Reflective Portfolio - Essay Example

?Reflective Portfolio Reflective Portfolio The legal profession certainly requires people who can reflect skilfully and knowledgeably. The reflective practitioner must be able to utilize intuition, ideas, and careful thoughts in their practice. The reflection process enhances the legal professionals in handling certain issues that may not be handled through the normal daily way of work life. The skills for developing as a skilful and reflective practitioner undoubtedly obtained through teaching (Clifford & Thorpe, 2007; pg. 23). This is significant since the learning institutions should integrate the training for reflective thinking among their learners. The capacity to participate in reflective activities remains a crucial skill for lawyers and advocates. This is because they normally deal with unending stresses in their profession (Brockbank & Macgill, 2007; pg. 34). In fact, some members of the legal career may eventually indulge in drug and substance abuse because of inability to handle stress. However, reflective practice remains the most likely strategy for such people to enhance their ability to manage diverse situations affecting their lives (Clifford & Thorpe, 2007; pg. 67). This is because the practice of reflective thinking enables them to develop their emotional intelligence. At the same time, the practice enable practitioners to drift away from the normally way of handling information, which makes them liable to loosing crucial leads while handling issues (Brockbank & Macgill, 2007; pg. 22). The notion of rote memorization in learning and daily life practice has been argued to be causing a major challenge in the legal profession too. The critics suggest that instead of rote memorization of important issues people need to undertake deep learning, a learning that connects with emotions as well as critical thinking (Maharg, 2007; pg. 45). Certainly, lawyers for decades have developed the notion of calling each other, “my learned friend”. This is an indication that the legal professionals have placed intellect above other human qualities (Clifford & Thorpe, 2007; pg. 68). The ideal scenario instead should be to have the “learned friends” shift focus from glorifying their intellect to embracing other human qualities. Therefore, an integration of reflective thinking and practice is a major strategy for enhancing their service to people with proper consideration of human qualities (Maharg, 2007; pg. 35). It is notable that reflective practice remains very cruel to the profession for lifelong learning ought to take place among legal professionals (Brockbank & Macgill, 2007; pg. 58). Several models for reflective practice have been recommended to escalate the peoples’ abilities to putting down critical information together during reflections. However, this paper shall discuss the Kolbs Cycle Model and its application in reflective practice (Maharg, 2007; pg. 37). Significance of Reflective Practice As already mentioned, the significance of reflective practice cannot be underestimated. The rationale for lifelong learning among people in the legal fraternity is crucial to their effective undertaking of diverse activities (Zubizarreta & Millis, 2009; pg. 57). The legal practitioners should develop the abilities to transfer knowledge of fresh contexts and undesirable situations. The significance is also attached to their ability to apply their legal knowledge and experiences to totally differing scenarios (Clifford & Thorpe, 2007; pg. 28). The significance is also attached to making the legal practitioners have the ability to cope with their daily honest, ethical, and individual dilemmas. It is notable that these challenges are common in the legal practice. Therefore, it is of great significance that the legal trainees undergoing their practice also learn reflective practice (Zubizarreta & Millis, 2009; pg. 123). The training institutions require integrating the themes for reflective practice in their modules. They should also ensure that the assessment designs for learning lawyers’ takes into consideration the learning to become a reflective practitioner. Concept of Reflective Practice Different experts have defined reflection as a form of intellectual information processing in the brain associated with critical thinking that people use to arrive at certain anticipated outcomes. Notably, people should just be reflective in all their life. This can be the ideal situation (Brockbank & Macgill, 2007; pg. 37). Reflection is highly applicable to situations, circumstances, which are intricate, poorly structured that a solution may not be insight, but that which largely relies on the mental capabilities to synthesize, and process already attained information towards finding the outcome. Interestingly, not every reflection generates the same results. This is because some reflection activities are lacking in critical thinking (Zubizarreta & Millis, 2009; pg. 66). The ideal reflection therefore would be the one where the reflective practitioner is able to undertake critical evaluation of the situation reflected upon. The role of the individual in furthering reflection amounts to self-reflection (Barentsen & Malthouse, 2009; pg. 69). This insinuates that an individual engaged in the reflection practice must analyse the basis under which such person has defined the problem under reflection. This kind of reflection results into personal, psychological, and social transformation of the reflective practitioner (Brockbank & Macgill, 2007; pg. 27). Therefore, at the highest level of reflective practice is the ability of the legal professional to undertake a critical reflection of the self in order to enable them understands their influence on the issue under reflection. The self-analysis during reflective practice is also critical to the unpacking and questioning certain stereotypes and morals that underlie opinion and actions. It is notable that a line be drawn between reflection and reflective practice (Barentsen & Malthouse, 2009; pg. 78). Whereas reflection is the process of organizing thoughts systematically, reflective practice occurs in a more formal way and must