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TEAM BEE COLLABORATIVE TASK
Members: Alison Alfred Hollianne Defoe Leslie-Ann Peters Philicia Walters Jessel Williams
WORK PLACE AND PROFESSIONALISM
BUS.P.272011/2012
THE UNIVERSITY OF THE WEST INDIES
The Office of the Board for Undergraduate Studies
INDIVIDUAL PLAGIARISM DECLARATION
This declaration is being made in accordance with the University Regulations on Plagiarism (First Degrees, Diplomas and Certificate) and should be attached to all work submitted by a student to be assessed as part of or/the entire requirement of the course, other than work submitted in an invigilated examination.
Statement
1. I have read the Plagiarism Regulations as set out in the Learning Exchange course space related to the submission of coursework for assessment.
2. I declare that I understand that plagiarism is the use of another’s work pretending that it is one’s own and that it is a serious academic offence for which the University may impose severe penalties.
3. I declare that the submitted work indicated below is my own work, except where duly acknowledged and referenced.
4. I also declare that this paper has not been previously submitted for credit either in its entirety or in part within the UWI or elsewhere.
5. I understand that I may be required to submit the work in electronic form and accept that the University may check the originality of the work using a computer-based similarity detection service.
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TITLE OF ASSIGNMENT: Collaborative Task
COURSE CODE: EDLM 3007
COURSE TITLE: EDLM 3007 Reflective Practice in Action II
STUDENT ID:
Alison E Alfred 310101924
Hollianne A. Defoe 310101270
Leslie-Ann Peters 310100244
Philicia Walters 308004724
Jessel Williams 310100234
By signing this declaration, you are confirming that the work you are submitting is original and does not contain any plagiarised material.
I confirm that this assignment is my own work, and that the work of other persons has been fully acknowledged.
SIGNATURE: Alison E Alfred, Hollianne Defoe, Leslie-Ann Peters, Philicia Walters, Jessel Williams
DATE: March 27, 2014
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Course: EDLM 3007 Reflective Practice in Action II
Title: Collaborative Task
Authors:
Alison Alfred
Hollianne Defoe
Leslie-Ann Peters
Philicia Walters
Jessel Williams
University of the West Indies
Open Campus
Group: 2
E-tutor: Andra Salandy
Date: March 27, 2014
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Team profile
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TEAM BEE
IntroductionTeam Bee shared in the experience and understanding of collaborative learning, this was done by
working together to bring about positive changes to problematic situations in our workplaces
through the use of springboards. This team of educational professionals comprised of five
reflective/reflective practitioners namely Alison, Hollianne, Jessel, Leslie-Ann and Philicia. The
individual qualities of each member of the team, as illustrated by the mind map which follows,
provided diverse strengths that added to the quality of the learning experience and enhanced the
development of all members. As educational leaders we share a common desire to aid in the
continued development of our learning communities to facilitate the educational achievements of
our students. Thus, as team players we have been working with each other to effect desired
changes within our school environments with respect to identified problems as we have
recognized that problem solving is not a solo endeavor and that we need the contribution of our
team in helping to solve the problem. This interactive presentation provides a report of the
group’s process and outcomes of the application of key principles previously explored as
reflective practitioners about workplace, professionalism and springboards for problem solving.
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Alison AlfredI am Alison Elizabeth Alfred from the island of Dominica. I consider myself multi-dimensional and try not to put myself in any box. I subscribe to the view that every experience is an opportunity to learn and grow and that in everything the quality of the outcome is significantly determined by the quality of the input.
I have been teaching for almost 10 years at an all girl Catholic high school and taught all form levels in a variety of subject areas (some of which I was not keen on teaching). At present I am the senior EDPM teacher and teach physical education to form 2.
I have a passion for knowledge and learning and try to ignite the same passion in my colleagues and students by encouraging them to try new things, explore and ask questions. As a constructivist I believe that learning is an active process and appreciate the role of collaborative work in the learning and growing experience.
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Collaboration adds greater meaning to experiences and greatly impacts individual and communal understanding.
This translates in my work environment where I seek every opportunity to work with colleagues whether on school based committees or taking the initiative to teach/share with teachers’ strategies that will help enhance their teaching. In and out of the classroom students are encourage to construct their own learning; lessons are often student centered and I incorporate group activities in the lessons for that very purpose.
At present I am in the final year of my degree in Education Leadership and Management at UWI. Upon completion I intend to pursue a degree in Sustainable Development and at some point attend Culinary School.
I consider myself a motivator at times continuously trying to feed those around me with positive energy and be a source of inspiration. At school I mentor three form 5 students (and others) as part of a newly introduced mentorship program introduced by staff. Additionally I am the co-faculty advisor of the Interact Club and the sole faculty coordinator for the Junior Achievement Program.
