reflective essay professional development

Personal, Professional, and Career Development Reflective Essay

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Personal and Career Purpose

Career decision.

The ideal development of a person follows a unique route directing resources, facilities, capabilities, abilities, potentials, and interest among other in a line of presumed achievement. Most researchers argue that there are intuitive characters and motivations that shape how an individual grows and becomes prevalent in a community.

Essentially, these developments are associated with personalities, professionalism, career and career paths. There are processes and tactical handling of issues that must be conjoined to direct growth and development on these four aspects. In this regard, it is apparent that the fundamentality of managing and planning these attributes is beyond reproach.

An individual needs to set a line of interests to ensure that his or her working path has objectives and goals. In this manner, the person can develop personality, career and become a professional in his or her area. This paper evaluates a case of development in various aspects and comparisons. In a bid to perform this task, I have evaluated my strategy while striving to develop into a career warranting me a sustainable future.

The presence of a goal or a future aspiration allows me to plan and change my attitudes and characters. Primarily, individual characters determine the people I can interact with and set my social class into a disclosed discourse. The most tactical strategies may involve developing skills and experiences through employment and education.

First, education has allowed me to gain skills and attain credential for employment with reputable and well paying firms. Several personalities like patience and persistence have developed subconsciously and through training systems. Such personalities have significant outcomes in the real life. They make me competitive while searching for employment or any other work related issue.

These situations revealed that I knew how to outline my plan in creating meaning to every situation. At several instances I have managed to create and organize peoples into groups handling various issues as well as lead them tactically pursuant of my leadership dreams. Furthermore, I had managed to identify opportunity where I could develop my talents as I proceeded with further studies.

I have become an experienced and competitive artisan in a way that I can use it to earn a living. Furthermore, it is apparent that people are convinced by my inspirational encouragements, which attract them towards personal development. Therefore, I have become a person to encourage and motivate others.

These aspects are part of a plan developing my skills and experiences to facilitate the integration of huger ideas and knowledge. They have allowed me to attain insight into various levels of my career. Tactically, there have been adequate concerns regarding the credibility of ideas.

Motivation is an aspect that can be implemented to improve the performance of employees and boosting their tactical approaches in attaining customer satisfaction. Essentially, maintaining the workforce of a business in a critical tool for ensuring that secrets and skills are retained within the business. This aspect implies that a business must be conscious about the working conditions of its esteems employees.

In fact, most of the employees working in such a business as the Luxury Hotel undertake shores within a career path where they improve their skills. The employees become the managers and end up becoming significant operators for business proceedings. In this regard, it is vital to create a system that allows employees to show their competitiveness and abilities.

The management may formulate model involving increment in salaries, elevating the working class, and initiating competition plan involving winning prizes among others. All these aspects do not only improve the overall business performance, but also isolate the dedicated employees to work and become future managerial workforce.

The employee would view this process of reward as an opportunity to earn extra income and attain better-working conditions within the business. In essence, some issues related to authoritative management may be transformed to situations where employees work under minimal supervision since they have set goals at a personal level.

This research presents these incentives and shows how they are applied to become beneficial to an organization. In so doing, it reaches the managerial and non-managerial workforce to attain all diverse incentives that may assist businesses to become productive and inspiring.

In essence, the process of making this decision was consistent to some of the theories of decision making. It is an indication that people make decisions in ways that can be generalized to apply to majority. Evidently, the process was characterized by some aspects envisaged in bounded rationality.

The theory of bounded rationality reveals that there are two systems of thoughts, including emotional and rational approaches to decision making (Schiavone 2011). When the parents were making this decision, the mother had taken an emotional approach while the father was rational. Clearly, the mother feared that the financial and moral destructions were beyond repair.

She felt that the family might become financially incapacitated if they bought the private school. However, she did not have the actual figures to support the fact that the current financial capability of the family could not handle the destructions. In essence, it was a decision that was based merely on the outward perception of the school rather than facts.

On the other hand, the father argued that the mismanagement prevailing in the school wasted the lives of many pupils. As a result, it was important to offer a solution to the problem. In his case, he stated that there were two options that included building another school or acquiring the existing one. However, he argued that building another school was more costly that acquisition.

Further, he pointed out that the family cannot make a conclusion on whether the investment was too taxing without getting all the facts first. He also indicated that the family would invest despite financial incapability because he was confident that the school could bring good returns if it were managed correctly.

The theory of common biases was also evident in this entire scenario and the holistic process of making the decision. In this regard, the misconception of chance was the most evident bias. The theory states that people have a tendency to misconceive that the probability of getting a certain outcome is less than another one (Adair 2010). This perception is informed by emotions and past experiences (Choi 2011).

However, present and future events are not necessarily consistent with the past ones (Xu 2011). In this case, the mother had a misconceived perception that the chances of succeeding in an attempt to renovate and improve the school were minimal. However, this perspective was not informed by factual financial figures that could provide a rationale. In essence, it can be considered as a perfect case of misconceived chance.

In a broader perspective, it cannot be disputed resolutely that people are more pessimistic about success (Dolton 2011). Only a few people who have strong will, passion, and determination envisage optimism. As such, the mother was a victim of this general condition since she did not find a good chance of success.

Besides the two theories of decision making, the process also envisaged clear indications of heuristics. In theoretical understanding, heuristics purports that people have certain ways of simplifying information and factor of decision making (Missier 2011). These simplifications create a situation in which the decision maker does not consider the factors with due diligence.

Further, the theory asserts that simplifying the aspects of decision making might lead to a misconception of the reality (Nooraie 2011). Such misconceptions are informed by concentrating on the wrong focus and disregarding the real one (Su 2011). For example, the father asserted that acquiring a constructed school is less costly than building a new one.

However, it is evident that the school, which was in question, had gained a bad reputation among parents and was in a financial crisis. As a result, the cost of acquisition was not the only factor in decision making. Instead, it was important to consider other crucial factors such as reputation and precedence. Whereas these two aspects were important to the investment decision, the father overlooked them.

