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MGBBTOOSE: Understanding Reflective Writing: A Holistic Analysis Using Gibbs Reflective Model & SWOT

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Introduction: MGBBTOOSE: Understanding Reflective Writing: A Holistic Analysis Using Gibbs Reflective Model & SWOT

The reflective analysis here will be based on various models and theoretical understandings. Reflective writing has its base and understanding and the analysis will follow a similar pattern for a holistic understanding. The case study will use the Gibbs Reflective Model and will also use SWOT for a comprehensive analysis of the understanding of the course.

A) Reflection On Learning

1. Description of reflective writing

Active thinking enables students to assess their development and progress as well as the lessons they've learned from their experiences, in a manner that encourages the evolution of higher-order thinking abilities and enhances future performance. It is crucial to have the ability to evaluate how relevant a learning experience was. Critical reflection seeks to inculcate in its participants the ability to think rationally by encouraging an analytical process of recognizing over both current strengths and potential areas for growth. Changes in general perspective are supported by students' agency in creating and concentrating on a particular context for their knowledge and thinking (Ullmann, 2019).

Reflective learning assists students in developing their writing abilities, which are crucial for pursuing degrees, in addition to helping them better grasp the subjects covered in business Accounting and Financial management degrees. Reflective learning has been demonstrated to improve students' capacity to synthesize new information on themes covered in Accounting and Financial management degrees (Salido, 2019). Present learning also fosters the development of a feeling of worth via reflective thinking.

2. Explanation of Gibbs's reflective model

Gibbs recommends a multi-stage method in which a person replies to a variety of questions at each level to go as far into their thought as is practical. According to Gibbs, the process should include a description, sentiments, appraisal, research, discoveries, and a plan of action.

This organizational scheme is meant to make it easier for individuals to sort and classify the emotions (Schein, 2010). By using this technique, students and individuals, in general, may gain by taking time for themselves and avoiding rash decisions. At this stage of the procedure, all that is required of individual is to explain what is happening as thoroughly as they can without drawing any premature assumptions about what must have happened. At this level, people and learners often need to describe things in greater detail. People have a range of emotional responses during an engagement, and the questions posed during the emotions phase help to explain these responses (Adeani, 2020). At this stage, people should think back on how they felt, what they did, and how other people responded to their acts. First perceptions of value are generated following a logical, analytical review of the facts and the participants' reactions. It is important to take into account others' opinions in addition to one's own while evaluating an event (Sekarwinahyu, 2020). Finding out if or whether any individuals responded similarly to the negative incident may assist clarify the situation.

After giving the situation some serious thought, individuals may decide to conduct a more thorough analysis of it by asking the aforementioned questions to themselves. The use of non-specialist sources is also possible at this time. Viewpoints may be acquired via conversations with others or through theory and study. Illustrations of summary statements and reflections are provided in the next section. It is important to take into account both the overall situation and one's circumstances before forming any conclusions (Markkanen, 2020). In the last step, an action plan is created with a focus on the weaknesses, ways to strengthen the skills and areas, and metrics for measurement. The model also displays the schedule for gathering these abilities in accordance with these parameters.

3. Concept of formative and summative work

The formative evaluation's goal is to monitor students' development and give ongoing feedback that may be used to improve the methods of instruction and learning. Formative assessments in particular help students identify their own strengths and development areas. Summative evaluations are used to evaluate students' academic progress, skill growth, and knowledge after the conclusion of a particular educational session, such as the end of a unit, course, semester, program, or school year. A reflective approach to both formative and summative evaluations will enable me to concentrate on my strengths and areas that still need to be strengthened for me to advance academically (Gallardo, 2021). My ability to do research and take notes has improved because of the formative work reviewed in module 1. I have been able to improve my presentation areas where I can effectively present assignments and projects thanks to the growth of these talents. Additionally, honing these abilities aids me in getting ready for final projects and tasks. By mastering the techniques from Module 1, I'll be able to focus on a few essential fundamentals while taking notes in lectures. I may utilize my research and note-taking abilities in the future module to get a deeper understanding of the many themes and academic components at the institution. Additionally, one of the abilities that will benefit me in my forthcoming courses is planning (Cizek, 2019). I can complete the duties and projects for the modules within the allotted time with careful preparation.

I will be able to quickly compile thoughts and information about my learning if I use a reflective approach to summative assessed work. I can better prepare myself for my next university courses thanks to this. I will be able to concentrate on the essential components and ideas that are required to get a good mark at the university if I take a reflective approach to the summative and formative assessments. When students feel that their instructor cares about their development, motivating and engaging them is simpler. One approach for instructors to demonstrate that their assignments are aimed to stimulate progress in their student's knowledge and abilities is by allowing students to alter and resubmit their work. These modifications could involve anonymous, computer-based assessments with an unlimited number of resubmissions or low-stakes examinations. (Where applicable). A course evaluation should inspire students to think back on the whole course, using their knowledge and experience to draw generalizations, show their capacity for information synthesis, and dive into the more basic ideas and concepts upon which the course is based (Panchal, 2019). A reflective approach to summative and formative assessments enables me to recall the challenges I have previously encountered when pursuing upper secondary education. Unfortunately, I only had one experience with evaluation min high school, when everyone had to take a final test for a single unit. I never received a formative assessment to assist me to understand what I was doing incorrectly as well as how to improve. My negative experience made me see how important it is to provide correct information regarding the calibre of an assessment. The instructor neglected to utilize formative assessments, which resulted in ineffective feedback on the student's learning progress.

