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Road to transformation By: Rose Gordon CLICK HERE TO SEE PART 1 CLICK HERE TO CONTINUE TO PART 2
Road to transformation
By: Rose Gordon
CLICK HERE TO SEE PART 1
CLICK HERE TO CONTINUE TO PART 2
DAWN OF A NEW ERA◦ Purpose of Portfolio◦ Taking the first step
My learning Plan◦ Goals◦ Strategies to Accomplish Goals◦ Self Correction◦ My revised Learning Plan◦ Strategies to accomplish my Goals
Identifying Self in the Context of Workplace (Unit 1)◦ My Reflection◦ My Profile as a Worker◦ Preferred Perspective of Work◦ Approach to Work◦ Core Values◦ Professional Goals Achieved◦ Professional Goals to be achieved◦ Characteristics◦ Talents, Roles and responsibilities◦ Reference for Reflection◦ Reflection Continued…◦ Self Correction to Unit 1 Reflection◦ Self correction on Unit One
Content Change as the Challenge to Professional Stagnancy (Unit 2)
◦ Collaboration instead of individualism◦ Meet My Team◦ Our work space◦ My contribution to team work◦ Rational◦ Areas to include in Proposal◦ Dimensions for change that was left out◦ Critique done by Rose & D’Nell to Andrea and Naidia◦ My Reflection on completing Unit 2 activities◦ References for Reflection◦ Introducing The Springboards to Problem Solving
Springboards for Problem Solving in Work Setting (Unit 3)◦ Teams Make Things Happen◦ Motto: Collaboration instead of individualism◦ Unit 3 Reflection◦ Reference
Action Learning revealed (Unit 4)◦ Action learning revealed ◦ My Reflection on Activity 4:1◦ Activity 4:2◦ Activity 4:3◦ Action Learning Production◦ My Reflection on Unit 4◦ Reference◦ A Glimpse at My Workplace◦ Action Plan to Improve Workplace◦ References
My Development through Action Learning◦ Introduction to My Story◦ Conclusion◦ Reference
The next phase to complete the transformation process began in the work context EDLM 3007 located in the UWI open campus.A set of objectives were given that would serve as our measuring rod.
DAWN OF A NEW ERAThe mystery unfolds
This aspect of the portfolio is to highlight the experiences and insights that were gained from being engaged in the course EDLM 3007. It is also to serve as documentation of personal and professional development.This journey started in the work context EDLM 2008. It continued in the work context EDLM 3007. To get a glimpse of what the journey was like at the beginning go to Part 1 here if you so desire.
Purpose of Portfolio
I was not sure were the road would lead but I made every effort to complete my learning plan. The developing of this plan was important since it is an indication of my planned approach towards learning. By developing a learning plan, I will be able to assess the areas in which I most want to develop and the most effective methods to acquire skills and improve performance even in my workplace.
Taking the first step
My learning
Plan
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By the end of the semester I will have successfully completed the objectives that are set out under the various themes in the course guide for Reflective Practice in Action 11.I will have successfully accomplished:
1 Critiquing my profile as a worker2 Preparing profile of workplace context3 Interrogating theories that have influenced my practice as a worker4 Critiquing steps taken to manage talent or participate in activities intended to influence development of
my talents5 Examining world trends that support need for change6 Examining my readiness for the world of work7 Exploring levels and dimensions of change8 Examining in interim analysis of data collected9 Demonstrating creativity in organizing artifacts10 Explaining reasons for stagnancy rather than engage in professional practice11 Expressing approval or perturbation about place of theory in practice12 Defending preferred perspective of term problem13 Identifying springboard strategically use for problem solving in work setting14 Formulating workable definition of term “action learning”15 Monitoring selected approach to learning17 Sharing evidence of the contribution of “action learning”18 Reflecting on the intellectual qualities that enhance the problem19 Preparing reflective-reflexive reports on my experience of applying action learning principles
Goals
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1 Analyze actions that prevented me from being able to timely pace the course and improve on them (Sept.5th)
2 Construct a timetable with activities to be completed in order to manage my time wisely
3 Attend BBC and Skype sessions designed for course activities (Sept.-Nov.)
4 Formulate teams and collaborate with my online teammates to gain insights on areas not understood (ongoing)
5 Find several professionals and experts in the area of Reflective Practice to be a part of my team (ongoing)
6 Search for online and library resources that cover topics in the course (ongoing)
7 Constantly review my progress in keeping with strategies to determine success (ongoing)
Strategies to Accomplish Goals
After feedback from the e-tutor I watched the required videos and restructured my learning plan. As leaders/teachers it is important that we guard against taking meaning of terms for granted.
Self Correction
Goals: By the end of the semester I will have successfully completed the objectives that are set out under the various themes in the course guide for Reflective Practice in Action 11, I will have successfully accomplished:
Critiquing my profile as a worker Preparing profile of workplace context Interrogating theories that have influenced my practice as a worker Critiquing steps taken to manage talent or participate in activities intended to influence development
of my talents Examining world trends that support need for change Examining my readiness for the world of work Exploring levels and dimensions of change Examining in interim analysis of data collected Demonstrating creativity in organizing artifacts Explaining reasons for stagnancy rather than engage in professional practice Expressing approval or perturbation about place of theory in practice Defending preferred perspective of term problem Identifying springboard strategically use for problem solving in work setting Formulating workable definition of term “action learning” Monitoring selected approach to learning Sharing evidence of the contribution of “action learning” Reflecting on the intellectual qualities that enhance the problem Preparing reflective-reflexive reports on my experience of applying action learning principles
My Revised Learning Plan
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Endeavour to have a strong self-motivation and self-discipline so I will manage study time and schedule.
Ensure that I devote the same amount of time each week to course work as I would do in the traditional classroom
Eliminate certain activity that I like to do in order to balance my time
Ensure that I identify my learning goals and objectives and focus my attention on learning
Ensure that I engage in research in order to develop my critical thinking skills
Ensure that I communicate with my e-tutor whenever I need assistance
Be engaged in collaboration with other learners to solve problems and gain ideas instead of working in isolation
Ensure that I develop the skill of using basic technology
Strategies to Accomplish My Goals
Identifying Self in
the Context of
WorkplaceUnit 1
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Prior to embarking on the Getting Started Activity which required me to listen to a forty seven minutes concentration music, I was unaware of how powerful Classical Jazz Music could be. By listening to the music, I realized how this type of music can enhance concentration and get the creative juices flowing. I was able to create the following lyrics: Reflect reflect reflect reflect it may lead to the need to look again at the situation it may highlight the need to take some concrete actions
I must admit that although I struggled to listen to the music to the end, I learnt its value. The way forward is to develop the attitude of listening to this type of music in order to stimulate creativity.