This ignorance and assumption were caused by the simplification of the scenario in a manner that considered cost as the only important variable.

As a result, it can be concluded that bounded rationality, common biases, and heuristics were among the critical decision-making theories that characterized the entire process of purchasing the school. Indeed, this process contained two parties and hence the analysis is based on both of them.

Having reflected on the event that took place when the decision was being made by the parents, there were critical undertaking that were crucial to notice. First, rationality is a better approach to making a decision that emotional perspective. When a decision makers embrace rationality, they can conceptualize issues from a sober position. In that regard, their decisions are not hasty.

Instead, they are procedural and sequential in nature. Therefore, the approach allows the decision maker to pass through the necessary steps when making a determination. For example, the father’s rationality enabled him to wait and assess the financial requirements before dismissing the acquisition.

On the other hand, an emotional approach is a fundamentally flawed method of making decisions. In this regard, decision makers who used this method rush to determine the way forward without deep and profound considerations. For example, the mother had already dismissed the acquisition of the schools just because of the fear that the family was going to run short of funds.

Whereas this was the core determining factor of her decision, she did not have any convincing figures to show that the family would become incapacitates if they purchased the school. Biases are also important when it comes to the decision-making process. In fact, it is evident that people become biased even without noticing.

Lastly, I would have made this decision in a pretty different manner than how it was done in this case. Personally, I would have talked to some able parents and friends about the challenges facing the school and the community. In the discussion, the issue of poor management and quality of the education provided in the school could be the core agendas.

Afterwards, I would propose to join hands with those colleagues and acquire the school as a group. This decision could have been better than the latter because the potential financial risk would be shared. Additionally, acquiring the school as a group would eliminate the notion of private school and bring a picture of a community-based school.

In essence, this would be an appropriate strategy for removing the bad reputation that had been painted by the previous management. Further, managing the school as a group would allow the availability of diverse intellectual ideas of improving it.

The management of virtual teams may depict various fundamental challenges. The researchers laying arguments in the literature depict the need and effectiveness of virtual teams. They are identified as prevailing businesses effective in reaching the final outcomes of the researchers. The developments of the virtual teams are improving continuously as the information technology proceeds to attain integration across the globe.

The review indicates the proper management allows the teams to attain clients and loyalty for the services they offer. The use of internet in reaching their target members depict the impending quorum required. Presently, the teams have managed to penetrate and unity many people across the globe making the accessibility of services such as marketing easy. The virtual teams have allowed globalization to take place easily.

In fact, such social companies do make not only huge profits due to the prevalence of members and common interests, but also creates global civilization and understanding of cultural differences. Such interactions are similar to the application of virtual teams in handling issues throughout the globe. They bring the human resources at one point where they may be accessed and exploited by firms or business easily.

The most fundamental achievement of the development is attaining a workforce striving the meet the company goals in a willing manner. In businesses that do not consider motivating the employees, their work is usually directed by the salary earning the get from the business.

However, the motivation oriented workforce does not target the salaries solely. The workforce works hard to attain salaries among other benefits being offered. In fact, businesses managed through authoritative systems fail the employees in working effectively due to lack of peaceful and free mind. In this regard, there must be proper developmental capabilities to deal with issues personally and organizationally.

Adair, J 2010, Decision making and problem solving strategies , Kogan Page, London.

Choi, A 2011, Multiple-Criteria Decision-Making Based On Probabilistic Estimation with Contextual Information For Physiological Signal Monitoring, International Journal of Information Technology & Decision Making , vol. 10 no. 1, pp. 109.

Dolton, T 2011, Medical Decision Making: Supplement Policy. Medical Decision Making , vol. 31 no. 3, pp. 376-377.

Missier, F 2011, Decision-making Competence, Executive Functioning, and General Cognitive Abilities, Journal of Behavioral Decision Making , vol. 7, 127-129.

Nooraie, M 2011, Decision’s familiarity and strategic decision-making process output: the mediating impact of rationality of the decision-making process, International Journal of Applied Decision Sciences , vol. 4 no. 4, pp. 385.

Schiavone, F 2011, Strategic reactions to technology competition: A decision-making model, Management Decision , vol. 49 no. 5, pp. 801-809.

Su, Z 2011, A Hybrid Fuzzy Approach to Fuzzy Multi-Attribute Group Decision-Making. International Journal of Information Technology & Decision Making , vol. 10 no. 4, pp. 695.

Xu, Z 2011, Approaches to Multi-Stage Multi-Attribute Group Decision Making, International Journal of Information Technology & Decision Making , vol. 10 no. 1, pp. 121.

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IvyPanda. (2019, June 23). Personal, Professional, and Career Development. https://ivypanda.com/essays/personal-professional-and-career-development/

"Personal, Professional, and Career Development." IvyPanda , 23 June 2019, ivypanda.com/essays/personal-professional-and-career-development/.

IvyPanda . (2019) 'Personal, Professional, and Career Development'. 23 June.

IvyPanda . 2019. "Personal, Professional, and Career Development." June 23, 2019. https://ivypanda.com/essays/personal-professional-and-career-development/.

1. IvyPanda . "Personal, Professional, and Career Development." June 23, 2019. https://ivypanda.com/essays/personal-professional-and-career-development/.

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IvyPanda . "Personal, Professional, and Career Development." June 23, 2019. https://ivypanda.com/essays/personal-professional-and-career-development/.

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Don’t Underestimate the Power of Self-Reflection

• James R. Bailey
• Scheherazade Rehman

Focus on moments of surprise, failure, and frustration.

Research shows the habit of reflection can separate extraordinary professionals from mediocre ones. But how do you sort which experiences are most significant for your development?

