Career Guidance and Development - Essay Example

Introduction Reflective practice is the ability, power, capacity and aptitude to reflect on action in order to engage in the continuous learning process. It also involves paying decisive and crucial attention to the practical theories and values that inform daily actions through examining practice reflexively and reflectively. This results into developmental insight. In addition, reflective practice exists where one explores a previous experience. The primary aim of a reflective practice is to identify the events that occurred and the kind of role played in the event, including thoughts and behaviors as well as related emotions. This allows individuals to look into changes to their approach in any future similar occurrence. Reflective practice leads to an improved performance when performed honestly and comprehensively (McLeod, 2010). This paper seeks to discuss the theories and principles of reflective practice and the methods used to reflect on professional practice and the role played by the continuous professional development in a career guidance practitioner. In addition, the concept of lifelong learning for professional practitioner and the application of reflective practice methods on own professional practice will be highlighted. There are various theories of reflective practice, however, the paper will focus on two: Kolb (1984, transformation of information into knowledge through reflective cycle, and Gibbs (1988), structured briefing through stages. Continuous professional development is important in lifelong learning in professional practice and influences professional roles and improves professional practice. Therefore this paper will highlight the influence and importance of continuous professional development on our professional role. Reflective Practice Reflective practice can be a pivotal tool in a professional learning settings based on practice in which individuals learn from their own professional experiences, instead of from formal knowledge transfer or teaching. This may be the most significant source of personal professional improvement and development. Reflective practice has been illustrated as an unstructured approach that is self regulated and directs learning and understanding. It is a process of learning that is taught to professionals by practitioners from a variety of disciplines, in order to enhance abilities to make balanced and informed decisions and communicate. For example, in education context, reflective practice is the process through which educators study their own methods of teaching and then determines what works best for their students. This involves ethical consequences considerations of the procedures in classroom on students. Reflective practice is categorized into various levels. These levels include: Superficial/ descriptive reflection: this level includes non reflectors. At this level, reflection is very basic since it is largely descriptive and involves why those events happened. Superficial level of reflection makes reference to the base of an existing knowledge that includes different theories. However, it does not make critique them or make any comment. Medium/ dialogic reflection: this level includes reflectors. A person looks back at what happened and begin exploring feelings, thoughts, gaps and assumptions in knowledge as a process of solving problems in this reflection level. The reflectors draws sense out of the lessons learned from the past experience and the future action that may need to happen. Deep/ critical reflection: this reflection level includes critical reflectors. This is the most in depth level of reflection. It illustrates that past experience creates a change in an individual, especially in self views, relationships, society, and community of practice and so on. In order to do this, the writer should be aware of the significance of multiple perspectives from the contexts that are beyond a chosen incident, and the way in which learning from the incident chosen will affect other situations. (Gibbs, 1988) As mentioned in the introduction, the paper will focus on two theories and principles of reflective practice: Kolb (1984), transformation of information into knowledge through reflective cycle; and Gibbs (1988) - structured de-briefing through stages. Kolb was influenced highly by a research carried out by Piaget and Dewey in the 1970s. The reflective model, Kolb, highlights the experiential learning concept and is centered on information transformation into knowledge. This normally happens after the occurrence of a situation and involves a practitioner who reflects on an experience, obtaining an understanding of the encountered concepts during the experience, and then testing the understood general concepts on a new circumstance. This way, the obtained knowledge from a situation is applied continuously and reapplied building on prior knowledge and experience of a practitioner. On the other hand, Gibbs (1988) is often discussed using a structured briefing in order to enhance the reflection that is involved in the experiential learning cycle of Kolb model. Gibbs model presents full structures stages of debriefing such as: initial experience; description, which includes description of what exactly happened; feelings, includes the feelings and reactions; evaluation, which includes what was bad or good about the experience; analysis, which includes the sense that can be made from the situation and what was actually going on; general conclusion, which includes conclusions in a general sense from the experience and the undertaken analysis; specific conclusions, which includes specific conclusions on the experience and personal situation; and personal action plans, including what is