My Reflection
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Before completing Activity 1:2, I had to first carry out research in order to gain an understanding of what it meant to read reflectively. After opening the article, I realized that my weakness surfaced. This weakness is not liking to read lengthy articles, especially if they are not exciting. In order to carry out the task of reading, I had to ensure that I managed my feelings so that I would be able to make a significant contribution to learning by sharing my work. By being engaged in the reading, I became aware of the various definitions for work. However, I had to draw on my prior knowledge and skills of information processing, especially as it relates to manipulating literature to generate meaning in context. Based on insights from the reading I agree with Malloch & Cairns (2010) who states that work is “an enabled purposive effort by an individual to initiate activity or respond to an issue or problem in a range of situations for some perceived (by them) productive end” (p.6).As it relates to place, I had no idea there were so many definitions of the term. Based on what I learnt from the theoretical reading, I define place as a physical or spiritual location or spaces in which we see ourselves as people and learners. I am glad I was able to manage my feelings and read the article because I was able to spot specific information that relate to the objectives of the course. The way forward is to ensure that I develop the attitude of engaging in a lot of reading to develop a liking for it. Before embarking on activity 1:3 which required preparing an autobiographical profile of me, I had to take time out to research the definitions of specific terms since I was unclear of their meanings. By doing so, I was able to prepare this profile.
My Reflection Continued
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Preferred Perspective of Work Approach to Work Core Values Professional Goals Achieved
My Profile as a Worker
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Work is an enabled purposive effort by an individual to initiate activity or respond to an issue or problem in a range of situations for some perceived (by them) productive end.
Preferred Perspective of Work
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Display a positive attitude towards others and work interdependently both towards personal and professional goals.
Collaborate with others and use my talent and experience to contribute to the goals of my school.
Demonstrate willingness to take cues from others (even students) as it relates to how my behaviour impacts them and make the necessary changes even if it means to up-end traditions.
Demonstrate willingness to put values into practice and welcomes unexpected detours.
Approach to Work
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Perseverance, nurturing, objective, integrity, honesty, gallant, equality, ethical, excellence, diligence, discovery, challenge, action oriented, collaboration, accountability, commitment, balance, community.
Core Values
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To work in the education sector, have an important experience job in teaching and a permanent job in this area.
To participate actively in my school and to work with others in the development of my abilities, attitudes, leadership and initiative.
To qualify for a prestigious school in order to implement my experience of many years in education
To use my skills for doing best in the organization that chooses me as its employee
Professional Goals Achieved
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Looking for a challenging position that would allow me to apply my educational knowledge in different areas.
To develop within my organization, apply knowledge gained to develop professionally, getting better every day and make the right decisions to accomplish goals and succeed.
To develop myself personally and professionally in areas where I can apply my up-to-date knowledge and experience.
To take the opportunities presented, overcoming the challenges imposed on me in order to achieve personal growth and dedicate myself professionally.
Professional Goals to be achieved
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Open mindedness, honesty, concern to become and remain well-informed, willingness to reconsider and revise views where honest reflections suggest that change is wanted, teachable , love to learn, believe investment in learning is worthwhile, humble and self aware of limits and needs, ambitious, action-oriented , hardworking, display leadership autonomous.
Characteristics
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Leadership, ability to handle change, writing, creativity, self management, imaginative, storytelling, communication skills, empathy, humour.
Supervisor, coach and educator, decision maker, coordinator/chairperson.
Talents, Roles and Responsibilities
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Activity 1.4 allowed me to apply what I learned in the previous courses about meaning-making and operational definitions. Using this previous knowledge I was able to come up with key words such as movement towards a goal, advancement, growth, continuous improvement, development, from a dictionary definition of the word progress. After assessing other standpoints, I expanded the definition to mean, a movement towards a goal through continuously keeping formal skills up to date and accepting challenging assignments and taking responsibility for educating oneself to acquire knowledge and skills along with social/emotional development. By comparing my definition with that of the specified chapter, I found that we differ because the writer sees progress as not only benefiting you as the individual but a larger portion of people. Therefore, I redefine progress to mean movement towards a goal through modernization and expansion to continuously expand knowledge, skills and accepting challenging assignment in order to bring about improvement in the wellbeing of oneself and the population. In light of this definition is to ensure that I assist those in my workplace so that it can be a progressive one.
Reflection Continues…
EDLM 3007 (2016). Unit 1: Theme 1: Identifying Self in the Context of Workplace
Retrieved from http://201610.tle.courses.open.uwi.edu/pluginfile.php/18364/mod_resource/content/2/EDLM3007%20Unit%201%20-%20Identifying%20Self.pdf
Insight Assessment (2016). Characteristics of strong critical thinkers
Retrieved from: http://www.insightassessment.com/Resource/Characteristics-0
Malloch M & Cairn C. (2010).
Retrieved from: https://www.sagepub.com/sites/default/files/upm- binaries/35381_5438_malloch_chap_01.pdf
Reference for Reflection
Self Correction to Unit 1 Reflection
Based on feedback from e-tutor regarding our approach to unit 1 activities, I self corrected
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I ensured that I completed the remaining activities before the designated time that the group decided to meet. The team met and I was asked to critique activity 1:4.I read the activity and assessed it requirements. I conducted research to gain different meanings on the word progressive. I found that all the definitions emphasized key words such as growth and development. I proceeded to read the related course material to the activity and made the necessary comments. Afterwards the group met and we had discussions on all that was done. It was at this point it dawned on me that I could have used the approach of finding multiple meanings while I was completing the activity on my own. To be progressive we have to develop the attitude of researching multiple perspectives on topics as a means of helping us to develop working definitions.
Self correction to Unit One
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During the discussions, I reflected on my profile as a worker and realized the importance of ensuring that I adopt characteristics that depict the spaceship culture to fit the changing society. I also questioned myself as it relates to my approach to work as to whether I demonstrated willingness to put values into practice and well known unexpected detours.