• To answer this questions, the authors asked 442 executives to reflect on which experiences most advanced their professional development and had the most impact on making them better leaders.
• Three distinct themes arose through their analysis: surprise, frustration, and failure. Reflections that involved one or more or of these sentiments proved to be the most valuable in helping the leaders grow.
• Surprise, frustration, and failure. Cognitive, emotional, and behavioral. These parts of you are constantly in motion and if you don’t give them time to rest and reflect upon what you learned from them, you will surely fatigue.

Where your work meets your life. See more from Ascend here .

Empathy, communication, adaptability, emotional intelligence, compassion. These are all skills you need to thrive in the workplace and become a great leader. Time and again, we even hear that these capabilities are the key to making yourself indispensable — not just now but far into the future. Soft skills, after all, are what make us human, and as far as we know, can’t be performed well by technologies like artificial intelligence.

• James R. Bailey is professor and Hochberg Fellow of Leadership at George Washington University. The author of five books and more than 50 academic papers, he is a frequent contributor to the Harvard Business Review, The Hill, Fortune, Forbes, and Fast Company and appears on many national television and radio programs.
• Scheherazade Rehman is professor and Dean’s Professorial Fellow of International Finance. She is director of the European Union Research Center and former Director of World ExecMBA with Cybersecurity, has appeared in front of the U.S. House and Senate, and been a guest numerous times onPBS Newshour, the Colbert Report, BBC World News, CNBC, Voice of America, and C-Span.

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Study Skills

Reflective practice toolkit, introduction.

• What is reflective practice?
• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Many people worry that they will be unable to write reflectively but chances are that you do it more than you think!  It's a common task during both work and study from appraisal and planning documents to recording observations at the end of a module. The following pages will guide you through some simple techniques for reflective writing as well as how to avoid some of the most common pitfalls.

What is reflective writing?

Writing reflectively involves critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. It can help you to reflect on a deeper level as the act of getting something down on paper often helps people to think an experience through.

The key to reflective writing is to be analytical rather than descriptive. Always ask why rather than just describing what happened during an experience. 

Remember...

Reflective writing is...

• Written in the first person
• Free flowing
• A tool to challenge assumptions
• A time investment

Reflective writing isn't...

• Written in the third person
• Descriptive
• What you think you should write
• A tool to ignore assumptions
• A waste of time

Adapted from The Reflective Practice Guide: an Interdisciplinary Approach / Barbara Bassot.

You can learn more about reflective writing in this handy video from Hull University:

Created by SkillsTeamHullUni

• Hull reflective writing video transcript (Word)
• Hull reflective writing video transcript (PDF)

Where might you use reflective writing?

You can use reflective writing in many aspects of your work, study and even everyday life. The activities below all contain some aspect of reflective writing and are common to many people:

1. Job applications

Both preparing for and writing job applications contain elements of reflective writing. You need to think about the experience that makes you suitable for a role and this means reflection on the skills you have developed and how they might relate to the specification. When writing your application you need to expand on what you have done and explain what you have learnt and why this matters - key elements of reflective writing.

2. Appraisals

In a similar way, undertaking an appraisal is a good time to reflect back on a certain period of time in post. You might be asked to record what went well and why as well as identifying areas for improvement.

3. Written feedback

If you have made a purchase recently you are likely to have received a request for feedback. When you leave a review of a product or service online then you need to think about the pros and cons. You may also have gone into detail about why the product was so good or the service was so bad so other people know how to judge it in the future.

4. Blogging

Blogs are a place to offer your own opinion and can be a really good place to do some reflective writing. Blogger often take a view on something and use their site as a way to share it with the world. They will often talk about the reasons why they like/dislike something - classic reflective writing.

5. During the research process

When researchers are working on a project they will often think about they way they are working and how it could be improved as well as considering different approaches to achieve their research goal. They will often record this in some way such as in a lab book and this questioning approach is a form of reflective writing.

6. In academic writing

Many students will be asked to include some form of reflection in an academic assignment, for example when relating a topic to their real life circumstances. They are also often asked to think about their opinion on or reactions to texts and other research and write about this in their own work.

Think about ... When you reflect

Think about all of the activities you do on a daily basis. Do any of these contain elements of reflective writing? Make a list of all the times you have written something reflective over the last month - it will be longer than you think!

Reflective terminology

A common mistake people make when writing reflectively is to focus too much on describing their experience. Think about some of the phrases below and try to use them when writing reflectively to help you avoid this problem:

• The most important thing was...
• At the time I felt...
• This was likely due to...
• After thinking about it...
• I learned that...
• I need to know more about...
• Later I realised...
• This was because...
• This was like...
• I wonder what would happen if...
• I'm still unsure about...
• My next steps are...

Always try and write in the first person when writing reflectively. This will help you to focus on your thoughts/feelings/experiences rather than just a description of the experience.

Using reflective writing in your academic work

Many courses will also expect you to reflect on your own learning as you progress through a particular programme. You may be asked to keep some type of reflective journal or diary. Depending on the needs of your course this may or may not be assessed but if you are using one it's important to write reflectively. This can help you to look back and see how your thinking has evolved over time - something useful for job applications in the future. Students at all levels may also be asked to reflect on the work of others, either as part of a group project or through peer review of their work. This requires a slightly different approach to reflection as you are not focused on your own work but again this is a useful skill to develop for the workplace.

You can see some useful examples of reflective writing in academia from Monash University ,  UNSW (the University of New South Wales) and Sage . Several of these examples also include feedback from tutors which you can use to inform your own work.

Laptop/computer/broswer/research by StockSnap via Pixabay licenced under CC0.

Now that you have a better idea of what reflective writing is and how it can be used it's time to practice some techniques.

This page has given you an understanding of what reflective writing is and where it can be used in both work and study. Now that you have a better idea of how reflective writing works the next two pages will guide you through some activities you can use to get started.

• << Previous: Barriers to reflection
• Next: Free writing >>
• Last Updated: Jun 21, 2023 3:24 PM
• URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit

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Structure of academic reflections

Guidance on the structure of academic reflections.