going to be done differently in a similar situation next time and the likely steps to be taken on the basis of the learnt lessons (McLeod, 2010). More on the theories of reflective practice will be discussed in later sections of this paper. Reflective practice is associated with both benefits and limitations. Some of the benefits associated with reflective practice include: Learning from an experience is increased for a situation Deep learning is promoted Personal and professional strengths are identified as well as areas for improvement Determination and identification of needs of education New knowledge and skills acquisition Increases more understanding of own attitudes, beliefs and values Self directed learning and self-motivation is improved Acts as a source of feedback Improved clinical and personal confidence On the other hand, the following limitations can be identified in reflective practice: The process of reflection may not be understood by all practitioners Practitioners may feel uncomfortable to evaluate and challenge own practice Reflective practice is time consuming It may be confusing especially where there are many experiences or situations to reflect on Reflective practice may not be adequate enough to resolve personal or clinical problems Reflective practice is associated primarily with learning from situations and experiences, and is seen as a pivotal strategy for health professionals embracing lifelong learning. Evidence has it that there are various reasons why professional practitioners need to engage in reflective practice. These reasons may include: to provide a fresh practice outlook on the situations, feelings and actions, and challenges existing in thoughts; to understand further themselves, perceptions, motives, values, attitudes, and feelings that are associated with the clients; to explore ways through which the situations in the practice may be differently approached. The reflection action is viewed as a means of promoting the autonomous development, and self directed and qualified professionals. Participating in a reflective practice involves quality improvement of the professional practice, closing the gap between practice and theory, and stimulating professional and personal growth. In addition to reflection during and on experiences that prediction of a challenging circumstance is also a stimulated reflection. Professional practitioners vary in their ability and tendency to reflect. This is illustrated by the two reflection practice theories: Kolb (1984) and Gibbs (1988). Kolb (1984) Theory The Kolb theory of learning has four distinct styles of learning based on the four stage learning cycle. Kolb model is offers a way to understand people’s individual different styles of learning, and a description of an experiential learning cycle that applies to all. This cycle of learning is included in Kolb theory as a central principle expressed in the experiential learning as a learning cycle of four stages, where by concrete or immediate experience offer a foundation of reflections and observations. Kolb asserts that the cycle of learning represents a spiral in which a learner touches all bases, that is, cycle of reflecting, experiencing, acting, and thinking. Concrete of immediate experiences results into reflections and observations. The reflections are assimilated into abstract concepts with action implications in which an individual can test and experiment actively with which it enables new experiences creation in turn. The Kolb theory operates on two levels in a four stage cycle. The first level includes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Another level includes a four type definition of styles of learning, which represents a combination of two styles that are preferred: Diverging (CE/RO), Assimilating (AC/RO), Converging (AC/AE), and Accommodating (CE/AE) (Kolb 1976). Learning styles in Kolb theory According to Kolb learning model, different people prefer particular single style of learning naturally. Various aspects influence the preferred learning style of a person. In this theory of experiential learning model, there are three stages of development of a person. The tendency to bring together and integrate successfully the four different styles of learning enhances as people mature via the stages of development. These stages of development as illustrated in Kolb learning theory model include: Acquisition: from birth to adolescence including the development of cognitive structures and basic abilities. Specialization: schooling stage including personal experiences and early work of adulthood. This involves the development of specific and specialized style of learning that is shaped by educational, social, and organizational socialization. Integration: mid career to later life including expression of the learning style that is non dominant in personal life and work life. Whatever the factors that influence the choice of the learning style, the preference of learning style is a result of two separate choices people do make, or two pairs of variables, presented by Kolb learning theory as the lines of axis, with conflicting modes at the ends. For example, Concrete Experience – CE (feeling) to Abstract Conceptualization – AC (thinking), and Active Experimentation – AE (doing) to Reflective Observation – RO (watching). Typically, the presentation of the two continuums of Kolb is that the axis at the east – west is referred to as Processing Continuum (how to approach tasks), and the axis at the north – south is referred to as the Perception Continuum (how people feel or think about tasks). The learning styles mentioned are a combination of two axis (continuum) lines, each formed between dialectically related modes of experience grasping (watching or