Self correction continues…
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It dawned on me that there is more to be done in this area. I now understand that work based experiences can allow me critique my profile as a worker because I can assess my behaviour against what I learned and gain more understanding about myself. Through this experience I will be able to assess myself to realize how flexible and adaptable I am, than before, to keep up with the rapid changes taking place in the world of work. Also, I can use it as a medium to assess my workplace to see if it is progressive based on information gained about a progressive work setting. In addition, it can be used as a medium to question the theories I have been using to guide my practice.
Self correction continues
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Listening to my group members share their insights from doing activities 1:5 and 1:6 and comparing it to what I had done, allowed me to fully realize that it is the action and behaviours of those in the work setting that influence how progressive it will be. My assessment of the workplace depicted in activity 1:5 showed that it is the action of the individuals that allows for the work setting to look unproductive and non progressive. It dawned on me that I should assess the steps that I have taken to participate in activities that are intended to influence the development of my work setting. An assessment revealed my weaknesses, therefore, I must take the necessary actions to improve these. I have to ensure that I help to contribute to making my workplace one where there is a level of trust and people feel valued and highly engaged.
Self correction continues
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As the discussion continued, it dawned on me how important it was to complete all activities. If I had not gone back to complete activity 1:7, I would lack knowledge of the theories that we can as teachers / leaders apply to situations in order to gain in depth knowledge. From the discussion, I was made aware of the importance of applying the relevant theories to assess a situation. As teachers / leaders we have to ensure that we use the correct theory that is applicable to the situation. As we delve into these theories, I gave thought to the need for me to engage in a lot more reading and exploring in order to be informed about the various theories that exists. I realize that that I need to take time out to engage in more research in order to have a wide scope of knowledge.
Self correction continues…
Change as the Challenge to Professional Stagnancy
Unit 2
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As we move to complete unit 2 activities the mystery began to unfold. A team approach was required to complete the activities. Here we had to change our approach and start working as a team to achieve the objectives set out in the unit.
Collaboration instead of individualism
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Follow the link to see what our workspace looks like:
https://goo.gl/7NvWRt (you have to log in to view this document)
Our work space
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Activity 2.3 (Rose and D’nell)
Change management for technology
Justification of the need for change
In order to develop the proposal we had to first create a rational which includes justification for the need of change. Although we had prior knowledge on dimensions for change from previous courses, research had to be conducted to gain information on Dimensions for change.
My contribution to team work
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In our rapidly changing society, we need to adapt to change and even take initiative to seek ways to change which would improve the organization on a whole. Due to globalization, our world has been transformed and has brought about changes in all walks of life. Forces such as technology, globalization, education reform and competition cannot be ignored. Thus, it is necessary to implement use of ICT in our schools as a means of revolutionizing teaching and learning. According to a study conducted by The National Science Foundation in California, it validates that teaching people how to be competent users of ICT is important so that they can be successful in their academic and work careers and effectively participate in the modern technological society. It was also mentioned that in the 21st century the ability to work with ICT is becoming essential to education, life and success. Also, the article stated that 82% of the respondents agreed that ITC should be considered as a basic skill in the educational system. In our schools over 45% of the students are learning below average and the teachers are unwilling to change their teaching styles to accommodate the students and ensure that the curriculum is being efficiently delivered. In addition, the course of study educational leadership and management has opened our awareness to the benefits of ICT mediated instruction and the importance of using the constructivist approach to teaching. it has also allowed us to realise that as professionals we should be ready to implement changes in this ever changing society.
Rational
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Outline of strategic approaches to change - that will include strategies that will be used- the most effective one being educative strategy
Should outline the responsibilities that as the leader will have in managing the change example, communicating the change, leading the change, creating the appropriate climate for change, conducting actions and setting and agenda
Give an outline of the aspect of the organization that will be affected e.g. teachers, students, Ministry of Education
Outline the impact of change on individuals; emotionally, intellectually, socially, technologically and psychologically
Areas to include in Proposal
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After using the instrument: Dimension for Change provided it was noted that the dimension left out was sociological which includes values, norms and cultural practices that impact the change process.
Changes to be made
Sociological will now be included as a dimension for change.
Dimensions for change that was left out
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From the completed activity, it is clear that there was a misunderstanding in meaning of what was required. Based on what was explained in the unit, a deeper reflection for action to ascertain what should be done in activity is essential.
The first part required individuals to consider the groups of stakeholders that contribute to a profession, career or work situation. The word stakeholder was misinterpreted. A stakeholders is a person with an interest or concern in something. In the context it is used it focuses on an individual. And so, hospital should not have been included as a group of stakeholders.
The second part of the question required individuals to find out the conceptual knowledge, disposition and skills that each group of stakeholder requires in order to function effectively. Although the table gave some information in that regard, separate columns could have been included to give a clearer understanding of how each is required to function effectively. Is asked for knowledge that doctors should have. What knowledge have to relate to work setting
It is therefore important to identify the key terms and get and understanding as it relates to how they were used in the context. According to the unit it is important to self assess, which includes, identifying key terms, clarifying terms or concepts, re-reading the task to ensure understanding in light of terms clarified and engaging in task analysis. These will ensure that task is completed well. As reflective practitioner, reflection before, during and after task is essential to for successful completion.
Critique done by Rose & D’Nell to Andrea and Naidia
My group indicated that I should work with Dnell to complete activity 2:3.Dnell and I met via Skype and did a task analysis to ensure we understood what was required of us. We also did research in order to gain an understanding of what a proposal was and the dimensions of change. While brainstorming to see what area we could use as a means of justification for change, we realized that teachers in our respective schools needed to become users of technology in order to keep with world trends. In the 21st century, the ability to work with ICT is becoming essential to education, life and workplace success. The areas highlighted by the world trend clock cannot be ignored, thus we saw it necessary to develop a proposal that seeks to implement the use of ICT mediated instruction in our schools.
My Reflection on completing Unit 2 activities
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After completing the task, we sent it to the Google Document that was created, to be critiqued by the designated group member. Our task was to critique activity 2:4 which was done by Andrea and Naida. We met again via Skype, did an analysis of the activity to ensure we understood what was required. We carried out research in order to gain a full understanding of words such as stakeholder, knowledge, skills and disposition. We also wanted to ensure that we did not take the meaning of these words for granted. Understanding the meaning of words is important especially if we are required to formulate working definitions for them. By critiquing this activity, I was able to become aware of the knowledge, skills and dispositions that I need as a teacher to function in an environment where the world of work is changing rapidly. I am now cognizant of the fact that lifelong learning has to be a choice and knowledge, skills and dispositions need to be a habit that is maintained over time rather than a college degree(Brooks,2014).We read the related course material for activity 2:4,prepared the feedback, then rejoined the group.