Academic reflections or reflective writing completed for assessment often require a clear structure. Contrary to some people’s belief, reflection is not just a personal diary talking about your day and your feelings.

Both the language and the structure are important for academic reflective writing. For the structure you want to mirror an academic essay closely. You want an introduction, a main body, and a conclusion.

Academic reflection will require you to both describe the context, analyse it, and make conclusions. However, there is not one set of rules for the proportion of your reflection that should be spent describing the context, and what proportion should be spent on analysing and concluding. That being said, as learning tends to happen when analysing and synthesising rather than describing, a good rule of thumb is to describe just enough such that the reader understands your context.

Example structure for academic reflections

Below is an example of how you might structure an academic reflection if you were given no other guidance and what each section might contain.  Remember this is only a suggestion and you must consider what is appropriate for the task at hand and for you yourself.

Introduction

Identifies and introduces your experience or learning

• This can be a critical incident
• This can be the reflective prompt you were given
• A particular learning you have gained

When structuring your academic reflections it might make sense to start with what you have learned and then use the main body to evidence that learning, using specific experiences and events. Alternatively, start with the event and build up your argument. This is a question of personal preference – if you aren’t given explicit guidance you can ask the assessor if they have a preference, however both can work.

Highlights why it was important

• This can be suggesting why this event was important for the learning you gained
• This can be why the learning you gained will benefit you or why you appreciate it in your context

You might find that it is not natural to highlight the importance of an event before you have developed your argument for what you gained from it. It can be okay not to explicitly state the importance in the introduction, but leave it to develop throughout your reflection.

Outline key themes that will appear in the reflection (optional – but particularly relevant when answering a reflective prompt or essay)

• This can be an introduction to your argument, introducing the elements that you will explore, or that builds to the learning you have already gained.

This might not make sense if you are reflecting on a particular experience, but is extremely valuable if you are answering a reflective prompt or writing an essay that includes multiple learning points. A type of prompt or question that could particularly benefit from this would be ‘Reflect on how the skills and theory within this course have helped you meet the benchmark statements of your degree’

It can be helpful to explore one theme/learning per paragraph.

Explore experiences

• You should highlight and explore the experience you introduced in the introduction
• If you are building toward answering a reflective prompt, explore each relevant experience.

As reflection is centred around an individual’s personal experience, it is very important to make experiences a main component of reflection. This does not mean that the majority of the reflective piece should be on describing an event – in fact you should only describe enough such that the reader can follow your analysis.

Analyse and synthesise

• You should analyse each of your experiences and from them synthesise new learning

Depending on the requirements of the assessment, you may need to use theoretical literature in your analysis. Theoretical literature is a part of perspective taking which is relevant for reflection, and will happen as a part of your analysis.  

Restate or state your learning

• Make a conclusion based on your analysis and synthesis.
• If you have many themes in your reflection, it can be helpful to restate them here.

Plan for the future

• Highlight and discuss how your new-found learnings will influence your future practice

Answer the question or prompt (if applicable)

• If you are answering an essay question or reflective prompt, make sure that your conclusion provides a succinct response using your main body as evidence.  

Using a reflective model to structure academic reflections

You might recognise that most reflective models mirror this structure; that is why a lot of the reflective models can be really useful to structure reflective assignments. Models are naturally structured to focus on a single experience – if the assignment requires you to focus on multiple experiences, it can be helpful to simply repeat each step of a model for each experience.

One difference between the structure of reflective writing and the structure of models is that sometimes you may choose to present your learning in the introduction of a piece of writing, whereas models (given that they support working through the reflective process) will have learning appearing at later stages.

However, generally structuring a piece of academic writing around a reflective model will ensure that it involves the correct components, reads coherently and logically, as well as having an appropriate structure.

Reflective journals/diaries/blogs and other pieces of assessed reflection

The example structure above works particularly well for formal assignments such as reflective essays and reports.  Reflective journal/blogs and other pieces of assessed reflections tend to be less formal both in language and structure, however you can easily adapt the structure for journals and other reflective assignments if you find that helpful.

That is, if you are asked to produce a reflective journal with multiple entries it will most often (always check with the person who issued the assignment) be a successful journal if each entry mirrors the structure above and the language highlighted in the section on academic language. However, often you can be less concerned with form when producing reflective journals/diaries.

When producing reflective journals, it is often okay to include your original reflection as long as you are comfortable with sharing the content with others, and that the information included is not too personal for an assessor to read.

Developed from:

Ryan, M., 2011. Improving reflective writing in higher education: a social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.

University of Portsmouth, Department for Curriculum and Quality Enhancement (date unavailable). Reflective Writing: a basic introduction [online].  Portsmouth: University of Portsmouth.

Queen Margaret University, Effective Learning Service (date unavailable).  Reflection. [online].  Edinburgh: Queen Margaret University.

Home — Essay Samples — Life — Personal Growth and Development — Personal Development: Reflection and Growth

Personal Development: Reflection and Growth

• Categories: Personal Growth and Development

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Words: 595 |

Published: Feb 7, 2024

Words: 595 | Page: 1 | 3 min read

Table of contents

Introduction, strengths and weaknesses analysis, goal setting and action planning, feedback and self-reflection.

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Professional Development Essay: Critical Reflection On Skills And Knowledge

Task: The purpose of the reflective essay is to develop a clear and inspiring vision of what you want to achieve in your career. In the essay student need to succinctly review the literature, particularly focusing on skills important to the development of their career/profession and how it will make a positive difference in his/her career/profession along with a role of a professional manage. Students are expected to critique the literature and to adheres to the word limit. Essay should also contain reference list written in Harvard style. Given below are some guidelines that are useful for writing the assignment.

Section 1: Understanding and Analysis . Describe what is the meaning of professional development and why it is important. How you can relate the idea of professional development with your career vision. What is your career mission statement?

Section 2:  Literature Review. Review the important of skills on career development and discuss why you believe your selected skills are important for today’s managers? You should be referring to wider source of reference, preferably peer reviewed journals and conference proceedings.

