Reflective Learning

Induction Module 1. In your answer, identify the main lines of ground and differences in points of watch surrounded by the commentators and the author. Justify your own point of view regarding the importance of hypothecateion to various(prenominal) and organisational action. DiChiara (2002) states that on that point be a confluence of companies that seek to create an environment where learning and creativity heap buoy flourish, alone in send fall short due to a drop of understanding of what is truly required to facilitate wistful learning.DiChiara concerns his comments around the delegacy in which the organisation can engage groups to nurture and amplify communities where ruminative entrust takes place. In contrast, Raelin (2002) concentrates on the reflective clevernesss (Raelins five principal skills) that can be dod by persons in a group pose to encourage reflective use. The main focus of DiChiara is around the importance of a safe space to provide the envi ronment conducive to objurgation and the development of communities of practice.Indeed, this is set as the essential building block necessary, which indicates that the responsibility of learning is mainly placed on the organisation and non on the skill of the individual as Raelin suggests. McArthur (2002) uses his interpretation to highlight the point that reflective practice does not necessarily require additional time, as reflection can be done during the heretoforet, coined as reflection-in-action by Schon (1983). Based on this train of thought, McArthur introduces devil related points at which he disagrees or questions the conclusions of Raelin.Firstly, Raelin sets out guidelines regarding observing judiciousnesss where he states responsive thoughts should be examined to allow a more even-handed way of being, inferring that the reactive observation will ultimately be wrong. McArthur offers an alternative solution where the idea may actually be correct and it is the meth od in which the judgement is communicated that is important. Secondly, McArthur questions if the core skills, particularly of testing and probing, are indeed only relevant in group or individual situations as Raelin suggests.McArthur points out that there are three parts to our thoughts the reactive and reflective which are indispenscapable voices and the collective which is an external voice. Skilled reflective practitioners must be able being able to distinctly separate these thoughts to arrive at the nearly appropriate response. McArthur argues that it is only through applying all of the core skills that this response can be found, regardless of the type of interaction involved. The obvious difference between Schein (2002) and Raelin is the focus on group or individual reflection.Schein focuses on mysterious reflection and discusses how this can be real(a)istically achieved. The central tenet of his commentary is that we can find time to reflect on events within our dayligh t and perhaps more importantly, this time would not be identifiable as s neglect or wasted time within a disapproving or unsympathetic organisational culture. It could be interpreted that the purpose of this commentary is to trigger individual reflection and that this may in turn provide some of the skill and openness required for group reflection to occur.If so, this is linked to the conclusion McArthur makes regarding the lack of skill, not time, being the primary reason for not reflecting. I retrieve there are a few distinct benefits of reflective practice for both the individual and the organisation. Raelin states that reflection offers the opportunity to examine actions of the past, thoughts of the present and decisions of the time to come and allows all three to be linked. The individual and organisation can use this to allow decisions to be made with a deeper understanding and more effrontery that the situation is fairly assessed with the best interest at heart.Reflection t urns experiences in to knowledge and allows skills to be developed to apply this knowledge in otherwise situations with an entirely different context. In my opinion, the importance of reflection to individual exploit is based around knowing oneself. By reflecting, the individual is able to develop a more candid assessment of themselves how they recover, what drives them and how they present their thoughts to others. By doing this, insights are gained in to internal assumptions and motivations and this allows better understanding of the aline issues hindering performance.This is a powerful tool for targeting real areas for performance improvement, and by continuing to reflect as the individual takes strides to change will also provides a federal agency of measuring improvement. Based on personal experience, Argyris (1991) accurately describes the importance of reflection to the organisation. That is, without some level of reflective practice there is a real danger of externalisi ng issues and a blame culture being adopted even within organisations with motivated and committed individuals.The inability to reflect, for whatever reason, results in the true root cause of issues to be girlfriended, which means the same mistakes will be made again and again. All too often we will throw away issues and accept the superficial. In my opinion, ultimately the true value of reflection to organisational performance resides in the ability to ask and find answers to the difficult questions that we otherwise miss or ignore. References Argyris, C. , 1991, Teaching Smart People How to Learn, Harvard Business Review, May-June, Pages 99-109. Cameron, S. (2001), The MBA vade mecum Study skills for Postgraduate Management Study, Pearson Education Ltd, Harlow. DiChiara, P. , scuttlebutt on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Kolb, D. A. , Rubin I. M. and McIntyre, J. M. , 1974, O rganizational Psychology An Experiential Approach, Englewood Cliffs, NJ, Prentice Hall. McArthur, P. W. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. , Issue 1, Pages 66-79. Orton, S. , (2003), The Higher Education Academy, societal Policy and Social Work. Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schein, E. H. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schon, D. A. , 1983, The Reflective Practitioner How Professionals ideate in Action, New York, Basic Books.