Facilitation Education Skills Practice Development-Free Samples

Question: Explain Facilitation Education Skills Practice Development? Answer: Introduction I was allocated a group with other colleagues, and we assigned a task. We were required to undertake to a discussion where we were supposed to explore the understanding of self. We settled on the Johari Window Model of understanding the self as our model of choice. It was not a large group just five of us, so I expected that we were going to have an easy time. Larger groups are harder to work with considering group dynamics. Ours was a small task group formed to achieve a specific set goal within a specified time understanding of self. Smaller groups are effective since all members of the group can have an opportunity to express themselves and sharing are much more personal and effective. However, this paper focuses on the evaluation and use of Gibbs reflective cycle to analyze the group discussion and the outcome of understanding self as depicted in figure 1. A brief overview of Gibbs reflective cycle According to Wilding, (2010), there are many models that can be adopted in the learning process in all facets of professionalism. The same study denotes that Gibbs' reflective cycle is often preferred as an attractive model that tends to be used in the learning process for group reflection. In his study, Yien-Hua (2016) points out that Gibbs' reflective cycle is often adopted in a systematic evaluation of the strengths and weaknesses of an individual. In support of the analogy, Dye (2011) points out that the framework often uses question in every stage that helps users to carry out a critical evaluation and analysis as each question forms the step that determines the idea that needs to be evaluated in a systematic review, Forrest (2012) points out that the main reason for using Gibbs model in individual reflection is mainly to understand assumptions, ideas, and approaches towards various individual aspects. In other words, Moulster, Ames, and Griffiths (2012) assert that using Gibbs' reflective cycle in understanding is helpful challenging their assumptions and explores different ideas or new approaches towards thinking or doing things. By identifying weaknesses and strengths and taking actions to address the problems, Doody and Connor (2012) denote that Gibbs' reflective cycle helps in promoting self-improvement. On the other hand, Gilbourne (2014) also denotes that the model is essential in linking theory and practice as it combines observing or doing while thinking or applying knowledge. As depicted in figure 1, Clerehan (2013) denotes that the model has description, feelings, evaluation, analysis, conclusion, and the action plan as the six main stages of the model for that are used in directing the analysis. The group discussion scenario Being trained as a professional, every learner was posted in a learning institution for the purpose of the teaching practice. The exercise was to be conducted after three months and every learner to give a report on their experiences during the exercise. Once we resumed studies, we were instructed by our tutor to have a group discussion where we all shared our experiences concerning the teaching practice. As per the tutor, the main reason for the group discussion was understanding self, a topic that puzzled me at the beginning since I was not able to articulate how I could learn about myself in a group discussion. According to Caldwell et al. 2016, having a personal reflection is essential in every professionalism as it enables one to understand their strengths and weaknesses. This statement often formed my point of argument that the best way of understanding self is having a moment of a personal time to evaluate about my behavior, attitude, and response towards various aspects. However, the assignment of having a group discussion was totally a new idea to me as I often believed that in a group discussion, all one can gain is mostly beneficial to the group members. However, I will use the Gibbs reflection cycle as a model of discussion to present the whole outcome of the process. According to Dye (2011), using this model for reflection is often effective as the model is unique and cyclical. It is hence a wider and flexible approach of examining both individual and group value in the process of a group activity. Figure 1: Gibbs Reflective Cycle (Adopted from Dye 2017, p. 303) Understanding self Self-efficacy and self-awareness can empower individuals to unlock their potential and the potential of their organizations and those with whom they work (Caldwell et al. 2016, p.1168). In the course of undertaking the task, a several things began to emerge not just about myself but about almost all of us. I was joining the group for the first time and felt relatively new to them. We all have different characters and personalities, so of course it would be irrational to expect uniform behavior in a group, but still, that is not anything that should hinder a group's operation. Understanding that should guide a group in going about their task with objectivity and focus. Several types of research present groups as entities that possess minds. Research reveals that people see groups as possessing minds. But according to Jenkins et al. (2014), one often needs to employ perceives that appeal to the mind in order to study the mind of an individual away from the group. There is a paradox tha t emerged though. Every individual in the group has a mind of their own and a personality to go with it- that is precisely we were undertaking the task in the first place. But we had not figured this out properly before, so we had not assigned roles to each one as is the practice in most group dynamics. As a result what we had was a group of people and not people in a Group. We asked each other random questions about ourselves basing in the four quadrants of self as designed by the Johari Model for Understanding self. To begin with, I had a very rough idea what the model was all about. So