4. Conclusion

In summarizing my analysis, I can say that Gibbs's reflective model is one of the pertinent models that permits the development of organized reflections on summative and formative works in addition to the vitality of reflective learning. The model offers a step-by-step procedure where I may discuss my sentiments, explain happenings, assess and analyse circumstances, and formulate action plans. Making an action plan enables the development of skills and knowledge that will be needed in the future to accelerate both one's a personal and professional development (Bhat, 2019). A reflective approach to formative and summative assessments aids in identifying areas for improvement and learning gaps.

B) Reflection on the cultural and behavioural expectations

1. Understanding of cultural and behavioural expectations

Moral standards and cultural conventions are produced by social institutions, and it is through these that people internalize messages about what is and is not appropriate. Individuals may join a variety of social groups, such as their family, neighbourhood, friends, co-workers, and special interest organizations. Students who major in business management get knowledge in economics, advertising, finance, and commerce, making them highly sought-after by employers in a variety of industries. A company's culture, which encompasses things such as its values, morality, and norms of conduct, is mirrored in its choices and actions (de, 2020). A society's members communicate the cultural norms of their group via its laws, rituals, and behaviours. Sometimes they are expressed, but more often they are hinted at via language, nonverbal communication, and behavioural patterns that may or may not make sense to a third party. When this happens, members of the group must interpret the underlying cues and deduce as much as they can about the rules and standards that the group has established. Similar to the subject of intellectual achievement, people's geographic locations may lead to them experiencing cultural isolation or an "echo chamber." In the context of business and management studies, nations like "South Korea" and "Canada," as well as certain areas of the United States, have a high percentage of college graduates, indicating that obtaining a degree is crucial for success among the in-crowd. Such presumptions do not appear in the same manner in societies where migration to other countries is essential to the local economy.

Traditional values don't have a bad reputation. Social forces may only have little effects that go beyond the obvious, such as how people choose to dress. Additionally, students may use appropriate expectations to engage in beneficial social control, encouraging others to perform in ways that benefit everyone. The transformational process depends heavily on the individual's viewpoint and relationship to the framework of business and management schooling (Hatch, 2002). Helping individuals alter their perspectives and get rid of constructive attitudes is the foundation of many tactics used in the disciplines of personal development and training (Kieran, 2019). The objective is to inspire someone to make life-changing decisions.

2. Implementation of cultural and behavioural expectations

Accounting and Financial management degrees are a difficult and time-consuming endeavour. Students who want to study finance and management should prepare to devote a lot of time to their academic work in these subjects. They also need to be able to accept criticism effectively and work well with others. Effective communication and interpersonal abilities are crucial, as well as the ability to think critically and creatively (Sugai, 2020). Additionally, students should be knowledgeable about business trends, technology breakthroughs, and the health of the global economy. The ability to cooperate with others in pursuit of a shared goal and respect for authority figures are also essential. It's important to comprehend how a company's decisions will play out legally and morally. Thirdly, learners must be prepared to take risks and see failures as vital parts of the learning process (Muñiz, 2019).

3. Dates for implementing learning

The table that follows demonstrates what I have learned about cultural and behavioural norms. I have learned about the duties and responsibilities of people in many cultures based on the table provided below (Cieslewicz, 2014). Distinct cultures observe situations differently and have distinct interpretations of them, which sets them apart from one another (Karatas, 2020).

Learnings Resource needed Date
Roles and responsibilities Communicating with individuals within 6 months
Different views of cultures Online magazines and journals Within 8 months
Safety and Security Online videos Within 4 months
Attitude Physical interaction Within 8 months

I made the assumption that diverse perspectives on culture and behaviour while overstuffing courses in management and business result in distinct environments based on the above table. Some cultures place a greater emphasis on security and safety (Schultz, 2011). This is one of the lessons I've learned through taking business and management classes. Another aspect of cultural and behavioural standards I've learned about is attitude. One of the factors needed whether working or interacting with co-workers, friends, or strangers is cultural behaviour. An individual's attitude dictates their expected behaviours.