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Leslie-Ann PetersI am Leslie-Ann Peters from the Spice isle Grenada. I have been a
teacher at the secondary level at a coeducational school for the past thirteen years. Presently I teach Geography, Health and Family Life Education and Social and Life Skills. I am also a member of the school’s management team and head of the Social Science department. Teaching has always been my profession of choice as a result of my burning desire to assist in the molding of young minds. Therefore, I am intrinsically motivated to perform my work related duties and as such the core values that guide my work practices include honesty, respect and dedication. I am committed to the achievement of set tasks and the efficiency of procedures to accomplish these objectives. In performing my prescribed work duties I also promote inclusion, tolerance and the acceptance of differences and find ways to maximize the strengths presented by the diverse attributes of my students and colleagues. The principles of
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fairness and equality are also reflected in my routine activities as well as the development of procedures to guide effective practices.
Hollianne DefoeI am from the Nature Isle of the Caribbean, Dominica. There, I have been a secondary school teacher for 8 years. During this time
I have taught mainly the subjects Mathematics and Science. I currently hold the position of Head of Department – Mathematics in my place of work.
I love being a teacher. I love facilitating students’ learning through interactive methods that capture their interest. I am currently on my final year of my BEd in Educational Leadership and Management.I would describe myself as...A caring, determined and often busy person; a professional, a reflective practitioner...A God-fearing individual...Lover of new experiences, new challenges; new perspectives, new encounters...I feel defeated at times, determined at others, blessed always...
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I give wholeheartedly and support others unconditionally...I need the same support at times to excel; the occasional listening ear; the kind gestures and the genuine friendships...I often engage in the process of problem-solving so as to arrive at solutions to problems both in my personal and professional life.Professionally, I use the feedback of others to improve my practice and to enhance operations within my working environment.Teamwork is important to me as I believe that “many hands make work light”.Would like to see...
o myself after the UWI experience, o my colleagues who have journeyed with me through the learning exchange; o US, embracing this journey as reflective/reflexive practitioners; implementing it
in our daily lives.
Hollianne Defoe...~ the reflective/reflexive practitioner ~~ Transforming with every experience
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Philicia WaltersI am Philicia Walters from the Queen of the Caribbean – Nevis. I am a secondary school teacher, teaching Geography and Social Studies for 13 years thus far. In addition to teaching I am also a member of the school’s management team, head of Geography/Social Studies Department and form teacher. I chose to work in the secondary section of education because of my love for teenagers. I enjoy teaching this age group as I am engaged daily with the different levels of interactions and their great
ability for abstract thought present by the students. Hence, I am intrinsically motivated to execute my tasks and go beyond my usual work duties to assist students.
I am in my fourth (and final) year of the programme B Ed Educational Leadership and Management – Special. Embarking on this programme has changed my professional and personal life tremendously. I have gained a wealth of knowledge by completing the various courses. Moreover I have learnt a lot more about my working environment, policies and regulations and the impact I can have of it as an emerging leader. Through collaboration and learning with new lifelong friends my critical thinking,
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problem solving, communication, and reflective capabilities have clearly been enhanced.
Jessel WilliamsMy name is Jessel Williams, I teach at a secondary school in Grenada and specializes in the area of Social Studies and Principles of Business. I enjoy the field of work I am engaged in therefore I approach my daily task with enthusiasm, dedication, confidence and diligence. I a guided by spiritual, social and moral values which are reflected in honesty, equality, respect, loyalty, efficiency, commitment, tolerance and fairness. I am energetic, modest, change oriented, action oriented, and hardworking, self-confident, intelligent and self-
motivated which makes my job as a teacher effective. I am a reflective practitioner therefore I am problem solving oriented, self-critical, intrinsically motivated, change agent, critical thinker, proactive, inquiry oriented, self-improver and information seeker. It is my desire to continuously progress as a worker, reflective practitioner and lifelong learner.
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Alison AlfredMotivator
Jessel Williams Secretary/PRO/ technical specialist
Philicia Walters editor/ resource investigator
Leslie Ann PetersProject manager /resource investigator
Hollianne DefoeGroup leader/ Coordinator/ technical specialist
Roles of Group Members
Each group member assumed a leadership role as a member of the team and actively contributed to the overall work of this learning community of strategic planners. Together we strived to develop as lifelong learners and collectively functioned as team players to meet the shared objective of professional and work place development.
Group RationaleTeam Bee rationale is for all members to work together, share our expertise, talents and support
while engaging in this collaborative task.