My reflection continues
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At this point we had discussions on all the four activities that were done and the feedback given based on the course material. I ensured that I did some recording as a means of evidence that I participated . I took time out to make the necessary adjustments to the activity I did based on insights from course material. From the discussions, I learnt the importance of guarding against professional stagnancy. I also learnt the importance of giving serious attention to each area that the global trend clock highlights. My awareness was opened to the fact that I can use these areas as a basis for ensuring that I become a life wide learner who is open to change (EDLM Unit 2, p.36).I was made to realize that by integrating principles from theories about change, research, professionalism and critical thinking will allow me to provide high quality work. In addition, I learnt that my beliefs, customary practices and attitude towards research are indicators of the kind of research culture I am likely to influence as a leader/worker/learner (EDLM 3007, unit 2, p.47).The way forward is to ensure that I make every effort to adopt the correct dispositions, skills and knowledge that will enable me to become an effective worker within my work context.
My reflection continued
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Brooks, B. (2014).15 career trends every young professional should understand Retrieved from www.barretbrooks.com/top-trends-world-work-every-youngprofesssional-should-understand/EDLM 3007 Unit 2-Change as the challenge to professional stagnancyRetrieved from 2016.tle.course.open.uwi.edu/pluginfile-php/18374/mod_resource/content/2EDLM3007%20units%202%20%20change%20as%20the%20challenge.pdf
References for Reflection
Introducing The Springboards to Problem Solving
Springboards for
Problem Solving in
Work Setting
Unit 3As I move into this unit the mystery unfolded. It was evident that there had to be a change in the way I approach problem solving in my workplace. There should be a structured approach to problem solving than a haphazard one. Hence, the springboards highlighted above allow for a structured approach.
As I worked with my online team members I realize the values of using a team approach to problem solving. Although there were some bumps at this point I did not give up. I hang in there with my team and used my talent of being able to motivate others to keep members going. As a result we were able to complete our task that required using the springboards for for problem solving.
Teams Make Things Happen
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Motto: Collaboration instead of individualism
Our group New Dimension Reflective Practitioner, which emerged out of the wider EDLM 3007 work context presented Phase three of the Collaborative Task Great things can
be achieved from team work
I agree that learners are aware of the springboards they use to influence their choice of solution for problems and whether or not these are appropriate. The course EDLM 3007 has raised this consciousness as far as I am concern.
My Reflection on Unit 3
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As a learner in the EDLM 3007 work context, my interaction with the various activities in unit three done by my team has opened my awareness to these springboards that I can use to influence my choice of solution for problems and whether or not they are appropriate. I have been made cognizant of these through having to engage in research while reading the unit. From the discussions and validating of work done by each team member on these activities, I have been made cognizant of the fact that observation along with conversing with others and reflection are essential to arrive at a conclusion that a problem exists. The insights gained from activity 3: 1 allowed me to fully realize that observation is an essential method of data collection. My knowledge as it relates to the different methods of observation has been increased as such that my personal agenda is to make use of these when embarking on action research.
Reflection Continues
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In addition, these activities have increased my capability as such that I will now ensure that I examine the role that my perception plays in my decision as I endeavour to identify a problem in order to move to solution. They also suggest to me that these springboards are appropriate because they allow for a systematic approach to problem solving and are more effective than using a haphazard approach. Good problem solving is skills are fundamentally important if I am going to be successful in my career. To be an effective problem-solver I need to be systematic and logical in my approach (Mind tools, 2016).Moreover, I fully understand that each stage of the springboard is relevant as they allow for a more structured approach to problem solving. By spending some time defining the problem will not only allow for understanding it more clearly but also allows for communicating its nature to others. The structuring period allows for the gaining of more information about the problem and increase understanding of it. This stage allows for fact finding and analysis, building a more complete picture of both the goals and barriers. This stage is essential for problems of more intricate nature. The stage of looking for possible solutions allows for brainstorming to create a range of possible course of action (Skills you need, 2011).
Reflection Continues
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Activity 3:4 stands out in my mind because it has increased my alertness. This is so because I have been enlightened about the techniques that can influence my choice of a solution to a problem that I have formulated. The three that stand out most in my mind are brainstorming, drilldown and the fishbone diagram. I will endeavour to use the drill down especially during my practice, since it will allow me to understand the root causes of problems that hold up my organization (GeekPRENUER, 2016). By being engaged in the process of reading through the unit in order to understand the springboards for problem solving allowed for me to become even more aware of these springboards that we can use to influence our choice of solving problems and whether or not they are appropriate. This course has certainly helped in opening my awareness and debunked certain perceptions I had.
Reflection Continues
EDLM 3007, Unit 3 Springboards for Problem Solving in the Work
Setting Retrieved from
http://201610.tle.courses.open.uwi.edu/pluginfile.php/18380/mod_resource/content/2/EDLM3007%20Unit%203%20-%20Springboards%20for%20Problem%20Solving%20%281%29.pdf
Mind tools, (2016). How good is your problem solving? Retrieved from https://
www.mindtools.com/pages/article/newTMC_72htm Skills you need (2011). Problem solving Retrieved from
http://www.skillsyouneed.com/ips/problem-solving.htm/
Reference
Action Learning
revealed
Unit 4Development through Action Learning
According to Mc Gill and Brockbank(n.d), “Action learning is a continuous process of learning and reflection with the support of group colleagues, working on real issues” (para.1).
It was at this time I realize what was at the end of this journey. The mystery unfolded and action learning was revealed. As I move towards this milestone, I had to test myself to see if I was developing or stagnant. As I embarked upon completing the activities the answer came to me. Action learning is the way to go to keep with world trends and to guard against stagnancy.
Action Learning Revealed
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Before embarking on this activity, I had to do some investigation as a means of understanding what Scriblink was. After conversing with my teammates, I attempted to do the task but encountered difficulty in getting onto scribble link or another online tool to do it. I sought the help of my team mates and realized that others were experiencing the same problem. After attempting several times, Shanna found a tool to be used, so we decided to do it as a collaborative task. Shanna sent an invitation to all of us. We worked collaboratively to brainstorm ideas regarding action learning. While doing so we were provided with the opportunity to develop knowledge and understanding. I experienced difficulty at times in manipulating the tool in order to add my thoughts. However, I was guided along by my team mates. At the end we decided to use this collaboration as an artifact. After brainstorming to come up with ideas, the team decided to compile a collaborative definition. We assessed the various ideas then negotiated to see which should be kept and which should be deleted. We then came up with a comprehensive definition. .