Section 3:  Skill Identification and Critical analysis . This section should present critical analysis of skills that are important for your desired professional position. You should also need to refer to the recent job advertisement (as an evidence this should be attached as an Appendix in your report) of a professional position of your interest and present critical analysis of skill gap (of what you possess and what is required). To support your analysis, you may refer to wider credible sources to link skills to the advertised position.

Introduction The present professional development essay revolves around the concept of personal development that is an important aspect of life as it assists in reflecting upon the skills and attributes that fare required for professional growth. In this professional development essay, I will illustrate the necessity and importance of professional development and the way it has helped me in analyzing my skills and knowledge. The skills that are required for my professional development will be explored in a detailed manner and the way I am planning to make use of professional development in order to improvise my skill will be discussed in a detailed manner. The importance of skill for career development will also be highlighted.

Discussion Professional development is the method of maintaining significant professional credentials such as formal coursework’s, academic degrees; informal learning that can be situated into practice, attending conferences and more (Rubens et al., 2018). It is a way with the help of which skill and knowledge are enhanced so that professionally an individual can increase their own performance. The five principles of professional development explored in this professional development essay states that firstly professional development should have a significant duration and must be ongoing so that individual is able to learn new strategies for problems, secondly the individual should have appropriate support and guidance during the implementation stage that will help in changing practices, thirdly individual should collaborate with a community that are implementing similar changes. fourth stage suggests that online mediums can be adopted that can help in enhancing professional development, lastly the five core features of professional development best practice should be kept in mid such as coherence with standards and policies, integrated contents and pedagogy, active learning opportunity, mentoring and individual learning.

There are various approaches discussed in the context of this professional development essay that can contribute towards professional development such as coaching, consultations, communities of practice, mentoring, lesson study, technical assistance and reflective supervision. It is analyzed that continuous professional development is essential and important because it helps us in ensuring we continue to be increasingly competent in our professional field (Pucciarelli and Kaplan, 2018). It is considered as a continuous and on-going process throughout our professional career. Through professional development, we are able to encourage ourselves to learn new skills and gain new knowledge which helps us in overcoming new challenges at the workplace and makes us more efficient and competent at the workplace. It is evident that with increased globalization the competition among employees is also increasing and in order to capture and gain lucrative opportunities, it is essential to possess all the vital knowledge and skills. A career mission statement helps in providing a clear purpose for future developments. Professional development can be associated with a career vision statement as any mission statement has been created with the aim of improving performance (Campbell, 2017). In order to improve any performance or support employees, the study developed in this professional development essay illustrates that it is essential that the individual himself should possess adequate skill and knowledge which can be developed with the help of professional development. Therefore professional development helps in improving competencies that in turn help in focusing on the career mission statement and allows us to achieve our visions and goals in a positive manner. My career mission statement is “to support and inspire individuals in order to enhance their capabilities and improvise their skills and become more competent and active”. As it can be observed that my mission is to inspire and help other individuals to enhance their skill it is necessary that in order to achieve this mission statement I must possess all the vital skills and knowledge so that I am able to help and support others. Professional development will help me in continuously learning new skills and improving my skills and knowledge along with the present changes and trends and therefore I will be able to achieve my mission statement.

According to Cottrell (2017), it can be analysed in this segment of professional development essay that skill development is the method that assists in recognising our skill gaps and helps us in developing the lacking skill set. Skill development is necessary because our skills help in determining our ability to execute a task or a plan in a successful manner. It is significant to develop necessary and required skill set for a successful career. It is evident that skills such as communication, leadership, teamwork, time management and more are necessary in order to improve the performance of an individual (Ritter et al., 2018). Skills are an important part of an individual as it helps in analysing and understanding the capabilities and competencies of an individual and based on that they are approaches for professional opportunities. For instance, if a job opening for a marketing manager is available then all the candidates applying for the position will not get the job. Only the candidate that has all the necessary skills that a marketing manager should possess will get the job as other candidates that do not possess the skills will not be able to carry out the tasks and duties of a marketing manager. Therefore this example helps in understanding that skills are necessary as it categorises individuals as per their capabilities and competencies and therefore, in order to become successful in a professional career one must possess all the skills as well as knowledge. The professional development essay examines the readings of Prajapati et al. (2017) that skills are vital as they help in enhancing thinking abilities and helps in improving problem-solving. It helps us in understanding the impact of our activities and allows us to take up responsibilities in a confident manner as we are sure that we will be able to perform the actions as well possess the skills. Skills are considered vital for confidence development and confidence is vital to gain an increased and successful career opportunity (Jackson, 2015). Skills are categorized under two basic categories such as soft skills which deal with people’s skill, communication skill, social skill, personality attitude and trade. On the other hand, hard skills are measurable or teachable abilities such as reading, writing and more.

Managers are a significant part of an organisation as they have a primary responsibility of ensuring that all the goals and objectives of the organisation are well met so that the performance of the firm increases in the market. As per the investigation on professional development essay, it is noted that in order to become a successful manager, there are a number of skills that must be possessed by an individual so that they are able to manage an entire workforce and guide them in their duties. I would like to address my perception in this professional development essay that a manager should possess planning skills, communication, and decision-making skills, problem-solving skills, and motivating skills. As per Divleli and Ergun (2015), planning is one of the most essential duties of a manager they are responsible to allocate duties to the employees based on their skills and knowledge so that the tasks are completed successfully and the organisation is able to meet its goals. Managers are required to interact and communicate with employees, make them understand their duties, guide them with their tasks and help them in their problems. Therefore having excellent communication is one of the most important skills to be a successful manager. In addition, it is observed that as the business environment changes many times managers are required to make a decision that will benefit the business and assist in its growth. In order to make a beneficial and reasonable decision that decision making the skill of the manager should be appropriate. A business encounters many challenges and problems while operating in the competitive market active problem-solving skills help in finding creative and innovative solutions for problems, therefore managers are required to have excellent problem-solving skills. As stated by Kiruja and Mukuru (2018), it is also noted in this professional development essay that managers should possess, motivating skills, employees in business may feel low due to increased competition or work pressure, therefore, it is the responsibility of the managers to motivate and encourage the employees to remain positive and active towards their duties so that enhanced outcomes can be gained.

