highlights the thoughts and feelings of the reflector both at the time of incident and the analysis. The reflector needs to understand the significance of the incident to him. The “evaluation” stage differentiates between the favorable and unfavorable aspects and outcomes of the incident. The “analysis” phase is about realizing the reflector’s performance in or response to the matter at the time when it happened. The “conclusion” is the phase in which alternate solutions are worked out that would be more favorable to the reflector. In the last stage, the reflector thinks on how he might respond to it, if the incident happened again. The new incident will become the basis for the next reflective cycle. Gibb’s reflective cycle is very detailed and organized and builds a wholesome approach towards the investigation of the matter under discussion with an in-depth analysis of the reflector’s physical and mental participation in the matter, and his intended approach towards the matter in the future. Reflection in action model by Boud et al (1985): David Boud together with his colleagues presented a much exhaustive and wide-ranging definition of the model of reflection. Boud and his team were convinced that there was a need to realize the ways to apply previous experience to new situations. According to Boud, reflection essentially constitutes three features which are given below: 1. Reflection is personified. Others would realize it as the reflector would translate. Therefore, others’ exposure to the definition of reflection is governed by the choice of the reflector. 2. Reflection is intentional. The objective of reflection is quite pre-determined, hence the experience may be interpreted in a biased manner. 3. Reflection is the combination of optimistic and pessimistic approaches towards the definition of one’s own self. Thoughts and feelings are linked in a complicated way. However, “the fostering of a positive self image is an important step towards transformative learning”. (Redmond, 2006: 26). As is evident from the characteristic features of the process of reflection mentioned above, the concepts highlighted in his theory are quite convincing. Boud and his team do not consider experience as a sole means of learning, unless the right aspects to reflect on are identified. (www.compact.org, n.d.). Boud and his team emphasize that the translation of one’s thoughts is fundamentally a function of one’s approach towards the realization of the experience that is analyzed. Thus, the results might be true or slightly exaggerated depending upon the state of mind of the reflector while he reflects. Task 4: Pros and cons of the various models of reflections: Kolb’s learning cycle (1984): Pros: Kolb’s learning cycle offers the simplest model of reflection based on 4 simple steps that sufficiently cover all major considerations of the reflection process. It is the easiest to remember. One experiences, analyzes, carries out the research to enhance one’s knowledge and applies the concepts thus developed. Cons: Kolb’s learning cycle lacks the development of an in-depth analysis and identification of the matters to reflect upon in the experience. According to (Boud et al, 1985:7 – 8 cited in Redmond, 2006, p. 25), “Kolb does not discuss the nature of his stage of observation and reflection in much detail”. Gibbs’ model of reflection (1998): Pros: Gibbs’ model of reflection (1998) is quite detailed and organized and allows an in-depth analysis of thoughts about the experience if its 6 stages are followed. It becomes much easier to evaluate an experience because of the development of a sensational approach aided by this model of reflection. The conclusions drawn are much realistic as compared to those reached at by following the Kolb’s learning cycle. Cons: Although it offers a holistic approach towards reflection, yet the simplicity of stages convinces the reflector to overlook some of them, once he practices the model again and again to reflect on different experiences. Reflection in action model by Boud et al (1985): Pros: Boud and his team’s approach towards the definition of reflection has been quite realistic and also supported by philosophy. They focus more on the identification of ways in which the concepts developed from previous experiences can be applied to the anticipated future experiences. Cons: Boud and his team’s model of reflection is more of a theory than a model. Unlike, the other two models discussed before, it raises more questions to be analyzed instead of a clear definition of a cycle to follow. Task 5: Reflection on the experience of my dissertation: I am a student of MBA, and I have recently completed my dissertation. Before going into an in-depth analysis of my experiences, I would like to explain a bit how I chose the topic of my dissertation because that is an integral part of my dissertation. Also, the whole dissertation is based on that. The whole dissertation revolves around the topic of one’s dissertation. I was very curious about the topic of my dissertation also because I intended to do a PHD after completing my MBA. I had heard from my colleagues that it is always better to choose the same topic for the dissertation in MBA which an individual intends to research in his PHD. However, the selection of topic is governed by certain other factors. For example, one is likely to get a scholarship for PHD if one carries out the research in the same topic as needed by the sponsor. Therefore, I needed to carry out research on the internet to find some sponsor and consider his interests while choosing my topic. Unfortunately, despite searching for my sponsor for over two months, I could not find any sponsor requiring a research in my area of interest. The deadline for the submission of dissertation was nearing and I had already wasted considerable time in search of a sponsor. I decided to start over with the topic of my interest, with the hope that I shall find a scholarship one day whether or not it is related to the topic of my dissertation. Since it was only about a month left in the submission of dissertations, I had to prepare that in a hurry and could not do sufficient homework to back up my research. In the following text, I have reflected on my experience of preparing my dissertation according to the Gibb’s model of reflection (1998), which has been sufficiently described above in this paper. The reflection: 1. Description of the experience: The reflection is based on my experience of preparing the dissertation. My friends had started their work much before I did. 2. My feelings: I was being continuously distracted by the thoughts of the question and answer session that was to follow my dissertation presentation. I wondered if I would be able to satisfy the queries of the instructors and my opponents. Besides, since I had prepared my dissertation in such a hurry, I feared that I might not be able to justify my approach towards building up my argument in the presentation. Long story short, I was nervous. Things would be better if I did not waste time in looking for a scholarship to decide the topic of my dissertation in the start. 