My Reflection on Activity 4:1
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Action Learning Production
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After assessing the group’s definition, I used it as a guide to come up with my own definition. I define action learning as a systematic process in which individuals on a team whether it be workplace or workspace are committed to learning, by doing based on the argument that learning requires action and action requires learning, towards team and organization development. According to Ruebling (2007),"Action learning is a dynamic process where teams meet regularly to help individual members address real issues through a highly structured, facilitated team process of reflection and action."(para.3). This process provided us with the opportunity to inquiry and collaborate in order to develop knowledge and understanding at the appropriate time when there is an immediate need to resolve a complex problem. This activity allowed me to gain insights on the importance of action learning. I now realize the importance of integrating it in my practice. ReferenceRuebling,D.(2007).Action learning Retrieved from http://www.rueblinggroup.com/pdf_articles/action_learning.htm
My Reflection on Activity 4:1 Continues
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Before embarking on this activity, I had to delve deeply into the readings on action research as action learning in order to identify the action learning principles that are made use of during my approach to problem solving using action research. The approach of conversing with members of staff, after careful observation, to identify the problem that would be my action research topic and to decide what the intervention should be like, demonstrates the use of action learning principles.
By taking on the task to implement a programme of parent education, using teach the parent sessions, to bring about change in parents attitude and behaviours, as it relates to their involvement in the activities of the school, demonstrates a process where learning will be drawn from experience. The learning from experience will also take place for the members of staff as they will learn that teachers and parents have a shared responsibility in the education process. This learning from experience shows the use of action learning principles during my approach to problem solving using action research. Both action research and action learning are about learning from experience (Dick, 2000).
By deciding to become a participatory researcher and implement an intervention programme, as a means of helping parents to change themselves, as it relates to their participation in the school life of their children, also shows that I have deliberately integrated action learning principles as part of my approach to problem solving using action research.
Activity 4:2
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The approach where a ‘Parent Place” stocked with resources will be established, for parents to work collaboratively on activities and have access to information and support from facilitators of workshops, to enhance their skills (Krogh, n.d), also shows the integrating of action learning principles. The fact that the workshops will allow for the parents and the researcher to be one and same, as they engage in participative problem solving school based activities, also demonstrates that action learning principles are made use of. The incorporating of sessions, where parents will practice what they learnt, through role-play and scenarios, also show the integrating of action learning principles. Action learning is more than a dialogue or discussion group. It allows for members to actually apply their learning between groups and meetings (Authenticity consulting, n.d.). Furthermore, by providing a framework for the practice of learning, teaching and professional development through the designed workshops and practice sessions, shows the integrating of the action learning principles. Overall the idea of establishing this parent place as a means of continuous training and development beyond the period of intervention, in order to create a culture of lifelong learning, demonstrates the integrating of action learning principles.
In addition, the inclusion of an evaluation to assess the outcome of the programme, using interviews with the parents, after the intervention, shows that I have strategically integrated action research principles as part of the process.
ReferenceAuthencity Consulting, LLC, (n.d).Action Learning (peer Coaching Groups): Some Related Theories Retrieved from www.authencityconsulting.com/act-lrn/a-l/theory.htmDick, B. (2000). Action learning and action research Retrieved from www.ard.com.au/resorces/actlearn.htmlKrogh, C. (n.d). Action research as action learning as action research as action Learning…at multiple levels in
adult education Retrieved from http://www.avetra.org.au/abstracts_and_papers_2001/Krogh_full.pdf
Activity 4:2 Continues
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Action research and action learning can be compared to experiential learning because all are cyclic and involve action and reflection and reflection on that action (Alara, 2012).In assessing my approach to problem solving using action research, I realized that there are some gaps in my proposed plan of action that is developed for my action research for EDLM 3004.
Although I have ensured that roles and responsibilities are assigned, the principle of action learning that requires a review of the action that will be taken was ignored. I have also ignored the planning that should occur after the review. Additionally, I have not considered the action that should follow after the review and planning. As a result of not taking these into consideration, I have ignored the principle of action learning that speaks to critical reflection, that should be informed by conscious theories and assumptions, which should be used to plan the next experience (ALARA, 2012).It is said that action research helps members solve problems and learn primarily by their ongoing dialogue in their groups, that is all members pose probing questions and supportive challenges to each member (Authencity Consulting, LLC, n.d). Again I realize that my approach does not allow for members, which are a part of the action research team, to pose probing questions and supporting challenges to each member of the group.
In addition, I found that I did not pay attention to the principle of action learning which highlights that participants should be allowed to learn from insights rather from just collecting knowledge and advice. This realization came about after assessing the way the workshops are structured. Therefore, there has to be a restructuring of these, so that they allow for participants to ask probing questions, as this will help them to reflect on their experience. By engaging in this reflection they will be able to take apart and put back together again how they perceive their challenges, goals and issues (Authencity Consulting, LLC, n.d).
Activity 4:3
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By being made aware that the evaluation process is a mixture of “process and outcome”, I realize that I have not given any attention to the aspect of the evaluation that deals with the process. This is so because the evaluation of the programme is centered on the outcome. As it relates to the evaluation methodology, some principles of action learning are ignored. Despite the fact that there will be qualitative interview with the parents, there should be the inclusion of an interview with the management involved in the workplace before, during and after the planned programme (Krogh, n.d).I also realized that I have not paid attention to the principle that requires respondents to write their reflection on their learning experience.
By being made aware of these gaps, I have to ensure that I make the necessary adjustments in order to ensure that action learning is incorporated in my approach to problem solving using action research.
Reference
ALARA (n.d).Action Learning Retrieved from http://www.alara.net.au/aral/actionlearningAuthencity Consulting, LLC, (n.d).Action Learning (peer Coaching Groups): Some Related
Theories Retrieved from www.authencityconsulting.com/act-lrn/a-l/theory.htmKrogh, L. (n.d).Action research Retrieved from
www.appstate.edu/%ESanderSr/rcoe/ActionLearningTools/Action%20Learning.pdf
Activity 4:3 Continues
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Using the objectives as though they are questions, reflect on your development or stagnancy. Your reflection should be supported with examples from the learning activities you have done.By being engaged in the activities in unit 4, session 1, allowed me to realize that I show a lot of vitality as it relates to my learning. In assessing myself against the objectives of the session, I see myself as progressive rather than being stagnant. I say progressive because I found that I took the approach of searching for information; reading, analyzing and evaluating this information and collaborating with others in order to complete the activities of the session. In addition, I demonstrated confidence that I would figure out what to do after realizing from the tutor’s feedback that my team had not approached the activities in the correct manner.