generate evidential outcomes. Reflective practice includes several activities such as learning journals, diaries, reflective reports, and portfolios among others. It is no wonder the focus of the paper is to generate a reflective portfolio (Brockbank & Macgill, 2007; pg. 59). The role of reflective practice in the training legal students is that they should develop the skills for undertaking independent learning focused on enhancing their experience, skills, values, and culture in different scenarios. Kolbs Cycle Model The Kolbs Learning Model represents a cycle through which people can undertake their reflective practice to enable them achieve diverse goals. The most notable goals that reflective practice offers the practitioners include the ability to learn (Barentsen & Malthouse, 2009; pg. 47). This is because whenever one is engaged in deep thinking about certain issues, they learn because of new information being generated. Furthermore, the process of using the Kolbs model should enhance the peoples’ personal and professional growth. The personal growth anticipated is associated with the ability of the practitioners to transform their psychological, beliefs, and value systems. The model should also enable people reflect in order to ensure that their practices are ethically informed (Barentsen & Malthouse, 2009; pg. 35). Reflective practitioners also draw effective assessment and planning skills from the process. Their evaluative practice and abilities have also soared so that they are capable of undertaking a crucial analysis during practice. The people who have reflected upon their lives and situations around them indicate that the model enhances their ability to manage time effectively (Barentsen & Malthouse, 2009; pg. 92). Lastly, the reflective process should generate results that enable people to manage their stress and changes, some of which may be beyond them. The Kolbs Model works through crucial four stages including returning to the experience, an attending to feelings, re-evaluating experience, and finally planning and action. In the first stage, people revisit events in detail and question their minds about the actual happenings (Barentsen & Malthouse, 2009; pg. 46). They also avoid judgments and editing uncomfortable issues. They also think about the issues that could have been forgotten in order to recall them. They also utilize methods such as writing and taking notes during the phase. The second phase involves the reflective practitioners acknowledging their feelings and possibly communicating them while also ensuring that the feelings do not lead to skewing or dominating their reflection (Barentsen & Malthouse, 2009; pg. 47). However, they have to recognize the significance of feelings in contributing to the assessment and understanding of the situations under reflection. The third phase is premised on the original stages that after recalling the events in an accurate manner and they occurred and after gaining control of personal feelings practitioners can now begin to re-evaluate their experiences. This phase also requires collaboration with others because sometimes it is a team activity (Barentsen & Malthouse, 2009; pg. 28). Therefore, it is important to consider all the knowledge already developed by the other people as well as your own knowledge. Finally, it is critical to understand the level to which the knowledge possessed may help put the situation lighter to handle (Barentsen & Malthouse, 2009; pg. 177). The fourth stage requires the reflective practitioner to plan on action points including things required to take place differently over the reflection process. The Application of Kolbs Cycle Model to the Externship Learning Portfolio Externship experience is the aspect of legal education that requires students studying law to take a field appointment outside the law school for varying number of the months (Barentsen & Malthouse, 2009; pg. 68). In this case, the presented externship learning portfolio represents an evaluation conducted using the Kolb Cycle model on the experiential aspects of a one-semester appointment is a law firm. The portfolio represents the experiences that the student went through during the one semester externship period. Background of the Externship Placement I was pleased when the time to go for the externship eventually arrived. The idea that it was going to be an opportunity for me to earn additional credit as well as gaining legal practice experience was satisfying (Barentsen & Malthouse, 2009; pg. 165). Before joining, the law firm I had already learnt some of my responsibilities would entail drafting briefs, undertaking research on behalf of my seniors, conducting client interviews, participating in trial and defence preparations, and engaging in policy conversations among others (Barentsen & Malthouse, 2009; pg. 172). Therefore, before going for the externship placement, I was already upbeat that it was going to be an exciting and informative experience. However, most importantly, I knew it was going to provide me with an opportunity to gain massive experience through experiential learning. Therefore, in this section, I will provide information on my experience during the externship period (Barentsen & Malthouse, 2009; pg. 147). The information is provided under the four stages of Kolb’s experiential learning. Detailed Learning Experiences Analysed in the Four Stages of the Kolbs Model 1. Returning to Experience During my externship period at the Department of Chamber of Commerce, I had an interesting experience. In terms of learning, I had to know the people in the section where I was placed. The section head was a seasoned lawyer who had had massive experience practicing as a commercial advocate (Barentsen & Malthouse, 2009; pg. 45). The other members of the team also had diverse backgrounds, but I can say everyone was excellent. I learnt very fast that people worked as a team in the section. There were also two students from other universities at the section undertaking their externship. During the period, I learnt so many things in legal practice and education. I was involved in doing so many things including researching