Reflective Learning

certainty Module 1. In your answer, identify the main lines of argument and differences in points of view between the commentators and the author. Justify your avow point of view regarding the splendor of manifestation to individual and organisational performance. DiChiara (2002) states that there are a multitude of companies that anticipate to create an environment where learning and creativity tail end flourish, but in practice fall get around due to a lack of understanding of what is truly required to facilitate broody learning.DiChiara concerns his comments around the delegacy in which the organisation can engage bases to nurture and develop communities where reflective practice takes place. In contrast, Raelin (2002) concentrates on the reflective skills (Raelins five principal skills) that can be used by individuals in a crowd setting to encourage reflective practice. The main focus of DiChiara is around the importance of a safe space to set aside the environment c onducive to materialization and the development of communities of practice.Indeed, this is identified as the essential building block necessary, which indicates that the duty of learning is mainly placed on the organisation and not on the skill of the individual as Raelin suggests. McArthur (2002) uses his commentary to highlight the point that reflective practice does not necessarily require additional time, as animadversion can be done during the event, coined as reflection-in-action by Schon (1983). Based on this train of thought, McArthur introduces twain related points at which he disagrees or questions the conclusions of Raelin.Firstly, Raelin sets out guidelines regarding observing judgements where he states reactive thoughts should be examined to ply a more(prenominal) even-handed way of being, inferring that the reactive observation will ultimately be wrong. McArthur offers an alternative termination where the judgement may actually be correct and it is the method in which the judgement is communicated that is important. Secondly, McArthur questions if the core skills, especially of testing and probing, are indeed only applicable in group or individual situations as Raelin suggests.McArthur points out that there are three parts to our thoughts the reactive and reflective which are internal voices and the corporate which is an external voice. Skilled reflective practitioners must be able being able to distinctly wear these thoughts to arrive at the most appropriate response. McArthur argues that it is only through applying all of the core skills that this response can be found, regardless of the type of interaction involved. The obvious difference between Schein (2002) and Raelin is the focus on group or individual reflection.Schein focuses on private reflection and discusses how this can be realistically achieved. The central article of belief of his commentary is that we can find time to reflect on events within our day and perhaps more impo rtantly, this time would not be identifiable as slack or wasted time within a disapproving or unsympathetic organisational culture. It could be interpreted that the purpose of this commentary is to trigger individual reflection and that this may in turn provide some of the skill and openness required for group reflection to occur.If so, this is linked to the conclusion McArthur makes regarding the lack of skill, not time, being the primary reason for not reflecting. I gestate there are a few distinct benefits of reflective practice for both the individual and the organisation. Raelin states that reflection offers the opportunity to examine actions of the past, thoughts of the present and decisions of the future and allows all three to be linked. The individual and organisation can use this to allow decisions to be make with a deeper understanding and more confidence that the situation is more or less assessed with the best interest at heart.Reflection turns experiences in to noes is and allows skills to be developed to apply this knowledge in other situations with an entirely different context. In my opinion, the importance of reflection to individual performance is ground around knowing oneself. By reflecting, the individual is able to develop a more candid estimate of themselves how they think, what drives them and how they present their thoughts to others. By doing this, insights are gained in to internal assumptions and motivations and this allows better understanding of the square issues hindering performance.This is a powerful tool for targeting real areas for performance improvement, and by continuing to reflect as the individual takes strides to shift will also provides a means of measuring improvement. Based on personal experience, Argyris (1991) accurately describes the importance of reflection to the organisation. That is, without some level of reflective practice there is a real danger of externalising issues and a blame culture being adopted even within organisations with motivated and committed individuals.The inability to reflect, for some(prenominal) reason, results in the true root cause of issues to be vaulted, which means the same mistakes will be made again and again. All too often we will overlook issues and accept the superficial. In my opinion, ultimately the true value of reflection to organisational performance resides in the ability to ask and find answers to the difficult questions that we otherwise miss or ignore. References Argyris, C. , 1991, Teaching Smart People How to Learn, Harvard Business Review, May-June, Pages 99-109. Cameron, S. (2001), The MBA Handbook Study skills for Postgraduate concern Study, Pearson Education Ltd, Harlow. DiChiara, P. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, come on 1, Pages 66-79. Kolb, D. A. , Rubin I. M. and McIntyre, J. M. , 1974, Organizational Psychology An Experiential Appro ach, Englewood Cliffs, NJ, Prentice Hall. McArthur, P. W. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. , trim 1, Pages 66-79. Orton, S. , (2003), The Higher Education Academy, social Policy and Social Work. Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schein, E. H. , Commentary on Raelin, J. , 2002, I dont have time to think Versus the art of reflective practice, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schon, D. A. , 1983, The Reflective Practitioner How Professionals Think in Action, New York, Basic Books.