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Our Core Values
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Core Values
Reflection
Team work
Collaboration
Moral ValuesSelf correction
Professionalism
Commitment to excellence
Our Qualities as a
Team
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Engagement in Task9
Hardworking
Determined
Reflective/Reflective
Effective Communicators
The journey of the team began; as reflective/ reflexive lifelong learners we were put to
the test to develop an instrument to critic each member of the team and also to develop
springboards to solve problems identified in the work based context. Endeavoring to accomplish
our task, despite our different backgrounds, learning styles and our views of life, we were able to
put aside our differences and work collaboratively. Initially, we were confused as it relates to the
requirements of the task however, through constant reflection, critical thinking and expertise of
the group we were able to unfold and interpret the task. Additionally, our communication with
colleagues and the Etutor via the learning exchange served to build our confidence as it relates to
completing the task. In order to keep focus and complete the task the team came up with the
name Team Bee in order to motivate us to utilize our skills, talents and abilities collectively since
Bees are known to be one of the most collaborative creatures.
Our Guidelines
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In order to assess each other and arrive at solutions group
members were expected to:
Attend meetings and communicate regular through Skype and Whatsapp
Engage in professionalism and ethics when addressing each other.
Exhibit tolerance and respect to each other regardless of differences
Engage in reflection for and on action
Fulfill their assigned duties roles and responsibilities to the best of their ability
Embrace key values such as commitment, respect, honesty, integrity, commitment and empowerment to guide practice
General guidelines: The use of technology to guide the collaborative task
Support is given to each other as a means of overcoming barriers and limitations faced
Reminders are given to all group members to ensure mass attendance at meetings
Involvement of all members in decision making
Use of the constructivist theory and Schon’s reflection in and on action to guide our efforts to complete the task
Recognition and utilization of the strengths a of all members
Use of literature and the experiences and reflections of the members of the group to obtain information and to engage in the problem solving phase.
Use the experiences of our members in gathering information and solving problems.
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The team identified Gibbs (1989) Reflective Cycle as the preferred framework to provide
guidance during the task to ensure team members were strategic in our problem solving
approach. Gibbs Reflective Cycle enabled us to describe our task, express our thinking
and feeling, evaluate, analyze, come to a conclusion and state our action plan as shown in
the visual above.
Workplace problems and managements strategies identified by each member in their proposals:
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The evidence of the problem formulation and ownership process
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Name: Alison AlfredProblem: Lack of technologicial instruction strategiesProposed Solution:The use of power point and videos to improve Food and Nutirtion Instruction
Name: Holianne DefoeProblem: Bulling among studentsProposed Solution:Anti Bullying Program
Name: Leslie-Ann PetersProblem: Desrutptive behavious pf students during the lunch periodProposed Solution: Use of music to improve student discipline durimg the lunch period
Name:Philicia WaltersProblem:Lack of Classroom Management skills by new teachersProposed solution:increases Clinical Supervision to assist new teachers with classroom mangement
Name :Jessel WilliamsProblem: Lack of parental involvement Proposed Solution: Use of a Short Messaging Service System to increase parental involvement
Figure 1
Reflective practice begins where practitioners scrutinize their practice and learning afresh
about the knowledge and skills and attitudes that their practice demands. As reflective
practitioners, Team Bee went away with this ideology to formulate and own problems in their
working context. The evidence of the problem formulation and ownership process that exist in
the work contexts was evident by all group members. Problem formation in the work context
took multiple dimensions – physical, social, philosophical, technological, political. We looked
at the physical, social, spiritual and technological dimensions, to name a few aspects of the
environment that would have influenced the breadth of the problem and its comprehensiveness.
After examining the profile of the work contexts in which the problems exist we were able to
take ownership of the process of formulating, owning and providing feedback on the problem.
All five action research proposal expressed the use of effective problem solving skills which
enables us to analyze problems, identify problem severity and assess the impact of alternative
solutions. This was done by outlying the challenges, goals and opportunities in order to define
the problem as shown in Figure1. In taking ownership of the process, each individual took the
initiative to clearly analyze the problem and when beyond mere analytical skills to formulate
answers for it. It was evident that the problem formulation was not only about the place as a
physical entity but more important, it is about the people, students and teachers, all of whom
contribute to the non-physical nature of the profile of the work contexts. A culture of research as
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a means of problem solving was evident and there were also opportunities for change that was
transformational and empowering.
Reflection for action as it relates to creation of an instrument
To complete the first phase as it relates to creation of an instrument the group met and
engaged in allocation of roles. Additionally, guidelines were instituted to guide our success at the
task therefore; the guidelines were arrived at based on various readings we have been exposed as
it relates to working collaboratively as reflective practitioners. The group also agreed to utilize
Skype , WhatsApp and Google documents as means of embracing technology. The group
brainstormed and later decided to develop a checklist in order to critique each other for the task
based on key areas required for the task. Therefore each member was given the opportunity to
select an area to develop five key aspects to be included under the selected area. Having
completed this task the group utilized a Google document in order to compile and edit the
checklist.