doing), and experience of transforming ( thinking or feeling) (Kolb 1976). Understanding someone’s learning style enables orientation of learning according to the style preferred. Everyone needs and responds to the stimulus of all types of styles of learning to one extent or the other. It is therefore a matter of applying emphasis that best fits with a particular situation and preferences of people’s learning style. The following are the four learning styles of Kolb theory: Diverging (watching and feeling – CE/RO): in this learning style, people are sensitive and look at things from varying perspectives. People here prefer watching to doing. They tend to use imaginations and gather information in order to solve problems. This learning style is referred to as diverging because people with this style perform much better in circumstances that need generation of ideas such as brainstorming. Persons who prefer diverging style of learning have wide cultural interests and like gathering information. They are imaginative, interested in people, emotional and strong in arts. Such people prefer working in groups and listens with open minds while receiving personal feedback. In my learning group, I watched other members perform class activities; I listened with open mind and imaginatively. This worked well since I acquired the knowledge by watching my colleagues Assimilating (watching and thinking – AC/RO): this learning style preference is for logical and concise approach. Concepts and ideas are much more significant than people. Persons who prefer assimilating learning style require good and clear explanation and not practical opportunity. They do well in mastering broad range of information and putting it into a clear defined logical format. These people are much less focused on people and show more interest on abstract concepts and ideas. This learning style is attracted more to theories that are logically sound than those approaches based on the practical value. This group is important for effectiveness in science and information careers. People who prefer this learning style prefer lectures, readings, having enough time to think, and exploring analytical models. At this stage, I spent time thinking on how I can acquire learning style through good and clear explanation from my colleagues. I stayed focused and indicated my interest in learning. In the end, I did well mastering broad range of information. Converging (thinking and doing – AC/AE): people who prefer this learning style use their learning in order to solve their problems and find solutions to the existing practical issues. People are much less concerned with interpersonal aspects and people, and prefer technical tasks. These people are best in locating practical uses for theories and ideas. They can make decisions through finding the solutions to the problems and questions, and solve problems. People who prefer converging learning style are attracted more to problems and technical tasks than interpersonal or social issues. This learning style allows technology and specialists abilities. I shadowed experienced colleagues. As a group, we conducted experiments with new ideas, to work, and to stimulate with practical applications. This worked well for me as I acquired the knowledge from my colleagues. Accommodating (doing and feeling – CE/AE): this learning style relies on intuition instead of logic. People who prefer accommodating learning style use the analysis of other people and prefer taking experiential and practical approach. Such people are attracted to new experiences and challenges, and carrying out action plans. These people also act commonly on gut instinct instead of logical analysis. People who prefer accommodating learning style tend to rely on for reasons of information instead of conducting their own analysis. This style of learning is useful and prevalent in roles that require initiatives and actions. These people prefer working in teams in order to complete tasks. They set their own targets and work actively in the field in order to find different means of achieving their objective (Kolb 1981). At this final stage, I went through personal reflection, in order to master what we did together as a group. I also kept a reflective diary to refresh my mind on the concepts and ideas acquired. The Gibbs (1988) Reflective cycle As demonstrated earlier, Gibbs reflective cycle is useful in aiding people to think through all the stages of an activity or experience. As a professional practitioner, it is quiet easy to remain too conscious of the things that never went well during the past experience. Professional practitioners need not be too hard on themselves as the stage of evaluation makes one think positively in areas of development and improvement (Gibbs 1988). The Gibbs model of reflection includes phases of reflection as follows: Context/ Description: in this phase, people describe what exactly happened. The event is described concisely, objectively and accurately as possible. The people involved and the place of the event is described as well. Lastly, the practitioner must say if he or she intends to focus on the process, structure or outcome of the event. I practically explain what took place in the past event and the people that shared the experience. For example, mistakes I made and their consequences. Thoughts: the thoughts of the practitioner at the time of the event and afterwards are addressed. I talk about the things I was thinking at the time of the event and after the situation, for example, what could have led to the mistake and correction measures. Feelings: the emotions or feelings of the practitioner are illustrated both positive and negative at the time of the event and afterwards. I demonstrate what I feel about the