My Reflection on Unit 4
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By being engaged in the activity where I had to construct a mind map demonstrates the high level of vitality that I show towards my learning. After realizing that I was experiencing difficulty in accessing the online tool to do the mind map, I did not endorse the thought that it is totally out of my control. Instead, I resorted to finding my other teammates who were experiencing the same difficulty and who had the expertise and adopted a team approach to solving the problem. By doing so, we were able to create mind map. Was I able to formulate a working definition for the term action learning? The answer is yes. This definition can be found in activity 4:1. This experience allowed me to give considerable thought to what I was learning and as a result, I classified it as one of the best learning experience. From experiences like these we can learn the importance of asking probing questions whenever we do not know a great deal about a specific area.
My reflection Continues
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In addition, we can learn the importance of team members learning about each other early in the action learning experience. From these moments we can learn that as an action working learners we should ensure that within the set, there is a facilitator who monitors to find out the background and skills of the set and how these can be used to potentially contribute to the problem resolution. Most importantly, we will gain insights into the value of determining norms that will determine how the set approaches the problem. Furthermore, this experience can allow individuals to develop competences because of being able to invent their own process. As in the case of our team we had to invent our own process in order to complete the mind map. By drawing on the intellectual resources of other members will also help individuals to develop competency. I was able to develop more competency as it relates to the use of the computer by drawing on the intellectual knowledge of other team members.
My Reflection Continues
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Through these activities, I was able to critique my personal approach to learning. They allowed me to assess whether my approach was that of a traditional or transformational one. Reflecting on my approach while engaging Activity 4:1 allowed me to realize insights that I am developing because I am moving away from the traditional approach to learning to a more transformational approach. I say developing because I have been able to collaborate with others, to be an active participant, problem solver and planner during the process of creating the mind map and constructing a definition for the term action learning.
My Reflection Continues
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As I moved towards a sophisticated technological aspect, I was willing to adapt to the new forms of knowledge and skills that were required to become an effective member of the team. This allowed me to realize that as an adult learner, it is essential to acquire new forms of skills and knowledge, in order to become an effective member of the workforce of the future (Mezirow, n.d.). Additionally, I have been made aware that my aim for participating in an action learning environment should be to gain access to information that I will be able to adjust myself in the world (Mezirow, n.d.). My openness to others perspective and willingness to listen and search for common ground as we worked towards a comprehensive definition for action learning shows that I am that I am more progressive than stagnant.
My Reflection Continues
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Reflecting on my action research plan, while completing activity 4:2 and 4:3, also demonstrates to me that I am moving towards a transformational approach. This is so because I endeavour to incorporate parents into the action research process primarily because I perceive them as the key teachers, goal setters, planners and a means of resource. Despite the move to transformational learning, I realize that there are gaps to be filled. There is need to become more involved in the school community as it relates to using coaching as a means of enhancing performance, building relationships and promoting learning and development. Therefore, the way forward is to be more proactive and be ready to give feedback as a means of enhancing performance in my school. As I reflect on how we used team approach to address the unfamiliar problem of compiling the table for the orientation activity, allowed me to realize the importance of not only coaching but also pooling intellectual capital. By being given these moments in the field as action-working learners can help us to realize that by pooling intellectual capital has a superior worth strategically for an organization and allows it to be better able to deal with change dynamics (Dilworth, n.d).
My Reflection Continues
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By being engaged in activity 4:2, which allowed me to critically examine my approach to problem solving using action research allowed me to reexamine my approach .I have started taken note of the gaps and is constantly assessing myself to ensure I adhere to what is learnt.I will therefore say yes I was able to monitor a selected approach to problem solving using the principles of action learning. From this I also realize that I am progressive because I have made the commitment to make necessary changes in the design because of being made aware that there are some principles of action learning that have been ignored. My overall engagement in the activities has allowed me to realize that I am progressive because I have been able to share evidence of my contribution to learning through the posting of artifacts in the discussion forum. Additionally, I have given access to my peers to view my previous portfolio as a means of using the feedback to enhance my professional development as it relates to aspects of action learning that can be incorporated. It is my intention to add my action research plan, evidence of implemented progresses and reports to my portfolio. Was I able to share evidence of the contribution to action learning to professional and organization development? The answer is yes.
My Reflection Continues
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Dilworth, R. (n.d).Action learning in a nutshell Retrieved from www.itapinti.com/index.php/about-us/articles/action-learning-in-a-nutshell Mezirow, J. (n.d.).Transformative learning: Theory to practice Retrieved from: http://www.dickriversideinnovationcentre.co.uk/wp-content/uploads/2012/10/Transformative-Learning-mezirow.pdf
Reference
Based on feedback from the e-tutor this self correction was done. The mind map that was constructed by all members of the team during my
engagement in activity 4:1 is shown below. Assessing me as it relates to my approach to learning, I must add that I continue to move towards the transformational approach. I say transformational because I have been engaged in the online learning medium as a means of developing myself professionally. My interaction with the various courses during my studies has led to a deep shift in my attitude. Prior to embarking on my course of study, I would say traditional because my custom was to ignore any perspective that is odd to mine. However, there has been a shift in my attitude especially as it relates to my workplace. I am now open to use the perspective of my colleagues to question my held beliefs, values and assumptions and even use it to make the necessary changes. Mezirow as cited in (Koth & Cranton, n.d), articulates that when the perspective lead to an examination of previously held beliefs, values and assumptions, the potential for transformative learning exists. This learning occurs when the individual changes in noticeable ways. At my workplace, I have made the necessary changes to my teaching methods based on insights gained from being engaged in my course of study, staff development sessions and workshops conducted by the Ministry of education.