Instrument used and results
The use of the checklist (see appendix 1) to assess the individual group members from
proposal autobiography and other postings in the learning exchange revealed the
strengths and weaknesses of the group members as it relates to workplace problem
solving. Therefore the following visuals illustrate the findings of each group member.
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Critique of Individual Strengths
and Weaknesses
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Critique of the strengths and weaknesses of Alison Alfred
A. Autobiography
The autobiography did not include a preferred perspective work. Additionally the cognitive and affective domains were not emphasized on. Furthermore the autobiography did not highlight the core values which can be translated into ethical codes of conduct and standards of leadership practice. Moreover the autobiography has not highlighted effective skills and character traits of a critical thinker and lifelong learner which possess economic and social value. While the profile made mention of being a teacher by profession which indicates satisfaction of a social need there were no other indications of satisfaction of a social need.
C. Evidence of the problem formulation and ownership process
Evidence of the problem formulation and ownership process were lacking but this did not deter the other areas from being outstanding. The analytical approaches to assist with identification and solving of the problem were fairly-well done. In addition, it is recognizes that various analytical approaches to assist with identification and solving of the problem stood out in making the problem evident. Furthermore, the purpose of the research was clearly outlined and demonstrated of owning the problem.
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Critique of the strengths and weaknesses of Hollianne Defoe
A. Autobiography
A preferred perspective of work by Malloch & Cairns (2010) was included in the autobiography which serves as a guide to practice. Such definition did not only place emphasis on work being done individually but also collaboratively. Additionally core values that can be translated into ethical codes of conduct and standards of leadership practice reflected morality, professionalism, commitment to work and excellence. As a result of indicating core values this serves as a means to guide decision making and problem solving. The autobiography reflected satisfaction of a social need through contributions made by being an educator. The profile also highlighted effective traits as a leader such as being enthusiastic, approachable, trustworthy, knowledgeable, encouraging and supportive however the profile lacks effective leadership skills. Moreover the autobiography failed to emphasis on the affective and cognitive domain which are both necessary to guide the practice of professionals.
C. Evidence of the problem formulation and ownership process
The evidence of the problem formulation and ownership process overall was well done, excellent. It showed that considerable amount of time and effort went into identifying and providing justifiable reasons for the need for intervention in order to facilitate change of bullying at the school. Moreover, the analytical approaches to assist with identification and solving of the problem were fairly done. Through a collaborative effort with the staff, leadership skills were evident through innovative in solving the problem at hand but also creative in how s/he helps the staff to adjust to the new procedure. Meyer (2000) extols the virtues of intuition as a way to become innovative. Hence, the problem was clearly identified and the need for intervention strategically outlined to facilitate change.
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Critique of the strengths and weaknesses of Leslie-Ann Peters
A. Autobiography
The autobiography indicated a preferred perspective of work which is reflected based on a definition of work put forward by Cairns and Malloch, (2006).Such preferred prospective of work acts as a road map to effective execute duties. Additionally core values which guide practice such as honesty, respect, tolerance, inclusion and dedication can be translated into ethical codes and standards of leadership practice. Furthermore the profile illustrates satisfaction of a social need through contributions made as a result of being an educator thus equipping the minds of student to equip them with necessary skills and abilities to meet the demands of the world of work. The assessment carried out through the use of the assessment tool clearly identified gaps of the profile. The profile failed to acknowledge development of the affective and cognitive domains which are both critical to the autobiography to ensure effective and efficient practice in a manner that develops the spiritual dimension of the work context. While leadership skills were highlighted such as problem solving and critical thinking the autobiography did not place emphasis on the leadership traits possessed.
C. Evidence of the problem formulation and ownership process
The proposal showed evidence of the problem formulation and ownership process however, the problem itself was not clear. It was however, approached from a positive point of view and was seen to incorporate great leadership skills which showed opportunities to incorporate procedures and policies while using artistically creative ideas to solve the problem. This therefore resulted in the need for intervention in order to facilitate change clearly justified. As a result possession of analytical approaches to assist with the identification and solving of the problem were fittingly done.
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Critique of the strengths and weaknesses of Philicia Walters
A. Autobiography
The autobiography based on assessment done clearly showed satisfactions of a social need as a result of being an educator which served as a major strength. The assessments however revealed some gaps found in the profile. A preferred perspective of work was not included in the autobiography as a result it was not clear as it relates to the perspective of work that guides practice. Additionally emphasis has not been placed on the affective and cognitive domains therefore avenues of development of the affective and cognitive domains are lacking. Furthermore Core values were not included in the profile therefore the core values that can be translated into ethical codes of conduct and standards of leadership practice could not have been detected. Additionally while leadership traits such as being humble and empathetic were found in the profile leadership skills were not evident.