in the library for information used to prepare trials and defence (Barentsen & Malthouse, 2009; pg. 189). I was also involved in developing case papers and drafting case briefs. In many instances, I was called upon to accompany lawyers going to make presentations in the courts. That was the most interesting part of my externship (Barentsen & Malthouse, 2009; pg. 200). Whenever we were in the court hall, I used to learn a lot especially, making opening statements, presentations, and closing statements. I learnt that a strong statement was crucial for winning cases. The people I went with to the court used different styles of making their presentations in the courtroom. Some of them were very analytical yet gentle in the way they presented issues (Barentsen & Malthouse, 2009; pg. 208). Some of them were engaged in personal attacks, some were very emotional and showed human qualities, while others still used a threatening approach. Finally, another member of our section was known for his advocacy skills in the courtroom. My colleagues used to tell me that, cases needed to be won regardless of the approach employed. I also learnt the way different government departments worked closely together for the common goal. I also participated in developing a draft that was used in the House of Commons to amend the laws protecting consumers. This also represented me with an opportunity to learn how to draft different papers (Barentsen & Malthouse, 2009; pg. 188). I also had to look at so many Acts, regulations, laws, and policies that were applied in the draft that we were preparing. Although, people interacted so well in the work environment, I did not like a few issues that happened to me. I did not like the behaviour of some people who looked at externs as intellectually naive individuals who had nothing new to add to their trial preparations (Zubizarreta & Millis, 2009; pg. 171). Furthermore, some of our colleagues fervently took advantage of externs’ presence in the section to assign them tasks, which they were directly responsible. The other thing, which made me feel disappointed, is the notion that externs were given a lot of work by different people to the extent that it became very hard for us to prioritize which tasks to undertake (Moon, 2013; pg. 56). In addition, the section appeared to me as lacking a clear organizational structure because everyone seems to have the power to assign externs to work. The person who was responsible for supervising externs kept quiet over these issues without giving feedback on complaints. 2. Attending to Feelings During the externship period, diverse issues affected my feelings about the experiential learning that I was seeking. I had feelings that I may have gone for placement in a section that practiced commercial law, which did not really benefit me a lot since my interest has been in human rights law. Therefore, much as I tried to keep up with the tasks I was doing such as researching for information, I kept on feeling that it was not getting easier for me (Zubizarreta & Millis, 2009; pg. 24). This is because the things I was researching on were more about company disputes, financial fraud, and taxation non-compliance among others. Sometimes I felt dejected because I would be told to do some research, which I would attempt to futility (Moon, 2013; pg. 55). I also had very bad feelings because of the colleagues who demeaned as and dismissed our intellectual abilities. 3. Re-evaluating the Experience I am happy I participate in the externship placement because I got the opportunity to learn a lot. There were aspects of my knowledge, which indeed helped throughout the period. The notion that I have an interest in research was crucial to enable me perform my tasks. I was also able to apply communication skills in doing most of my activities. The value of collaboration was also evident in the tasks, which we performed. 4. Planning and Action In future, if I have to seek placement for legal practice, I will tend to do certain things differently. I will start by choosing the institution where I can gain the best experience and where I can feel my knowledge being used in taking forward certain tasks. I will do this by researching legal institutions, which are focussed on human rights law. This is because such institutions are the best where I can feel that I am making a meaningful contribution to their work. In the future, I also hope to improve my note taking skills. This is because I think there was a lot to be documented yet I did not take as much (Moon, 2013; pg. 37). This will be important in the future. I will also ensure that I arrange for stress management training or briefing because I found it hard to deal with stressors. In the future, such training should help me know how to deal situations like being assigned tasks by almost everyone in the section (Moon, 2013; pg. 47). I will seek to understand a clear distinction between who can assign me tasks and those who cannot. I have learnt that I lack robust stress management skills. This is the key challenge that I had at the organization. Secondly, I found it so had to confront the people who added me more tasks even when I already had so much to do. I need to gain experience in skills that I can softly tell other people that I am already having enough work. List of References Barentsen, J., Malthouse, R. (2009). Reflective Practice in the Lifelong Learning Sector. New York, NY: SAGE. Brockbank, A., & Macgill, I. (2007). Facilitating reflective learning in higher education. Buckingham [etc.], Society for Research into Higher Education & Open University Press. Clifford, J., & Thorpe, S. (2007). Workplace learning & development delivering competitive advantage for your organization. London, Kogan Page Ltd.  Maharg, P. (2007). Transforming legal education: learning and teaching the law in the early twenty-first century. Burlington, VT, Ashgate. Moon, J. (2013). Reflection in Learning and Professional Development: Theory and Practice. New York, NY: Routledge. Zubizarreta, J., & Millis, B. J. (2009). The learning portfolio reflective practice for improving student learning. San Francisco, CA, Jossey-Bass Read More