event, the people I blame for the mistakes and those I think helped. Evaluation: in this phase, the professional practitioner illustrates how things went during the event and mentions whether things were resolved satisfactorily. I state the mechanisms and the corrective measures taken to correct the misdoings in the event. Analyze: this phase includes illustrations of the factors that influence the outcome, factors that hindered and those that helped. An explanation of the event and how and why the event occurred the way it did. I express the things that led to the occurrence and those that helped out of it. For example negligence, failure to observe guidelines and standards. Reframe: the professional practitioner explains what actions and approaches could have been good alternatives and what might have been done differently from what happened. The practitioner also explains whether the negative events could be avoided or the positive events made more efficient and effective. I explain what I think should have happen, for example, follow instructions and ask where am not sure. Future action: in this phase, the professional practitioner explains what he or she will do if he or she encounters a similar circumstance or situation or experience again. In addition, the practitioner describes what he or she will do in future in order to increase the chances of likelihood of the same positive outcome and reduce the possibility of the same negative outcome. Finally, the practitioner says what he or she needs in order to learn and how he or she might learn this lesson (Gibbs 1988). At this stage, I illustrate what I will do in future in case I experience a similar event. For example, consultations. Comparison of Gibbs and Kolb Reflective Cycles The Gibbs Cycle was created after the development of Kolb reflective cycle as a detailed and expanded version of Kolb Cycle. The intention was to allow educators review their mode of teaching in order to enhance continuous development. Kolb Cycle was criticized by Graham Gibbs that it was not good enough to only do or only think, and that learning from a situation or experience must include linking the thinking and the doing. The Kolb Cycle was published in 1984 in experiential learning, which David Kolb referred to as experience as a source of development and learning. Gibbs Cycle was later published in 1988 in “Learning by Doing: a Guide to Teaching and Learning Methods” article. The development of Gibbs Cycle was based partly on the Kolb Cycle. In terms of stages, Kolb Cycle has four stages which include: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and planning Active Experimentation (AC). On the other hand, the Gibbs Cycle is founded on six stages which include: event description, description of feelings, event evaluation, analysis of the event, general and specific conclusion, and personal action plan. Kolb Cycle has however been critiqued as being underdeveloped and narrow. The Gibbs Cycle has more steps and tries to remedy this critique (Gibbs 1988). Although the Kolb Reflection Cycle can be used in educational settings, Gibbs reflective Cycle establishes the experiential theory of learning moreover through relating to the methods of teaching to Kolb’s theory. Gibbs suggests learning contracts and action plans as experimentation and conceptualization stages are pointed out. The peer and self assessment as well as discussions are included in the reflection and experience stages. In terms of application, both the reflective cycles were established in order to allow application in any situation or learning experience. However, the Gibbs Reflective Cycle is often used more by the health care industry. As both the Kolb reflective Cycle and the Gibbs Reflective Cycle cover similar basic stages (situation or experience, reflection and planning), any of the cycle can be applied in any of the learning situation or experience. Since the Gibbs Reflective Cycle includes many steps that need much more efforts, the Gibbs reflective Cycle is much better for reasons of teaching or educating large crowd or groups of people in order to learn from their past circumstance and experiences (Kolb, 1981). The application of these methods impact on professional careers guidance practice in that both the methods aid in reflections of the past events and activities carried out, so that the professionals may not repeat past mistakes and correct any misconception they experienced in the past. For example, in Gibbs reflective Cycle, the future action stage helps a professional practitioner in explaining what he or she will do if he or she encounters a similar circumstance or situation or experience again. The method allows the practitioner to describe what he or she will do in future for reasons of increasing the chances of the same positive outcome and reduce the possibility of the same negative outcome. Gibbs reflective cycle also impacts on professional careers guidance practice by enabling the professional to discuss what has been learned in the previous events. In addition, Kolb reflective cycle impacts on professional careers guidance practice through enabling the practitioners to touch all bases of learning from past events. For example, the Kolb cycle enables the practitioner to reflect, experience, act, and think. The theory ensures that concrete of immediate experiences results into reflections and observations by the practitioner. It further impacts on professional careers guidance practice through enabling assimilation of reflections into abstract concepts with action implications where practitioners can test and experiment actively and resultantly create new experiences. Importance of Continuous Professional Development Lifelong learning sees people in a continuous