C. Evidence of the problem formulation and ownership process
As a reflective practitioner, it is of utmost importance that the profile of the work contexts in which the problems exist and the nature and scope of the problem provides a technological, social, physical and spiritual description of the work context in which the problem exists. While this posed to be a weak area, it evident that the problem was clearly described. In addition, the profile of the work context, showed evidence that a problem exist within the working environment. Recognizing a problem exist, it lead to further clarification of the problem outlying clearly the persons affected and the extent to which are affected.
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Critique of the strengths and weaknesses of Jessel Williams
A. AutobiographyThe auto biography profile reflected a preferred perspective of work which was based on the definition by Cairns and Malloch (2010) which supports the collaborative effort to arrive ensure productivity. Additionally core values based on spiritual, social and moral aspects which can be translated into ethical codes of conduct and standards of leadership practice were identified such as honesty, equality, respect, efficiency, commitment, respect, fairness and tolerance were evident in the autobiography. Furthermore the social dimension is reflected in the autobiography through satisfaction of a social need through contributions made as a result of being an educator whereby contributions are made to the development of social beings to accommodate social order. The assessment also identified gaps since the autobiography failed to take into consideration the development of the affective and cognitive domains which are mandates in fostering a professional environment to ensure effectiveness and efficiency. Moreover even though effective leadership skills were clearly recognized in the autobiography such as being proactive, problem solving oriented, critical thinker and inquiry oriented, actual leadership traits were not highlighted.
C. Evidence of the problem formulation and ownership process
Clearly it was seen that the problem was appropriately and innovatively identified.
The way to handle change and find solutions to the problem identified was outlined by creative means to open to new possibilities and avenues. Incorporating modern technology and trends to solve the problem identified was a advantage. The analytical approaches to assist with identification and solving of the problem were appropriate for the problem identified. In addition, the use of various analytical approaches to assist with identification and solving of the problem stood out in making the problem and showing the ownership process.
Team Bee’s assessment on the criterion B: Profile of the work contexts in which the problems exist and the nature and scope of the problem
ND – Need Development MR – Meet requirement A – Appropriate E - Excellent
Team members
Problem clearly described
Provides technical, social, physical and/or spiritual
description of the work context.
Showed evidence of that a problem
exists
Provides insights into who is
affected by the problem
Provides insight into the extent to
which persons are affected by the
problem
Leslieann A
Problem statement paragraph suggested that we already know what the problem was. The abstract give a brief synopsis of the research, but there is a still a need to discuss the issue in the problem statement
A
Need to expound on all aspects of your work context. The physical and social aspect was described.
E E E
Philicia
Focus could be on clinical supervision in a particular department as opposed to the
MR
Problem statement needs to be developed. Much of the information was placed in
ND
Need to expound on all aspects of your work context. Much was not mentioned about
E
The second paragraph of the introduction should be repositioned to be
A
More information required for this section.
A
More information required for this section.
whole school. The project suggested that all teachers needed clinical supervision.
introduction and could have been distributed to more appropriate places like the problem statement etc.
the school itself. part of the problem statement.
Jessel
You mentioned that the majority of parents are from low socio economic status, would they be expected to respond back through text? Or aren’t they expected to respond back? Won’t they be tempted to reply?
E MR
Need to expound on all aspects of your work context.
E E E
Alison ND
More explanation of the problem is required. More time was spent discussing the importance of integrating
ND
Description was more on the qualifications of the researcher and not so much on the school or even the department of
MR
The problem itself needs to be described. More time was spent discussing the benefit of technology and not
ND
Who is affected? Speak more about students being affected etc.
ND
Through developing the previous category, this area would be developed also.
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technology instead of the effect the lack of integration has had on practice, effectiveness, students’ achievement etc.
which the research would focus.
necessarily what the problem was. There was only one real indicator that the problem existed when you made reference to “80% of the teachers in this department were not integrating technology in teaching as a means of catering to students diverse learning styles”.
Hollianne E ND
There was no mention of background and setting of the workplace. The school was described in relation to the problem identified. There is a need to expound on all aspects of the work context.
E E A
This section needs to be expounded
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D. Problem solving approach and processes that are being implemented and managed
StrengthsSection D of the assessment checklist assessed the problem solving approaches utilized by the group members in resolving the different workplace problems identified as well as the processes that are being implemented and managed to realize change within the work environment. The review of the various proposals revealed that the team members possess strength in this area as it was evident from the evaluation that all members were able to define the problem by effectively diagnosing the situation through the comparison of expectations with reality and also demonstrated the ability to generate solutions through the selection of appropriate methods from proposed alternatives for the completion of tasks. There was also evidence of the ability to develop an action plan with relevant research questions and time frames to guide the completion of tasks. The problem solving measures proposed by all team members also demonstrated ability to implement solutions with the collaboration of others.