Self Correction to Unit 4 Reflection
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Reflecting on the objectives and the question as to whether I was able to monitor a selected approach to problem using the principles of action learning, I must say there is a move towards transformational learning. This is so because I have used a team approach in my workplace to discuss the problem that is identified for my action research and to develop a programme as a means of solving it .Additionally, I have incorporated persons outside of the school community with the skills and knowledge in specific areas to be a part of the intervention programme. As it relates to the gaps, I must I say I erred where team members should be allowed to ask piercing questions to other members of the team because this is a principle of action research. The approach used was that where team members posed questions directly to me. It is said that action research help members to solve problems and learn by their ongoing dialogue in groups, that is all members pose probing and supportive challenges to each other (Authencity, LLD.n.d).Therefore, the way forward is to ensure that this approach is used at all times during our meetings. Also, there is a gap where I omitted the principle of action learning that speaks to reflection informed by conscious theories and assumptions which should be used to plan the next experience (ALARA, 2012).The way forward is to ensure that I make the necessary changes. As it relates to showing evidence of contribution to action learning for my organizational development, I must say my action research proposal is evidence of such.
Self Correction Continues
Mind Map Created by My Team
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A Glimpse at My WorkplaceMeeting with parents, members of staff
and education officers
Workplace
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A Glimpse at My Workplace Continues
Meeting with members of staff
In order for me to show my development it is important that I give insights of what I have being doing in my workplace.
Click here to view my action action research proposal google doc
(You need to login to view the document)
Action Research proposal to Improve Workplace
References BusinessDictionary.com (2016). Definition of the word problem.
Retrieved from: http://www.businessdictionary.com/definition/problem.html
Convergence training (diagram 1). Retrieved from https://www.convergencetraining.com/problem-solving-strategies.html
EDLM 3007. Springboards for Problem Solving in Work Setting. Unit 3. Retrieved from: http://201610.tle.courses.open.uwi.edu/pluginfile.php/18380/mod_resource/content/2/EDLM3007%20Unit%203%20-%20Springboards%20for%20Problem%20Solving%20%281%29.pdf
Rebour,M.(n.d). Effective Problem solving techniques for groups
Mayer, R and Whitlock, M. (2009). Problem Solving. Retrieved from www.education.com/reference/article/problem-solving/
Sigsigma.net (diagram 2). Pugh Matrix. Retrieved from http://www.whatissixsigma.net/pugh-matrix/
All animated pictures adapted from Google Images
My Development through Action
LearningSharing my story
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Mc Gill and Brockbank (n.d), define action learning as “a continuous process of learning and reflection with the support of group colleagues, working on real issues” (para.1). “Practicum is a professional field experience program designed to provide the student with the opportunity to work in a professional environment under the supervision of an experienced informative professional with the guidance of a faculty member” (School of information sciences, 2016). The purpose of this paper is to demonstrate how my efforts to use action learning to solve a problem while on my practicum field work at my school helped me to achieve the stated goals of the course EDLM 3007. My course EDLM 3004 has afforded me the opportunity to undertake an action research within my school as a means of fulfilling the requirements for my practicum. For this research, I had to identify a real problem within my organization that would be the topic for my action research. “Action research is disciplined process of inquiry conducted by and for those taking the action” (Sagor, 2016). Based on observation over a period of time and conversing with members of staff, I realized that the lack of parental involvement in the activities at the school was a major issue. To begin dealing with the issue,
Introduction to My Story
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I asked members of staff to be a part of my team as I attempt to bring about change in the attitude and behavior of the parents within the school community. We met as a team and I shared what was observed with the members. During this time we discussed the problem and distilled the issues until the root of the problem was identified and articulated. After outlining and clarifying the problem, we discussed strategies that could be used to deal with the problem. As a result I decided that a programme of education for parents of grades 4-6 would be best for my intervention. It was from this decision that the topic: Will a programme of education for parents improve the parents of students in grades 4-6 participation in the activities of ABC school. The implementation of the programme will take place in January 2017. The outcome of this programme will be brought back to the team for analysis and further discussion. Team members will be encouraged to document learning points in order to ensure that the learning is made concrete and available to others. Reflection will be done on the process to see how it could be refined and made more effective another time.
Introduction to My Story Continues
GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
CREATIVE THINKING
The description of the program to be implemented and the project schedule that are in my proposal are evidences of my creative thinking to produce work that is of professional and technical qualities. The description of the programme outlines the various activities that will be incorporated in the programme. The project schedule outlines all the timeframe, resources etc.This table had to be done using APA rule. This whole aspect of creative thinking is linked to unit 4 which highlights the importance of using creative thinking to produce work of professional and technical quality.
The dimension of the workplace that is addressed is the human aspect which are the parents of the school. Dimension of the problem that is addressed is parental involvement as it relates to volunteering in classrooms assisting children with work and being involve in PTA meetings.
The team approach that was used as a means of identifying the problem, formulating a plan of intervention as a means of solution and documenting learning points are aspects of action learning. The afore mentioned action learning approach helped me to achieve the goal - Applying creative thinking in producing working of professional and technical quality. According to Ruebling (2001) “Action Learning uses a very structured approach that allows for deep questioning from team members.” (para.3). The follow up questions from my team members which required me to be specific as possible about what I decided to commit to for the action learning, the resources, timing and who else would be involved allowed for me to think creatively not only about how I would identify stakeholders that would be used, but also about how I would designing my research proposal to implement specific actions. In designing my proposal I had to think outside the box in order to show my team members what would be incorporated in the intervention programme that would be implemented.The many ideas and thoughts and ideas that came to my mind as well as suggestions from the team members were written down. These notes helped me to decide what actions I would be committed to. It was from this that the idea to implement a programme of parent education developed. Through the application of this creative thinking, I was able to produce a detailed description of the programme to be implemented in my proposal. In addition, I had to engage in deep thought in order to devise a way to build a network outside of my team, listen to the views and assess them in order to reconstruct my ideas about my project schedule. This allowed me to construct a detailed project schedule which shows timeframe, activities, responsibilities and resources.
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GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
TALENTS/ GIFTS
The artifact in my portfolio is a picture which shows a large group of individuals in a setting which is a meeting of parents, teachers and the education officer meeting. demonstrates how I was able to achieve the goal to contribute talents and insights to stakeholders in my school community as a means of getting them to engage in the plan of action to be implemented. This goal relates to unit 1 which highlights that team life at the workplace can contribute to the identification of talents and provide for talent management..