I aspire to become a business development manager at Hardygroup and in order to gain this position; there are certain skills that must be possessed by me. Some of the most significant skill required for this position includes communication skills, good business knowledge, negotiation skills, organisational skills and creativity. As per my self-reflection, I can analyse that my soft skills such as communication skill is excellent and I am confident at speaking with my colleagues and friends. In addition, I am quite creative as I participate in most of the problem-solving activities and try to work on my creative knowledge. I am always trying to think of unique and innovative ideas so I am able to enhance my creativity. However, some of the my soft skills such as negotiation skills, and other hard skills such as business knowledge and organisational skills are quite inappropriate and therefore, lack of these significant skills will reduce my chances of capturing the job opportunity and therefore I am planning to work on improving these skills. I need to improve my lacking skills so that I am suitable for the position.

In order to improve my negotiation skill, I will take up a class in which I can work and learn about negotiation, the activities of the class will help me in practising negotiation ad will improve my knowledge in this area. I will also keep practising this at home and with peers so that I can improve this skill as it is necessary. In order to work on my business knowledge, I will enrol in a business course which will allow me to gain an understanding and also expose me to the business world. The course will also allow me to understand the challenge in difficulties that are experienced by a business I will be able to understand the working environment and it will benefit me in my career development. Business knowledge is a vital skill and joining courses to improve my skill is essential. Lastly, I will have to increase my organisational skills and therefore in order to do that I will take up an internship in a good repute organisation so that I am able to gain practical knowledge regarding the ways a business operates. I will be able to experience the challenges and learn from the situation. Internship helps in gaining knowledge and also improves our skills, we are able to understand work pressure and the way we need to behave and the attitudes that help us in a workplace.

Conclusion In this professional development essay, we can conclude that professionally develops is important as it allows us to work on our skill and professional knowledge so that we are capable and competent. I analysed that significance and importance of skill development and the way skills help in gaining attractive career opportunities. Skills are significant as they help in understanding the capabilities of an individual and based on its job and employment offers are provided. I have discussed the skills of a manager and the ways these skill sets are used by a manager in order to carry out their roles in a business. In addition, I have conducted a self-analysis regarding the skills that are lacking in me as compared to skills that are required for the job I desire to achieve. In the above professional development essay, I have also discussed the ways I am planning to work and improve my skills in order to be appropriate for the job position and gain the opportunity.

Reference List Campbell, C., 2017. Professional development essay Developing Teachers' Professional Learning: Canadian Evidence and Experiences in a World of Educational Improvement. Canadian Journal of Education, 40(2), p.n2.

Cottrell, S., 2017. Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.

Divleli, M.S. and Ergun, E., 2015. MANAGER EFFECTIVENESS AND EFFICIENCY: THE EFFECT OF SKILLS ON DIFFERENT LEVEL MANAGEMENT. International Journal of Management & Human Resources, 3(1).

Jackson, D., 2015. Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), pp.350-367.

Kiruja, E.K. and Mukuru, E., 2018. Professional development essay Effect of motivation on employee performance in public middle level Technical Training Institutions in Kenya. IJAME.

Prajapati, R.K., Sharma, B. and Sharma, D., 2017. Significance of Life Skills Education. Contemporary Issues in Education Research, 10(1), pp.1-6.

Pucciarelli, F. and Kaplan, A., 2016. Competition and strategy in higher education: Managing complexity and uncertainty. Business Horizons, 59(3), pp.311-320.

Ritter, B.A., Small, E.E., Mortimer, J.W. and Doll, J.L., 2018. Designing management curriculum for workplace readiness: Developing students’ soft skills. Journal of Management Education, 42(1), pp.80-103.

Rubens, A., Schoenfeld, G.A., Schaffer, B.S. and Leah, J.S., 2018. Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course. Professional development essay The International Journal of Management Education, 16(1), pp.1-13.

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Gibb’s Reflective Model

Introduction

This essay is going to discuss and analyze a reflective analysis model namely Gibb’s reflective cycle. However, in the year 1988, this reflective cycle was designed through Graham Gibbs to provide a structure associated with reflective analysis so that the individual learners can learn successfully from their experiences. However, in this essay firstly, the reflective analysis model by Graham Gibbs is going to be defined which highlighting the key idea of the author behind designing this reflective model. In addition to that, the applications of this reflective analysis model in learning, self-assessment and self-development are going to be focused upon. Then again, the six different stages included by Gibb’s model of reflective analysis would thoroughly be discussed. Furthermore, the discussion will portray the significant benefits of this reflective analysis model in terms of producing an effective and useful reflective analysis besides taking consideration of the criticisms about this reflective analysis model. Eventually, the easy would be concluded with making a summarization of the important points covered in the discussion and developing valid recommendation relating to the way this reflective analysis model can be used to draft a successful self-reflection which can contribute to self-learning and long-term development of an individual learner.