Common Weakness
It was observed that the intervention strategies of all members generally lacked flexibility as these proposed intervention strategies do not adequately facilitate monitoring and reframing of practice to effectively remedy shortcomings identified during the implementation stage.
E. Evidence of the role of theory, professionalism and learning in practice as reflective-
reflexive problem solvers.
Section E of the assessment checklist addressed the area of evidence of the role of theory,
professionalism and learning in practice as reflective-reflexive problem solvers.
Members of the team were found to have done relatively well in this area as we all exceeded
expectation in three of the five components: Utilized relevant literature to support ideas, Engaged
in ethical practices in order to solve the problem and Assist others with their learning by
providing relevant feedback. However, all members shared the same areas of weakness in that
of relating the change process to relevant theories of reflective practice and additionally did not
show evidence of engaging in reflective practice by reflecting in or on action to facilitate
learning during the implementation of problem solving strategies.
Reflective practice in education and more so in action research is critical not only to
personal development but professional development. Lifelong terms must recognize the
importance of becoming effective reflective practitioners as it has a positive impact on self and
work environment. “Reflecting on performance and acting on refection”, as McKay (2008,
Forthcoming) notes, “is a professional imperative.”
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The InstrumentGroup Strengths and Weaknesses
Section Strengths Weaknesses
AAutobiographical information based on work based context
Possessed a preferred perspective of work
Possessed core values which could be translated into ethical codes of conduct and standards of leadership practice.
Not enough emphasis was placed on both the affective and cognitive domains of development
Members did not exhibit effective leadership skills and character traits of a critical thinker and lifelong learner which possess economic and social value
Did not reflect satisfaction of a social need through contributions made
BProfile of the work contexts in which the problems exist and the nature and scope of the problem
Problems were clearly stated. Evidence of the problem was
showed. Insight into who is affected
by the problem was provided. Insight into the extent to
which persons were affected by the problem was provided.
Did not sufficiently provide technological, social, physical and/or spiritual description of work context.
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CEvidence of the problem formulation and ownership process
The problem was clearly identified.
Evidence of the problem formulation and ownership process was showed.
The purpose of the research was clearly stated.
The researchers justified the need for intervention in order to facilitate change.
The members possessed analytical approaches to assist with identification and solving of the problem.
DProblem solving approach and processes that are being implemented and managed
Demonstrated the ability to implement solution with the collaboration of others.
Evidence of ability to develop an action plan with relevant research questions and time frames to guide the completion of tasks was provided.
Members possessed the ability to generate solutions through the selection of appropriate methods from proposed alternatives for the completion of tasks.
Members demonstrated the ability to define the problem by effectively diagnosing the situation through the comparison of expectations with reality.
The intervention did not allow the flexibility needed to facilitate monitoring and reframing of practice.
EEvidence of the role of theory, professionalism and learning in practice as reflective-reflexive problem solvers.
The change process reflected relevant theories linked to reflective practice.
Evidence of reflection in and on action was showed in order to facilitate learning while solving the problem.
Relevant literature was not utilized to support ideas.
Members did not engage in ethical practices in order to solve the problem.
Relevant feedback was not provided to assist
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others with their learning.
Our Action PlanAfter carefully reflecting and analyzing the strengths and weakness of the group, we
came to a mutual agreement that to arrive at solutions to overcome weakness identified an action
plan was needed.
DATE: March 27th 2014
Goals: To develop sound problem solving skills is needed to assess self for the purpose of personal and professional improvement that can be utilized to make a positive contribution to the work context.
Motivation:
To develop as a reflective/reflexive practitioner and to improve leadership skills to ultimately improve the work context.
Timing: March 27th and ongoing
Action Steps/Solutions:
A. Autobiography:Recognizing one’s strengths and weaknesses in the context of work is important as it enables individuals to work towards improving self and practice for the purpose of enhancing the working environment. Assessment of one’s autobiography can indicate areas that could be utilized to recognize workplace problems as well as to explore ideas for formulating a feasible plan of intervention to deal with such issues. Each individual’s autobiography will differ however, thus, action steps for this criterion will reflect personal solutions that each member can use for their development.
Alison Alfred
The profile proved to have some gaps which included lack of a preferred perspective of work. As reflective practitioners a preferred perspective of work is imperative to guide our actions as
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a worker therefore literature should be reviewed to arrive at a preferred perspective of work to include in the auto biography.
Additionally, core values are necessary to guide the practices of professionals; as a result efforts must be made for such values to be included in the autobiography.