The dimension of the workplace to be addressed is the human aspect which are the different stakeholders. Dimension of the problem that is addressed is parental involvement as it relates to assisting with home work to help their children to reach the highest potential
I must say that my effort to use action learning has helped me to achieve the goal; Contribute my talents and new insights about practice in a selected specialist area/field or discipline, to a work-based community or team.” Action learning is a process that requires members to work together primarily by sharing questions and taking actions between meetings”(AON,2016).Therefore, the adoption of this process allowed me to contribute my talent for building engagement among population in my Reflective Practice course to my organization. This was evident where I was able to bring all the individuals that would be engaged in my action research together and bring engagement to life as I described what the success of the intervention would look like through the use of powerful descriptive and emotive language. Also, this approach helped me to open their awareness to the effectiveness of using a team approach as opposed to individualism to solve problems in the school. In addition, I was able to pass on insights gained about action learning and its benefits to all involved. Continue
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GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
DYNAMICS OF CHANGE
The artifact that can be found in my portfolio is a picture with some members of staff shown sitting in a meeting. This meeting was held during a jeans day at the school. This is a part of the group since I had to observe ethical principles. The achievement of this goal is essential as it is linked to unit 2 which speaks of change as guarding against professional stagnancy.
The dimension of the workplace to be addressed is the human aspect which are the members of staffs. Dimension of the problem that is being addressed is parental participation as it relates to attending meetings and school events
Every successful journey needs someone who knows how to read the map (Creative Change Associates, n.d).By making efforts to use action learning as a means of finding a solution to the problem identified, helped me to achieve the goal; Cope with the dynamics of change from attempting to strategically solve work-related problem. By meeting with the principal, education officer and members of staff and parents to get an accurate picture of the current situation through questions that focus on underlying cause and long term solutions shows that I am dealing successfully with the discovery aspect of the dynamics of change. By getting the entire team to help to design the strategy for achieving the goals shows that I am dealing successfully with the design aspect of the dynamics of change. By assigning roles and responsibilities to the members of the action team shows that I am dealing successfully with the deployment aspect of the dynamics of change.Continue
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GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
PROFESSIONAL DEVELOPMENT IN THE WORKPLACE
The artifact in my portfolio that is related to this goal is my action research proposal. In this proposal can be found all the areas that are designed to strategically resolve the problem. The achievement of this goal is crucial since it is linked to unit 4 which speaks to action learning and action research as a means of solving problems to demonstrate development of self and the organization.
The dimension of the workplace to be addressed is the human aspect which are the parents.The dimension of the problem being addressed is parental participation in school events and activities.
My effort to use action learning has also helped me to achieve the goal - Provide evidence of professional development from being engaged in work-based learning. Work based learning forms part of students' degree course and encourages the application of academic knowledge in the workplace while enhancing personal and professional skills (University of Chester, 2016).It is the opportunity afforded to me through practicum that I was able to engage team members in identifying the problem in my school so that I could develop my action research proposal. Practicum is a part of my degree course in Educational Leadership and Management that I have undertaken as a means of professional development
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GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
INTELLECTUAL QUALITIES & SKILLS
The artifact of evidence in my portfolio is the project schedule that can be found in my action research. In this schedule is highlighted the various expertise that will be drawn on during the intervention programme. This goal is linked to unit 4 which speaks to relying on intellectual qualities as a means of ensuring that you do not act in ways that are disempowering.
The dimension of the workplace to be addressed is the human aspect which are the parents. The dimensions of the problem to be address are the development of parenting skills and knowledge
My efforts to use action learning also helped me to achieve the mentioned goal. The programme that will be developed requires the expertise of individuals who have knowledge and skills in areas that members of staff are not competent in. Therefore, the team approach that is afforded by action learning caused me to have to count on my intellectual courage to address the view points of the others even when I had strong emotions against these. In addition, I had to use fair-mindedness to be able to treat all view points alike without reference to my own feelings or those of my friends. In addition, I had to count on my intellectual skills to ensure that I incorporated ideas given by team members with that of my own. One of such ideas is incorporating the expertise of selected individuals apart from those in the school community to be facilitators for the workshops. Continue
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GOALS OF COURSE
DESCRIPTION OF ARTEFACTS IN PORTFOLIO & LINK TO UNITS
DIMENSION/S OF THE WORKPLACE & PROBLEM ADDRESSED
REFLECTIVE STORY ON ACTION LEARNING
VALUE OF THEORY IN PRACTICE
The literature reference list in my action research proposal that is placed in my portfolio demonstrates appreciation to the value of theory in practice. These list of references show the different prospective and concepts about parental involvement. In unit 1 we are warned about the taken for granted behaviours such as our dispositions as we make use of theories to guide our practice..
The dimension of the workplace addressed is the human aspect which are the candidate and parents. The dimension of the problem that is addressed is parental involvement
Through the team approach made available through action learning, I was able to achieve the goal – learn to appreciate the value of theory in practice through efforts to use action learning. “Theories are collections of concepts about some real world are of concerns or interest which facilitates explaining, predicting or intervening” (What’s A Theory n.d). It is through the use of team effort to put forward ideas for my action research proposal I learn to appreciate the concept put forward by Dick (2000), which states that both action research and action learning can be put side by side to experimental learning. It was referred to as drawing learning from experiences. During the period of identifying the problem and putting together a project schedule as a means of solution, I realized how much each of us learned from the experience. In fact, I came to realize that I should incorporate theories on parental involvement in my list of literature references for my action research.
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Reflecting on all that is mentioned above I believe I have made great strides towards professional development as I have demonstrated openness to learn and to put this learning into practice. This is evident where I have endeavored to make an effort to incorporate what I have learn about action learning in my attempt to identify the problem in my school and find a possible solution. In addition, this development is evident where I have taken proactive steps towards conducting action research in my organization as a means of moving it towards being more progressive. Furthermore, I have relied on others to help with the identification of the problem and possible solutions as I endeavour to bring about change in my organization.
Conclusion
Creative Change Association (N.D) Dynamics of Change Retrieved from http://www.creativechange.org/dynamics-of-change
Dick, R. (2000) Action Learning and action researchRetrieved from www.aral.com.au/resources/actlearn.html
McGill, I & Brockbank, A.C. The Action Learning Handbook: Powerful Techniques for Education, Professional development training.Retrieved from https://www.questia.com/library/108763483/the-action-learning-
handbookpowerfultechniques
School of Information Science 2016. PracticumRetrieved from https://school,Illinois.edu/current-student/practicum
Saqor, R. (2016). Chapter 1. What Is Action Research? Retrieved from http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx
What’s A Theory (N.D) Retrieved from https://zcomm.org/wp-content/uploads/zinstructionals/www/RTInstruc/id6.htm
Reference