The Concept Of Reflective Practice

(Source: Constantinou et al. 2020)

The term reflective practice can be defined as the capability of an individual of reflecting on their actions to involve in a procedure of continual learning. In addition to that this process involves taking consideration into the practical theories and values that are responsible for informing the day to day activities of an individual through analyzing the practice reflexively and reflectively leading to the development of an insight relating to own strengths and weaknesses. However, the key rational associated with reflective practice would experience alone cannot lead to the process of learning necessarily whilst a deliberate self-reflection on experience would equally be essential. Be that like it may, reflective practice plays a crucial role in a practice-oriented professional learning and development setting where the individual professionals or learners continue learning from the own professional experiences of them instead of through the formal knowledge or skill transfer or professional development courses(Constantinou et al. 2020). Therefore, it is considered as one of the most essential sources of professional as well as personal improvement and development whereas it is an equally significant method to combine practice and theory by dint of the reflection an individual would be capable to view with labelling forms of theory and thought in the context of their work. On the other hand, an individual that can reflect throughout their practice would not only considering the past events and actions but also would be having a conscious glance through their actions, experiences, responses and emotions along with utilizing that information for adding value to their existing knowledge and skill base aiming at reaching a higher degree of understanding (Dhaliwal, Singh& Singh, 2018). However, according to Online assignment help London experts, in Kolb’s cycle of reflective analysis, there are four different phases in a reflective practise which are concrete experience, active experiments, reflective observations and abstract conceptualization. These stages are going to be discussed briefly in the following discussion:

Concrete experience:

Concrete experience refers to a new situation or experience which would be encountered. However, it might involve the reinterpretation of the experience of an individual learner.

Reflective observation:

The reflection observation or analysis of the new experience is highly essential since it involves the inconsistencies and unpredictability between the understanding and experience (Crawley& Hendry, 2018).

Abstract conceptualisation:

Abstract conceptualisation associated with the reflective practice is responsible for providing an impulse to a new modification or idea of a past abstract concept which the individual might have leant from their previous experience. 

Active experiments:

In an active experiment, the individual learner continues applying their understandings, ideas and newly developed skills to the world across them to view the consequences and use the same to bolster their experience (Ahmed, 2020).

The Definition Of Gibb’s Reflective Model

(Source: Pianpeng & Koraneekij, 2016)

The famous researcher and scholar Graham Gibbs designed a reflective analysis model through facilitating the model of reflective practice associated with the experimental reflective learning cycle developed by Kolb. When it comes to describing Gibb’s model of reflective practice, it can be said the experiences of an individual is responsible for shaping their personality, character and behavioral traits and thus would impact their conduct in the professional field as well. However, the experience would not be enough to make a person grow effectively (Ardian, Hariyati& Afifah, 2019). Therefore, they require to reflect on their essential experiences for developing rules, principles and theories which would make them better and efficient at their job. Be that like it may, Gibb’s reflective framework involves a simple reflective cycle including six stages of self-reflection which would help an individual in reflecting on their existing experiences and understanding in the workplace. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses (Dressler et al. 2018).

Be that as it may, it is one of the most renowned cyclic processes associated with the reflective learning leading an individual learner through six different phases to help them explore their experiences. However, these six stages would include description, evaluation, feelings, analysis, conclusion and action plan (Dhaliwal, Singh& Singh, 2018). It is worth mentioning in this particular context that this reflective analysis framework would be an effective way of working through the experience of an individual learner. In addition to that, assignment writing in Highland experts, it can either be a situation which the individual may frequently go through or a stand-alone experience. Be that like it may, originally Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. Nevertheless, the action plan might end up becoming quite general in case of the stand-alone experiences whilst looking at the way the individual learner would choose to apply their conclusions in future (Crawley& Hendry, 2018).

The Key Idea Behind Developing This Reflective Cycle

(Source: Sekarwinahyu et al. 2019)

When it comes to portraying the key ideas behind the development of the reflective analysis cycle of Gibbs, it can be said Graham Gibbs, a psychologist and sociologist, conducted a research study named “Learn by Doing.” However, this study is all about inspiring individuals for thinking systematically about the experiences that they passed through during a particular event, activity or situation. Be that as it may, the reflection cycle of Gibbs would help the individual learner in implementing the study “Learn by Doing effectively and successfully in their learning journey to add value to their personal as well as professional development activities (Arumugam et al. 2017). Notwithstanding that he developed a circular framework of reflective analysis that is structured in six different phases. On the other hand, this model is responsible for breaking down the experience of an individual with allowing them to reflect on the experiences that they come across in their professional learning journey. Be that as it may, according to Graham Gibbs, the inventor of this reflective analysis framework, through reflecting on the learning experience of an individual learner, it would allow them to perform better as it would be taking place along with adding value to it for the future development of the individual (Li et al. 2020).

On the other hand, without the reflection on own learning experience of an individual learner, it would be quite difficult improving for the next time. According to Gibbs, it is tough enough to develop new skill sets simply through experiencing the activity, event or situation and hence to progress and learn fully, this reflective analysis would be vital.  In addition to that from the reflective analysis and through implementing the reflective cycle, one can be capable of taking away the core concepts and understanding from the experience on top of that they can recognise what has gone well with evaluating the areas that could further be improved (E-portfolio, 2019). As the above diagram indicates, in this reflective analysis process, the reflection is going based on three different analytical questions which are what, so what and now what. However, what query is answered in the description stage through considering what has taken place. Then again, so what is answered through considering the significance of the incident, activity or situation with analysing the level of self-understanding based on that situation, incident or activity. Thereafter, now what is all about the action plan for future which involves gaining insights for planning the future learning requirements accordingly besides taking account into what can differently be done in future to improve the performance level (Sekarwinahyu et al. 2019).  To know more about gibbs life cycle your assignments, you can also take assistance from SourceEssay Essay typer Geelong

The Six Reflective Stages Associated With Gibb’s Model Of Reflective Analysis

(Source: Tanaka, Okamoto & Koide, 2018)

1 st stage: – Description:

The first stage of this reflective analysis model is a description which demands a brief description of the event or experience for setting the scene as well as giving the context. Additionally, learning procedure should be described in detail in this step whilst it is essential answering the certain question relating to what happened during the incident and the timing of the incident as well as the individuals involved in the incident or activity. Additionally, there are questions regarding the role played by the individual learner who has been reflecting on their experience in responding to the incident or activity or situation and the outcomes of the entire procedure (Emery & Chang, 2017).