Educational leaders within their profession ought to possess effective skills and character traits of a critical thinker and lifelong learner therefore it is recommended that inclusion of various leadership skills and traits should be highlighted within the profile to serve as a road map to perform effectively and efficiently as a leader.
Hollianne Defoe
Leaderships skills possessed should be included with the leadership traits in order to serve as a guide to enhanced professionalism as a worker.
Leslie-Ann Peters
In order to ensure the psychological dimension is catered for, emphasis on the affective and cognitive domains of development needs to be reflected on in the autobiography. Additionally leadership traits are just as vital as leadership skills therefore leadership traits should be included in the autobiography which will act as a navigation aid to the level of effectiveness and efficiency as a leader
Philicia Walters
A preferred perspective is needed to reflect the autobiography of any worker therefore a preferred perspective of work should be included to serve as a guide to practice. Additionally emphasis on development of the cognitive and affective domains is imperative to ensure practices reflect professionalism thereby taking into consideration not only self but the common good of others within the physical dimension; therefore the profile needs to reflect emphasis on the development of the cognitive and affective domains. Furthermore dimension core values which can be translated into ethical codes of conduct and standards of leadership should be included to reflect the spiritual dimension of the autobiography. Moreover the leadership skills possessed need to be reflected in the autobiography which will sync with the leadership traits indicated in the profile thus fuelling effective and efficient leadership embedded in professionalism.
Jessel Williams
To ensure enhancement of the psychological dimension of the work context the auto biography should include development of the affective and cognitive domain which will serve as an effective means to foster professionalism. Additionally leadership skills must embrace
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leadership traits therefore the leadership traits which guide practice and professionalism as a worker and leader ought to be inserted.
B. Profile of the work contexts in which the problems exist and the nature and scope of the problem
The profile of the work context must be clearly described so as to understand the scope of the problem. Focus must not only be on one aspect of the work context for technical, social, physical and spiritual aspects of work may help individuals get a clearer idea of the problem. The problem identified must be clearly stated and evidence that a problem exists is critical in determining possible intervention methods to deal with the problem. The persons affected by the problem and the extent to which they are affected needs to be also identified for this is too, is necessary for the development of the most appropriate intervention plan to address the problem. It is therefore, recommended that each member goes back and address any gaps in their assessment of their work context and the nature and scope of the problem.
C. Evidence of the problem formulation and ownership processAs leaders in busy work context, our approaches to problems require effective decisions that are reached by performing certain functions. These functions emphasize reflective problem solving on clearly defining concepts, identifying needs and evaluating solutions. A back up of the action plan in outlining details the steps and the resources needed to implement the solution is crucial for other persons in the work context. Most of all, have enthusiasm and optimism for all problems, develop an attitude that all will go well as skepticism will only inhibit further problems.
D. Problem solving approach and processes that are being implemented and managedTo ensure that intervention strategies allows flexibility which facilitate monitoring and reframing of practice it is recommended that each team member set targets or bench marks for each stage of the implementation process to evaluate the progress and carry out the necessary adjustments to the action plan. It was also advised that all members engage in reflection on and during practice to identify and mitigate all issues identified.
E. Evidence of the role of theory, professionalism and learning in practice as reflective-reflexive problem solvers.
Reflective practice in education and more so in action research is critical not only to personal development but professional development. Lifelong terms must recognize the importance of becoming effective reflective practitioners as it has a positive impact on self and work environment. “Reflecting on performance and acting on refection”, as McKay (2008, Forthcoming) notes, “is a professional imperative.”
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Action starters
Keep a journal: reflecting in writing, this strategy would afford the members the opportunity to pen their thoughts and reactions to the problem solving strategies being implemented.
Engage in critical incident analysis: this approach is where key incidents during the intervention are analysed and evaluated. This should involve positive events as well as those where the intervention strategies employed did not achieve its objectives.
Engage in mind mapping: this involves the researcher in 'drawing' the ideas surrounding a particular concept or problem in the form of a 'mental map’; this allows the individual to reflect, clarify and reshape their ideas.
Obstacles:
Members not being ready for transformation; not willing to be open to change.
Lack of commitment Justifying blinding
behaviours/actions
Responses:
Engage in peer review: each member can observe and or review the work of others and provided feedback.
Mentor each other: Use another, usually more experienced member, to act as an advisor.
Identify and work with a critical friend. This individual would be enlisted as a listener and 'sounding board' for the member.
Resources:
Journal, collaboration, websites
Reflection Post Task
We formulated a team to perform the task. We reflected on the requirement of the task and as a
result brainstormed as it relates to what was expected of us. It was an excellent feeling to work
with each other as a team and to share ideas about the task. During the team work we were able
gain a better understanding of team members and their framework of learning while we were
able to gain knowledge as we shared ideas. This activity assisted us in understanding that
dialoguing, clarification and team work can facilitate the problem solving process. The activity
assisted us in strengthening each members proposed solution. Though time consuming and
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exhausting we were able to recognize that challenging situations lead to greater determination,
perseverance of the team. On conclusion we recognized that we could have spent more time
discussing and clarifying the task. If we were placed with the same situation we would readily
accept working in a team and look carefully at the characteristics of members within the team.