from the outset, I was a little left out in the discussion. A colleague, Jesse, briefly explained to me the approach of the Johari Window Model and I came up to speed. According to Wei-Wen et al. (2012), the Johari Window Model for understanding self-classifies the individual into four quadrants. At the mention of that, I was lost again. I knew then that it was not going to be a smooth ride through the session. people in a group have more mind than a group of people, according to Cooley et al. (2017, p. 694). At this point, I was making the session operate like we were just a group of people. I had not prepared myself beforehand. As a result, I was not able to contribute to the topic as would be expected. I would not participate in the discussion, either by asking quest ions nor answering any. The few questions that were directed at me I made every attempt to deflect so as to hide the fact that I was inadequate and ill prepared. Anyway, we moved on to the discussion since we had to. According to Schroeder et al. (2016), many hands do overlook work. I did not want this to happen but again realized that is where we were. Another colleague, Ricky, noticed I was not taking an active part in the discussion like I would always do. He began to make fun of that. All these issues did not go down well with me. I felt like that was offensive, and soon we were involved in a heated argument.it took the efforts of other group members to put an end to this. I was not willing to admit that I was completely out of place. But I would not admit it. Soon enough the discussion was done with and we parted ways. According to Schroeder et al., 2016, p. 237, individuals tend to claim more responsibility than other group members when working with other group members. It is an element of group dynamics that has been observed in many task groups. On this day I was not able to credit myself for anything. Feelings This discussion group was one like no other. I felt embarrassed that I was not able to make any meaningful contribution in a chart group that was essential to the coursework. According to Schacter et al. (2015), such circumstances can make one feel very inadequate. I was angry at myself as well because I did not take my time before the meeting to prepare myself for the session by reading through the relevant material. Still, I was appreciative to Jesse, my colleague who had been helpful to me during the exercise. He cared to pause from time to time to explain to me the various quadrants of the Johari Window Model and how they applied to us. However, I felt angered by the action of Ricky. He realized I was not able to take part actively in the task but instead of helping me out or just letting it go, he decided to make fun of it. I know it was my entire fault but still, could not help the fact that he made the situation feel worse than it was already. I felt like I needed to blame mys elf for that too. I felt like it was my fault and there was nothing could to change it that caused me a lot of emotional pain. I was not proud of the fact that the whole issue had degenerated into an argument so heated up that it almost resulted in a fight. I felt like we both could have handled the situation better. I hated myself for the eventuality. I had a strong feeling of self-attribution. According to Sharma et al., (2016), the feeling of self-attribution is essential as mediators and moderators of self-therapy. It helps an individual to come to terms with the situation at hand. Evaluation There were a number of good and bad things about the situation. On the whole, I was disappointed and angry. Myself -confidence was on trial. My self-image was destroyed. I was not able to look anyone of my colleagues in the eye again. That was especially daunting for me. It was particularly unwarranted for me to have escalated the issue into an argument. I had seriously underperformed on that day. There is a positive contribution that I would have made if I had taken the time to prepare myself by reading before the session. According to Sharma et al., (2016), what I needed at that point was someone who could meet me at the point where I was and help me improve my engagement in order to improve my success. Every student can shine in class; I felt like when given the opportunity I could also demonstrate my unique abilities and shine just like the rest of my colleagues. On the positive side, the manner in which things happened served to remind me that I was not serious about my studies. I realized that I needed to evaluate and focus on the important things in life which were classwork at the time. Also, I was able to determine that I had a friend in the group discussion group. That was somewhat reassuring. Overall there were important life lessons that I was able to draw from the incident. I believe that it was an opportunity for learning and becoming a better person. Understanding that all persons have different personality traits goes a long way in guiding our day to day relations. Analysis According to Rossiter, Power, Fowler, Jackson, Roche, and Dawson (2011), comprehensive analysis of an individual or group reflection requires a learner to take a two-dimensional approach to this in all facets of the study. Firstly, what would I or we have done to prevent the incident from happening? Then secondly what sense can be made of the incident? In my assessment, there are a number of things that could have helped to hinder the occurrence of this event. I should have taken time beforehand to read and prepare for the discussion session. These are both on the individual capacity and as a group. According to McDougall et al., (2006) p. 43, to the reason why most college professors encourage their students before class is that it helps to maximize learning outcomes. To this end, some instructors prefer to give pre-class reading assignments to be completed by the students before the lesson itself. We as a group should have had a policy like that one. It would make it a must do for us all so as we converge