2 nd stage: – Feelings:

Feelings are all about the thoughts associated with the experience. Therefore, in this specific step of the learning cycle, the individual learner is supposed to explain and analyze the feelings which they experienced during the incident. However, it is worth mentioning that they are not supposed to evaluate or judge their feeling rather should simply state the same. Be that as it may, this step involves question like the way, the individual ended up feeling before and during the process and what they experienced or felt after the incident or activity. Then again, they need to consider the feeling or experience that their coparticipants might have gone through as well as considering whether their view relating to the incident can be changed in future (Tawanwongsri& Phenwan, 2019).

3 rd stage: – Evaluation:

The third stage of reflective analysis is the evaluation stage in which the individual learner needs to evaluate the good or bad experience they came across during the process. However, in this phase, the experience must be evaluated objectively with determining what have gone well and what have not gone very well. Moreover, it is very crucial to evaluate as honestly as possible for getting the best out of this reflective process. In evaluation step, the things that have gone well and the things that have not gone very well would be prioritised on with considering if the issues got resolved and the reasons for which the situation has been resolved or has not been resolved (Markkanen et al. 2020). Additionally, the positive or negative contribution of own as well as others to the situation would also be evaluated in this step of reflective analysis. Be that as it may, the key success factors of the activity must be taken into deliberation for reaching a thorough evaluation of the incident.

4 th stage: – Analysis:

This step involves analysis for making sense of the incident or activity or situation. However, this specific phase of reflective analysis is all about measuring the areas that have gone good out of the experience leading to allowing the individual learner to repeat the success factors in future. It is highly essential for assessing the downfalls with analyzing the reasons behind the failure and learning from the same to perform better in future. Therefore, it ends up ensuring that the entire experience would fully be assessed and analysed. Moreover,individual learner needs to describe what they feel has hindered or facilitate the situation aiming at exploring the available options for them to handle successfully a similar incident again (Harerimana, 2018).  Therefore, this step would provide the individual learner with an excellent scope of conducting some research analysis into the academic tools and models that may help them.

5 th stage: – Conclusion:

This step involves drawing a conclusion relating the aspects, skills and understanding that the learner has gained from the situation and relating to the areas which they could have executed differently to reach a better outcome. Therefore, in this step, the individual learner requires to evaluate the overall process with asking what else they could have been performed for improving the situation. The question relating to the outcomes of the situation, the activities that could be avoided, the way this could be done differently for improving the experience and the way it would be better for the participants involved would be concluded with summarising the personal skills that would be enriched in future using the information that the learner has accumulated in their analysis (Oxenham, 2016).

6 th stage: – Action plan:

This stage involves the development of an action plan for the way the individual learner can handle similar incidents in future including the usual changes that they may find more effective. In this step, the reflector ends up planning based on their conclusion and considering how effective they are going to position themselves so that they can deal better with a similar incident next time. However, the reflector needs to take realistic actions besides developing the plan for bringing about improvement in their performance. Moreover, in this step, the learner needs to identify the particular actions they can take now for building on their skills and knowledge. Additionally, they may include any coaching or training which they feel can benefit them. Furthermore, the reflector requires to identify the essential support or information sources to add value to their future action in response to a similar situation (Sekarwinahyu, Rustaman & Widodo, 2019).

The Applications Of Gibb’s Reflective Model In Learning, Self-Assessment And Self-Development

Gibb’s reflective model can be applied in a range of various ways. However, the individual professionals, as well as learners, can use this reflective analysis cycle for bringing about positive changes in their performance, skill sets and understanding. Additionally, it can be applied to incorporate positive changes the way an individual would respond to a situation. Furthermore, this reflective cycle can also be used as a coaching and mentoring tool for making the coaches and mentees aware of their strengths, behaviour and weaknesses with identifying ways to help them add value to their understanding, performance and behaviour to deal with the situations successfully. In addition to that, the reflective cycle at times is utilised in higher studies, specifically during conducting the internship assignment, this cycle plays a vital role in providing an intern with an understanding of their actions. Notwithstanding that, this reflective framework is also used for helping people in making sense of the situations at the workplace so that they would be able to gain an understanding relating to what they might have done well and the areas that they still require to work on to deliver better performance in future.

The Benefits Of Gibb’s Reflective Model In Terms Of Doing An Effective And Useful Reflective Analysis

The potential benefit of Gibb’s reflective model is that it is responsible for offering a structured model which can easily relate to.

In addition to that, it can provide a viable initiation for the individuals that are suffering from ambiguity regarding where they can start from (Tanaka, Okamoto & Koide, 2018).

It allows a reflector to evaluate all the levels of a specific situation.

This reflective model can easily be understood and used by individual learners (Sekarwinahyu, Rustaman & Widodo, 2019).

Additionally, it would allow an individual to learn over time depending on the experiences they have gained.

Moreover, this reflective model provides an individual reflector with an accurate and balanced judgement.

The Criticisms About Gibb’s Cycle Of Reflective Analysis

When it comes to discussing the criticisms about Gibb’s cycle of reflective analysis, it can be said that it involves a reactive method instead of a proactive method which can help improve the skillsets of an individual.

Additionally, it might be a superficial model of reflection since there is no scope for critical thinking, evaluating the situation depending only upon the assumptions of the reflector.

Furthermore, this framework would not include any detailed probing query on top of that it is complex for several individuals to discuss freely their feelings. You can get ample information on criticism of Gibbs cycle from write my Essay in Gold Coast experts driven by SourceEssay .(Tanaka, Okamoto & Koide, 2018).

At the end of this essay, a conclusion about Gibb’s model of reflective analysis can be drawn that this framework of reflective analysis is responsible for offering people with a structure in order to examine the experiences. In addition to that, the cyclic nature of this reflective model continues lending itself specifically well for repeating the experiences, enabling an individual learner learning and planning from things which either have gone good or have not good enough. As mentioned previously in the discussion, the researcher and scholar Graham Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses. However, it is one of the most renowned cyclic processes associated with reflective learning leading an individual learner through six different phases to help them explore their experiences.

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