3. Evaluation: The good aspects of my experience: The topic of my research was quite unique. My supervisor had put much effort into the development of my dissertation and guided me a lot. My research was qualitative in nature, so I had to interview the customers and employees of the companies which were studied. Every person I interviewed was overwhelmed. Every interviewee gave me an impression as if I made him feel important and thus, cooperated a lot with me. At times, I used to share my experiences with my colleagues. We used to kill the nights enjoying and discussing how some interviewed customers had taken our research as a forum to express their anger for the companies. We were all nervous, yet excited and proud of our contribution in the research which would be beneficial for the generations to come. The bad aspects of my experience: First of all, I had a tough time finding relevant research and sources for preparing the literature review since my topic was unique and was not supported with enough literature. Preparing a dissertation requires immense attention and dedication which was very hard for me to offer because I was also doing a job besides studying in order to finance my studies. I have realized that preparing a dissertation is an extremely tough task for a part time student, especially if he is a lover of soccer and the soccer world championship occurs in the days of the preparation of dissertation. Also, the interviews with the employees and customers took considerably longer than anticipated as a result of which, I was left with very less time for the organization of documents and the preparation of the presentation. 4. Analysis: Through my experience of preparing the dissertation, I have realized that I need to gain hold over the field of applied computer science because lack of my expertise in it consumed a lot of my time for I had to consult others for help and my programmes remained pending. Time management has been the biggest challenge for me while preparing my dissertation and I have not been good at it. I should have designed my schedule considering the holidays because my schedule which suggested interviewing the employees on holidays went impracticable. I also need to polish my fact-evaluating skills and gain expertise in problem solving and problem discussing techniques. 5. Conclusion: I could have saved a lot of time by choosing the topic of dissertation earlier that I finally did without wasting time looking for a sponsored topic. Also, I should have learnt the applied computer science from my friends prior to starting the research. But all of this would have been possible had I been reflecting on my experiences in the past which I never did. This would not only have helped me develop a right approach toward my work, but also have kept me in good mental condition and free of stress. 6. Action plan: When I shall be doing my PHD thesis, I shall select the topic from the very start, design my schedule and course of action in the beginning considering the official holidays, and learn all the softwares and programmes I would require for my thesis in the very early stage and be confident at the time of presentation that I have done my best. References: Baker. H., (2007). “Employee training”. Available at: http://books.google.com/books?id=g2Po_wcWL1cC&printsec=frontcover&dq=Employee+Training+By+Helen+Baker&hl=en&ei=-tQpTK-_MsLBrAf1i811&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q&f=false. [Accessed: 29 June, 2010]. Davies, C. and Lowe, T., (n.d.). “Kolb Learning Cycle Tutorial - Static Version”. Available at: http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php. [Accessed: 29 June, 2010]. Huitt, W., (2009). “Self-Concept and Self-Esteem”. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Available at: http://www.edpsycinteractive.org/topics/regsys/self.html. [Accessed: 29 June, 2010]. McIsaac, D. (1996). “The Critical Theory of Jurgen Habermas”. Available at: http://physicsed.buffalostate.edu/danowner/habcritthy.html. [Accessed: 29 June, 2010]. Redmond, B., (2006). “Reflection in action: developing reflective practice in health and social services”. England: Ashgate Publishing Limited. Available at: http://books.google.com/books?id=v_4C_Qtu2pQC&pg=PA25&dq=Reflection+in+action+model+by+Boud+et+al+(1985)&hl=en&ei=UHUqTL30LtSvcNGPlOIC&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCUQ6AEwAA#v=onepage&q=Reflection%20in%20action%20model%20by%20Boud%20et%20al%20(1985)&f=false. [Accessed: 29 June, 2010]. Smith, L. H., (2010). “Reflection the Key to Self-Awareness”. Available at: http://ezinearticles.com/?Reflection-the-Key-to-Self-Awareness&id=63142. [Accessed: 29 June, 2010]. Torre, M. A. L., (2005). “Self-Reflection-An Important Process for the Therapist”. Perspectives in Psychiatric Care, Vol. 41. Available at: http://www.questia.com/googleScholar.qst;jsessionid=Mqhd1v2BKgBCMG2C4G3N4Hh2hhqyQBvwQplt2vy4MCZ7pgCKYr4s!1602411919!1566849592?docId=5009693128. [Accessed: 29 June, 2010]. www.businessballs.com, (2010). “Kolb learning styles”. Available at: http://www.businessballs.com/kolblearningstyles.htm. [Accessed: 29 June, 2010]. www.compact.org, (n.d.). “Annotated Bibliography”. Available at: http://www.compact.org/disciplines/reflection/bibliography/. [Accessed: 29 June, 2010]. www.cumbria.ac.ukm, (n.d.) “Reflective Practice”. Available at: http://www.cumbria.ac.uk/AboutUs/Faculties/FacultyofHealth/Schools/SchoolofNursingandMidwifery/LearningBeyondInitialRegistration/LBIR/Camhs/Reflective%20Practice.aspx. [Accessed: 29 June, 2010]. Read More