Human Resource Development, Reflective Observation, Abstract Conceptualisation - Essay Example

REFLECTIVE ESSAY By Name Course Instructor Institution City/State Date Human Resource Development – Reflective Essay Concrete Experience (CE) In our group, the first member was a native English speaker, the second spoke it fluently and very well, and for me, I experienced some language challenges since I am an international student. After we were assigned the task, our meetings were somewhat frustrating since some members would arrive late and reluctance to make contributions. I was confident because at least one member was a native English speaker that could confidently make a presentation in front of the audience. I felt challenged to work with my group given that I had some difficulty with the English language. I concur with Campbell and Li (2008) that small group work in a cross-cultural classroom environment could be problematic because of unequal distribution of effort, lack of clear objectives, contribution disparity amongst the group members, and complexity associated with accommodating language as well as cultural differences in the group. As an international student, my language skills are inadequate and my interpersonal communication skills are still underdeveloped. As a group, we had selected a topic but after two weeks, the group leader decided to change the topic because she had more information for the PowerPoint presentation. While in the group i learned a number of things; for instance, it came to my attention that a group can only function productively if the members fulfil their individual responsibilities. At first, the group members were less productive since they used to come less prepared and hardly contributed to the group interaction, but with time we all started supporting one another; thus, becoming more and more productive. Personally, I started to function productively in our group, when the group members started valuing my individual contributions. The fact that the group leader changed the topic after two weeks it is a clear indication that as a group we were not able to make a better decision. Still, I noticed that questioning, constructive deliberation, different perspectives, as well as critical analysis could lead to improved performance and solutions. When working as a group, the performance is always high as compared to working alone. I was able to learn from other group members considering that we were from different backgrounds and culture. Thanks to the group work, I can now work competently with people who disagree with me. As an international student, I managed to realise the significance as well as the value of group discussions. Group discussion not only enabled me to interact with members from different backgrounds as well as cultures, but also improved my cultural understanding, English language skills, developed my intercultural communication skills, and also enabled me to make new friends. Still, people could feel desperate, helpless and disheartened to participate in group assignments which need them to complete tasks with shared marks established through the group performance. At first, I had generated some negative attitudes because of the group composition, but my attitude changed when I realised that the members were friendly and understood my shortcoming towards the English language. I experienced a lot from this group assignment, but most importantly my skills in time management, group communication, conflict management, problem-solving, and language skills were tremendously improved. Reflective Observation (RO) I recall how we worked tirelessly to prepare for the presentation and how we adopted online communicating tools such as social media sites (specifically WhatsApp and Facebook) to successfully prepare the presentation. After choosing the topic, “having difficult conversations a guide for managers' leaders”, every member was assigned different roles in order to facilitate equality in contributions and also to complete the assignment on time. I decided to choose a short video from YouTube and the member had to do a survey. Before doing the training facilitation, my inability to communicate English fluently and offer a speech confidently led to an inner fear. After collecting my data i presented to my team for some analysis. Although our group had leadership and coordination, we still experienced some problems such as my inability to communicate efficiently, difficulty assigning the tasks, and conflicts. Conflict often arose in the group mainly because of faulty communication since members would criticise each other inappropriately; thus, some members’ felt that they were devalued. Another source of conflict was attribution errors, whereby one member was unable to complete his work, so one member concluded that the member was irresponsible. However, the member had a good reason why he had not completed his task on time. As a result, the two members started holding grudges because one felt treated unfairly while the other considered him irresponsible. The two members became angry with one another; thus, making the environment hostile for teamwork. We had to resolve the conflicts before continuing with the assignment. Because we failed to handle the conflict when it arose, it worsened. So we decided to confront the conflict as a problem by brainstorming. We decided the best way to handle the conflicts is talking amongst ourselves, placing emphasis on events and behaviour rather than personalities, listening to one another, and finding points of disagreement and agreement. As mentioned Popov et al. (2012), group processes play a crucial role in finding group dynamics as well as the group’ overall success. I concur with this assertion since in our group we experienced considerable challenges based on decision-making, problem solving and communication, and conflict management. I realised that communication is a crucial tool through which the group work is organised and members cooperate with each other. Communication enabled me to fully comprehend all the group members and gather as well as disseminate the needed information from YouTube. Given that conflict is common in groups, I learned that the best way to handle any emerging problem is offering the members an open-ended opportunity to protest or criticise. Allowing the group members to critique one another could be beneficial, but only if some ground rules for courteousness has been set. This could lead to meaningful lessons and could also encourage friendships beyond the classroom. I also observed that technology plays an important role in the modern-day classroom setting; for instance, we carried most of our meetings online through social media tools. These tools improved interaction amongst the group members and enabled me to contribute freely since I am very good in writing English as compared to speaking it. Abstract Conceptualisation (AC) I