endless learning process throughout their lives. One cannot convince himself or herself that he or she knows everything. Whether one is an employee or a freelancer, Continuous Professional Development makes a better part of our life plan. Those who embrace change and invest in furthering their skills often stay in regular employment and do best. The Continuous Professional Development is important in that is promotes the following: New production technology development Alterations in the way people use and view technology and creative kit New customer products as well as their capabilities Trends in the industry so as to know the required skills and what is made by who and when The creative styles attracting publicity and winning awards Innovative services and products offered by the competitors in order to stay ahead Business legal and financial issues such as changes in schemes of production, tax breaks in film industry affecting production, training funds etc. Continuous professional Development plays a major role in professional practice due to the above mentioned importance. In order to keep and maintain lifelong learning a continuous professional development, practitioners need to not only train, but also effectively networking and reading trade press. This is because the more people someone meets, the more he or she picks concerning the work industry and the role at workplace. Professional development is an essential part of everyone’s working life. Through Continuous professional Development, practitioners are able to keep up to date with information, knowledge, improved skills, progress into new roles. Keeping our professions up to date helps us remain employable throughout our professional lives. As a professional practitioner, we are required to keep our knowledge, values and skills up to date. Continuous Professional Development provides an opportunity to develop professionally, the measure and nature of the benefits. This is because keeping our skills up to date indicates the credibility of our society. Continuous Professional Development is also important in professional development because it allows people to develop and progress their professional self and remain very current at the same time with their competencies and skills. Continuous Professional Development also helps practitioners to turn their responsibility to an optimistic opportunity to achieve and identify own objectives of professional career (McLeod, 2010). The role played of Continuous Professional Development in a career guidance practitioner As stated earlier, Continuous professional should be part of our life plans. This is because it plays important roles in our career development. Some of the roles played by Continuous Professional Development in a career guidance practitioner include: Ensuring that the capabilities of the practitioner keeps pace with the latest standards in the field Ensuring that the practitioners enhance and maintain the skills and knowledge needed to provide professional service to the community or customers Ensures that the knowledge of the practitioner stays up to date and relevant, it also makes practitioners aware of the directions and changing trends in the industry. Helps practitioners continue making relevant and meaningful contribution to the team. This makes practitioners become more effective at work and advance their careers to move to other job positions. Helps practitioners stay interesting and interested. Focused Continuous Professional Development opens practitioners up to new skills, new knowledge area and new possibilities. Delivers an intense understanding of what being professional means, together with great implication appreciation and effects of the practitioner’s work. Helps the practitioners in advancing the body of technology and knowledge within their profession Leads to an increased practitioner public confidence Contributes to an improved quality of life and protection, sustainability, environment, economy and property (McLeod, 2010) Conclusion In summary, Continuous Professional Development is the process through which knowledge and skills are kept up to date and new ones are gained. Continuous Professional Development extends to non clinical areas like management and computing and is significant to practitioners. Continuous Professional Development plays an important role in development of careers guidance practitioners as described in the previous paragraphs. Lifelong learning is therefore a concept that all practitioners appreciate and embrace in order to advance their careers. The paper has generally discussed the theories and principles of reflective practice and the methods used to reflect on professional practice and the role played by the continuous professional development in a career guidance practitioner. In addition, the paper has highlighted the concept of lifelong learning for professional practitioner and the application of reflective practice methods on own professional practice. The paper has made focus and emphasis on two theories of reflective practice Kolb (1984, transformation of information into knowledge through reflective cycle, and Gibbs (1988), structured briefing through stages. Finally, the paper has discussed the influence and importance of continuous professional development on our professional role. List of References Gibbs G. Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. 1988 Kolb, D. A. 'Learning styles and disciplinary differences'. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass. 1981 Kolb, D. A. The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer. 1976 McLeod, S. A. Kolb's Learning Styles and Experiential Learning Cycle. 2010. Retrieved from http://www.simplypsychology.org/learning-kolb.html Read More