C) Significance of teamwork

1. Meaning of team working

Assisting someone who belongs to the same organization or has experienced a comparable situation is referred to as "peer-to-peer support." In contrast to mentorship, where an expert provides assistance, peer-to-peer support places all peers on an equal footing in terms of their capacity to help one another. Working effectively with people is essential for professional success in any industry or position (Pranitasari, 2019). A person may be able to finish duties more quickly and contribute to a more enjoyable work environment if they communicate effectively with their colleagues, clients, and superiors. Developing one's attitude towards and skill set in teamwork may help one perform better in a team environment at work. People display strong intergroup ties and support for one another when they operate as a team. Successful teams are aware of and capitalize on the individual talents of each member (Topping, 1998). Additionally, it promotes the development of interpersonal maturity, which allows team members to politely disagree with one another and collaborate to find solutions to issues.

Being on a team fosters the development of crucial interpersonal and communication skills, including the ability to listen intently and express ideas effectively (Forman, 2022). As they cooperate to achieve group objectives, students learn to follow the leadership of mentors and group winners. In order to work together more effectively, students improve their active listening skills. Through the practice of cooperation, students learn how to effectively and formally convey their ideas and opinions in a group setting. Children must be taught the difference between speaking and talking. An understanding of demographic trends is necessary for effective public speaking. Working together is one of the most beneficial features of cooperation since it has the capacity to significantly reduce the adverse effects of abuse on learners in higher education (Cheng, 2020). co-workers are more likely to stay close to one another outside of formal group settings like sports practices and clubs, enabling them to support one another more effectively in difficult situations. Students will be better equipped to profit from the numerous advantages of working together in a classroom environment if they are introduced to collaboration early in their academic careers.

2. Process of implementing team working in academics and workplace

I must include both less experienced staff and more seasoned co-workers. Given a mentor, new hires have an easier time adjusting to their new positions. It's a terrific method to introduce new employees and foster ties with key figures inside the business. To ease their integration into the organization, provide new hires access to a common learning management system. The hub should have access to everything, from company principles to payroll information. In addition, one approach to include peer-to-peer assistance and collaboration in the classroom is to design group studies and role plays (Anderson, 2022). Another method of adopting peer-to-peer support is to have a discussion session where participants may share their strengths and weaknesses. By doing so, participants can help one another via a supportive and collectivist mindset. Building up sessions for feedback for students will enable them to recognize their areas of strength and growth that need to be taken into account while pursuing educational opportunities.

3. Timeframe of learning

One of the materials needed to build peer-to-peer assistance and teamwork is implementing the educational assistance of mentors and experts. Other resources are needed to facilitate teamwork because, with the help of digital technology, proper communication may be developed. A collaborative and inclusive atmosphere may be created among peers by participating in engagement events and programs, which are some of the tools that may aid in the sharing of information and ideas (Donati, 2021).

Learnings Resource needed Duration
Collaboration Interacting events and programs Within 6 months
Networking Digital technologies Within 8 months
Feedback session Support of mentors Within 4 months
Sharing ideas and knowledge Physical interaction Within 12 months

 

A Personal SWOT Analysis

SWOT analysis is one of the most significant theoretical models that is often utilized for reflecting on personal understanding of the course and material. Reflective writing is significant, however, it is moreover important to understand the structure and purpose of reflective writing (Bassot, 2020). Here SWOT analysis will be used for understanding my strengths, weaknesses, opportunities, and threats.

Strengths

The first strength that I possess is that I adhere to classroom rules, as I avoid taking phones and being at my best self (Orientation for Success in Higher Education, 2). I possess a greater team working ability, and I feel that it has increased since my joining the course. Previously, I had a lesser ability to develop team communication and my team working capacity was getting hampered (Martin, 2022). I am quite confident about my research and ICT skills knowledge and I have sharpened them in my courses (Tong, 2013). These have helped me with my academic abilities.

Weaknesses

However, despite having certain strengths I have certain levels of weaknesses as well. My paraphrasing, referencing, and writing skills are weak as I have analysed. I am still struggling to enhance my written communication ability as I find it difficult to express myself by using words. I also lack referencing skills; however, my research skills are essentially good. I fail to do the correct referencing against the correct source. I also lack my paraphrasing ability as I believe this stems from my weak writing ability. I believe that time management is one of the most important skills that a student can possess (Cottrell, 2019). However, I need to work on that as well.

Opportunities

As I have my strengths supporting me, I have certain opportunities to develop. As I follow rules, I believe I have a greater opportunity to develop a better job role position in any employment. I abide by the law and I think that will provide me with an opportunity to get competitive employment in the job market. I also have a keen interest in the factor of knowledge gathering which will not only help me to establish newer skills but will also help to develop my own business. As I abide by rules, it will also benefit me to understand the management scenario for my business.

Threats

There are multiple threats to my strengths and opportunities, as I have analyzed by deploying the SWOT analysis. I have followed that I am physically weak and often at certain times I fall sick. This can be outlined as a threat to the development of my aim to own a business. Apart from that financial ability of myself and my family forms the basic threat. Inaugurating a business on my own will require a lot of money and that might be considered a challenge to the development.

Conclusion

The report here has outlined the required analysis of the reflective study and has utilized various models for further understanding. This report has benefited by proving a first-hand analysis of self, through the practical usage of frameworks.

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