have managed to understand this experience through the help of some organisational behaviour concepts. The first concept is the learning system, which consists of context, resources, and people. While designing the learning episodes, the people point out that information is gathered by the learning designer on the teachers and learners’ learning approaches. This approach goes beyond the analysis of the traditional training needs into a clearer knowledge of individuals that would participate in the learning episode. As mentioned by McLean (2012), understanding the learner variables could enlighten decisions regarding the learning episodes design; that is to say, learning activities could be tailored for optimal effect. In the place of work, learning environments range from informal social learning to formal classrooms. Learning could be enforced through dominant coalitions seeking to disseminate the state of affairs, or learning could become part of the far-reaching transformation project. I have noted that an employee could or could not desire to take part in the learning episode but this depends on whether the working culture values learning, and whether the employees consider training as relevant to their future careers. In my classroom setting, lecture spaces configuration, class size, and the perceived content significance to professional abilities are considered as the context factors that have to be taken into account in the learning design. Mezirow’s transformative learning theory, as cited by Mezirow and Taylor (2011), points out that learning outcomes hierarchy that offers a valuable guide to designing the processes of learning makes it possible to design different learning activities for engaging learners at various learning hierarchy levels. Instrumental learning, for instance, Mezirow’s first learning level (abilities, skills and knowledge) indicates the practical activities for supporting and sustaining permanently particular skills. Communicative learning, which is the second level, points out that discussions as well as other activities that have purposely been designed to identify with what is meant by other people. The emancipatory learning is the third level connoting people changing their basic reference frames (McLean, 2012). This change that normally makes the learner face a disorienting dilemma can hardly be achieved through the lecture technique. I have realised that different learning outcomes levels need learning activities which are different in duration, process and content. For instance, I take long to change my mindset as compared to the incremental increases towards information. I have also learned that effective learning needs learners to be engaged, identifying the learning context and making sure that the learners are challenged to understand the importance of what they are learning as well as offering practice to make learning permanent and facilitate understanding. Another theory that I can refer to is Herzberg’s theory, which proposes that satisfaction is influenced by motivators (intrinsic job-related factors) and dissatisfaction was affected by maintenance factors or hygiene (extrinsic job-related factors). While reviewing the Herzberg’s theory, I observed that when existing jobs only meets the employees’ basic needs, the employees are inclined to become less motivated and would probably lose interest in their work. Job factors according to Herzberg can be grouped into hygiene factors and motivational factors. In this case, the hygiene factors demonstrate the physiological needs employees want to be fulfilled. In my view, hygiene factors that would affect me are administrative and company polices, since I would desire to work in a company with clear and fair policies that include flexible working hours. Another hygiene factor that could affect me is the physical Working conditions since I cannot work in unsafe, unhygienic, and unclean work environment. In terms of motivational factors, I think factors that can make me positively satisfied in a workplace include a sense of achievement, work meaningfulness, and most importantly growth and promotional opportunities. Active Experimentation (AE) In the future group environment, I will improve myself to make my contributions more effective by improving my language and communication skills. I have realised that to function successfully in a group, I must be able to communicate clearly on emotional as well as intellectual levels. In the future groups, I will become an effective communicator by expressing my ideas and feelings openly. More importantly, I will become a keen listener and would always ask questions so as to clarify the members’ emotions and ideas. I have learned that conflict can create a hostile environment for teamwork; therefore, in future, I will make sure that I initiate conversations regarding the group process or climate whenever I sense a tension brewing. I have learned that regular open communication is important for group success since members are able to share their feelings, ideas, and thoughts freely. Unspoken issues as well as assumptions could become very destructive and may hinder the group’s positive functioning. In the future groups, I will make sure I communicate openly with other members in order to create a healthy climate. To successfully work together in the future groups, I will make sure I exhibit a sense of cohesion. I believe I would be able to demonstrate cohesion by being open, supporting other members, being respectful, and being honest. I have noted that constructive feedback is important not only for successful group work and also reducing conflicts. Therefore, in the future groups, I will make sure that all members are able to receive and give feedback regarding their ideas. Offering constructive feedback would need me to focus on the behaviours and ideas and, rather than individuals as well as being positive. To sum up, I think there is a need for me to set personal goals as well challenges that would help me improve my communication skills and reduce language barriers. I will make sure that I contribute my ideas freely without fear of being judged or criticised. References Campbell, J. & Li, M., 2008. Asian Students’ Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution. Intercultural Education, vol. 19, no. 3, pp.203-216. McLean, P., 2012. Customising management education: designing learning episodes using an open system perspective. In Annual ANZAM Conference: Managing for Volatility and Instability. Perth, Western Australia, 2012. Australian and New Zealand Academy of Management. Mezirow, J. & Taylor, E.W., 2011. Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. New York: John Wiley & Sons. Popov, V. et al., 2012. Multicultural student group work in higher education An explorative case study on challenges as perceived by students. International Journal of Intercultural Relations, vol. 36, pp.302– 317. Read More