for the discussion it would be a moment where we share ideas. Cornelius-White (2007) also posits that learning depends on prior knowledge. This strengthens the approach of having all students engaged in a group discussion to conduct an in-depth study of the area of discussion before meeting for the same. McGinn et al. (2015) also submit that it is vital to have students read before attending classes. It is also important for every student to learn to engage in collaborative learning. Collaborative learning has been proven by research to be one of the most effective ways to help students to identify their strengths and weaknesses alongside their colleagues and tackle them together (Xiaoqing et al. (2017, p. 28). All students from different cultural backgrounds think differently as evidenced in our discussion task. This should be an avenue for such cultural and personality diversities to converge and build one another as they discover themselves. Therefore, active participation and contribution of the members are necessary to use each ones resour ces collectively and to achieve the successful performance of group tasks (Alden, (2011, p. 17). Also maybe the composition of the group needs to be re-looked at. Aggarwal et al. (2008) also submit that simply assigning students to groups and instructing them to interact with their teammates does not guarantee that students will contribute their best effort to a project; still, it does not promise that the group outcomes will be optimal. According to Gibbs reflective Model for self-awareness, the questions adopted at every stage are essential in evaluating scenarios to determine either self or group strengths, and weaknesses established members according to Dye (2017, p. 844). I started off with most new members in a team- with a small open area because not much was known about me on the first day. One more thing that was evident is the fact that such negative incidences happen to help us discover what kind of people we are and how we react to different circumstances. The whole scenario is as bad as it was still presented a perfect opportunity for me to discover myself and others as well. Looking back there are of course quite some things I would do differently in order to get better results in subsequent group discussions. We recognized the need for all of the members of the group to prepare adequately before the discussions. That is something that if we could have done, we would have had a different engagement. In order to achieve even better learning outcomes, we could have come up with individuals who would lead the group through every session. This individual would be responsible for guiding the other members contributions and relations towards one another. According to Caldwell et al. (2016), it is the moral obligation f leaders to understand and develop the relationships between self-efficacy and self-awareness and help these they work with in understanding and developing these personal qualities. This would be vital to ensure that as we di scover ourselves, those of us who cannot stand up to their colleagues feel protected and respected. This would help avoid eventualities where group members who are not able to measure up for one reason or another are not picked on by the other better-performing group members. Better still I could have sat calmly to the end of the discussion session and pick up the matter with Ricky, and talk it out amicably. Action plan After learning these many vital lessons, I am ready to go into the future a better student and learner. I have purposed to maximize learning outcomes during group tasks by firstly conducting a comprehensive study of the topic area. Secondly, I realize that we all are made differently. Some of us take every slightest opportunity to get at their colleagues even on matters as serious as academics. In future, I think I would not be afraid to let my colleagues know in the unlikely event that it happens again. I realize I would rather own up to the problem and get assistance from colleagues than waffle around and end up not gaining from the discussion session. On the same note, I learned and decided that I would stand up for myself the next time a colleague (like Ricky) takes advantage of the fact that I am inadequately prepared in a discussion session or any other class session. However, I also found out that in so doing a lot of caution should be exercised so as not to heighten tension a nd bring about unnecessary arguments. The required quality when engaging with such individuals is assertiveness and not aggressiveness according to Ahmad (2012). In future it would be important to make such a point in a manner that emphasizes the need to be respected but without becoming aggressive. Conclusion In the process of reflection, we also discovered that adopted Gibbs Cycle as a reflective model is essential as it adopts the use of questions in understanding all the facets of the discussion process. However, there were suggestions that the model is not necessarily moving forward but is a more retrospective process. Among the aims of reflection is improving practice, an aspect that requires us to reflect both backward and forward. Despite the shortfall, the model was a critical individual inquiry procedure in having a self-reflection on the professional components that are vital in professionalism. We all learned that having a regular reflection process helps one to become a perpetual problem solver as it bring new perspectives and insights on the conventional wisdom and status quo while encouraging openness to examine assumptions that are underlying professional practice. References Aggarwal, P., OBrien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30, 255264. https://doi.org/cjtqcm Ahmad, N 2012, 'Using Blogs As A Tool To Facilitate Students' Reflection', GEMA Online Journal Of Language Studies, 12, 3, pp. 939-960, Communication Mass Media Complete, EBSCOhost, viewed 12 May 2017. Alden, J. (2011). 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