We would try as much as possible to accept differences in the team members and to cooperate
and ensure that tasks are completed sooner.
The Gibbs model of reflection allowed the group to realize reflection is not enough to solve
problems as we must put into practice the learning and new understanding we have gained which
serves to allow the reflective process to inform practice. Indeed taking action is the key therefore
formulation of an action plan to solve problems is key. Therefore this allows us as reflective
practitioners to investigate our own practices and that of colleagues and see what needs to be
adjusted in the future and how we can actually develop and improve our practice.
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References
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods
Malloch, M and Cairns, L. (2010). Theories of Work, Place and Learning: New Directions.
Retrieved from http://www.sagepub.com/upm-data/35381_5438_
Malloch_Chap_01.pdfMeyer, P. 2000. Quantum Creativity. New York: NTC Publishing Group
McKay, E.A. (2008) Reflective practice: doing, being and becoming a reflective practitioner.
Skills for Practice in Occupational Therapy. Oxford: Elsevier Ltd.
Peter Jarvis, The Practitioner-Researcher: Developing Theory from Practice (San Francisco:
Jossey-Bass, 1999) at 178.
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Appendix 1
Results of the checklist used and instrument
Instrument used and results
No.
Criteria Needs Improvement
Meet Requirements
Appropriate/Fairly well
Excellent
Comments
A Autobiographical information based on work based context
1 Possesses a preferred perspective of work
AlisonPhilicia
HollianneLeslieannJessel
2 Places emphasis on both the affective and cognitive domains of development
AlisonHolianneLeslieannPhiliciaJessel
3 Possesses core values which can be translated into ethical codes of conduct and standards of leadership practice.
AlisonPhilicia
HollianneLeslieAnnJessel
4 Exhibits effective
PhiliciaAlison
HollianneLeslieann
14
leadership skills and character traits of a critical thinker and lifelong learner which possess economic and social value
Jessel
5 Reflects satisfaction of a social need through contributions made
Alison HolliannePhiliciaLeslieannJessel
B Profile of the work contexts in which the problems exist and the nature and scope of the problem
6 The problem is clearly described.
Alison PhiliciaJessel
HollianneLeslieann
7 Provides a technological, social, physical and spiritual description of the work context in which the problem exists.
Philicia Leslieann
8 Showed evidence that a problem exist
Philicia Leslieann
15
within the working environment.
9 Provides insight into who is affected by the problem.
Philicia Leslieann
10 Provides insight into the extent to which persons are affected by the problem
Philicia Leslieann
C Evidence of the problem formulation and ownership process
11 The problem was clearly identified
Leslianne Alison HollianneJesselPhilicia
12 Showed evidence of the problem formulation and ownership process
AlisonLeslianne
JesselPhilicia
Hollianne
13 The purpose of the research was clearly stated.
LesliannHollianneJesselPhiliciaAlison
14 The researcher
Alison Hollianne
16
justifies the need for intervention in order to facilitate change.
LesliannePhiliciaJessel
15 Possesses analytical approaches to assist with identification and solving of the problem.
LeslianneHollianneJesselPhiliciaAlison
D Problem solving approach and processes that are being implemented and managed
16 Demonstrates ability to define the problem by effectively diagnosing the situation through the comparison of expectations with reality
Alison Philicia HollianneJesselLeslie-Ann
17 Ability to generate solutions through the selection of appropriate methods from proposed alternatives for the completion of tasks
Alison Philicia HollianneJesselLeslie-Ann
17
18 Evidence of ability to develop an action plan with relevant research questions and time frames to guide the completion of tasks.
HollianneJesselAlisonLeslie-Ann
19 Demonstrates ability to implement solution with the collaboration of others.
HollianneJesselAlisonLeslie-Ann
20 The intervention allows flexibility which facilitate monitoring and reframing of practice.
HollianneJesselAlisonLeslie-Ann
E Evidence of the role of theory, professionalism and learning in practice asreflective-reflexive problemsolvers
21 Change process
18
reflected relevant theories linked to reflective practice.
22 Engaged in innovative and critical thinking skills to solve the problem.
23 Shows evidence of reflection in and on action in order to facilitate learning while solving the problem
24 Utilized relevant literature to support ideas.
25 Engaged in ethical practices in order to solve the problem.
26 Assists others with their learning by providing relevant feedback.
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Artifacts as Evidence of Collaboration
20
21
22
23
24
25