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Embedding employability

Embedding employability. Know Thyself: Reflection for Employment. Price Waterhouse Coopers. Sunday Times - last October – degree classification no longer significant criterion for recruitment.

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Embedding employability

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  1. Embedding employability Know Thyself: Reflection for Employment

  2. Price Waterhouse Coopers Sunday Times - last October – degree classification no longer significant criterion for recruitment. New approach: ‘What challenges did you face and how did you stay focused? What have you learnt about yourself?’ Grimston, J. and Gourlay, C.(2010) ‘Employers sideline ‘devalued’ degrees’, Sunday Times. 10 October, p18.

  3. Reflection in PracticeFinal year module in Disability Studies at Liverpool Hope • This module looks at evolving understandings of reflective practice and its relationship to theoretical concepts. You will be encouraged to give profound and critical consideration to the essential involvement of human relationships in professional practice. Your analysis of this topic will inform your future practice, personal development and interpersonal relationships. (Reflection in Practice Handbook)

  4. Reflective PracticeDonald Schon (1930 – 1997) • His Doctoral dissertation in 1955 was on Dewey’s theory of inquiry. • He trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organisations and communities for which he is remembered.

  5. Significantly, he was also an accomplished pianist and clarinettist – playing in both jazz and chamber groups. This interest in improvisation and structure was mirrored in his academic writing, most notably in his exploration of professional’s ability to ‘think on their feet’. http://www.infed.org/thinkers/et-schon.htm

  6. What is reflexivity? Nightingale and Cromby (1999) suggest that: Reflexivity requires an awareness of the researcher's contribution to the construction of meanings throughout the research process, and an acknowledgment of the impossibility of remaining 'outside of' one's subject matter while conducting research. Reflexivity then, urges us to explore the ways in which a researcher's involvement with a particular study influences, acts upon and informs such research. (p.228) Nightingale, D. & Cromby, J. (Eds) (1999). Social constructionist psychology, Buckingham: Open University Press.

  7. Student task on social constructivism: In groups of five…. give each subgroup a slip of paper (privately) that names a profession to which they belong during the exercise. The subgroup's task is to describe the room in which we are working from the standpoint of their profession…

  8. Assessment: 100% weighting5,000 wordssubmission 8th April 2011 • You will critically evaluate your personal and academic development throughout your degree course, demonstrating an understanding of reflective practice, disability issues and a high level of self-awareness.

  9. Guidance • This should be a highly reflective piece, assessing your own development, including personal challenges and the strengths (and limitations) you feel you will bring to professional practice. Reading and learning from throughout your degree course should be referred to.

  10. Reflective Portfolio • The value of reflection/reflective practice (Donald Schon; John Dewey; David Kolb; Jenny Moon; Gillie Bolton) • Personal self-awareness / reflexivity • Relation of personal values to professional practice • Personal understanding of disability issues – development of thinking in that area. (lots of refs) • Relationship of that understanding to professional practice • Moments of growth…. • Conclusions – reflecting on reflecting

  11. Theory Colleagues Unexamined assumptions Autobiography Practice

  12. JOHARI WINDOW others ___________________ A-ideal B-bull-in-a- china-shop C-interviewer D-turtle Hanson1973 Known to self and others Known to others B A self Known to self Hidden / unconscious C D Joseph Luft and Harry Ingham (1970)

  13. The ability to recognise, and respond appropriately to, one’s emotions and those of other people. • Interpersonal skills • Intrapersonal skills …. Emotional literacy

  14. Listening, and responding, with empathy: • Phenomenology?

  15. Feelings: How do you respond if you are with someone who is; • Angry • Sad • Rude to others

  16. Personal feelings: • Avoidance depletes energy…

  17. values What constitutes our personal values? Where do they come from? Do they change?

  18. experiences Upbringing Life experiences Studies Community and wider world

  19. beliefs Spirituality Religion Personal convictions (overlap with values)

  20. Political commitments and social identities Political allegiance Culture Class group

  21. Reflect: What are the influences on your life?

  22. Reflect: What can you learn from those influences that you might use in future encounters?

  23. Reframing: • Thinking on our feet without bypassing our brain

  24. Problem solving (embedded why’s )Thompson, N. & Thompson, S. (2008) The Critically Reflective Practitioner London. Russell House Why is the fridge so disgusting? Because no one in the flat cleans it. Why does no one in the flat clean it? Because they all hope someone else will. Why do they hope someone else will? Because no one likes doing it. Why does no one like doing it? Because we’re lazy – and it’s messy – and it’s not all one person’s food. Why is it not all one person’s? Because we share the fridge. Then share the cleaning tasks…

  25. Reflection-on-action • What? • So what? • Now what?

  26. Prompts: • Good/bad – what went well; what didn’t? • Erase/Rewind – if I could do it again… • Why did I do that – HHH – what drove me? • Humble Pie – was I challenged? Did I learn? • Making a difference – did it promote change? for better or worse?

  27. Extract from student essay • Self awareness involves recognising that we are not perfect and that we will make mistakes from time to time. It also involves a degree of humility and the recognition of the dangers of being too self-assured or over confident (Thompson and Thompson, 2008:157-8). In order to be a reflective practitioner, it is essential to know your feelings, attitudes and values and to be aware of the effect you have on others (Burnard 1992:126). (CT 2011, unpublished)

  28. So, how does reflective practice embed employability? • ‘Through writing this piece I can now see aspects of my life which I didn’t know existed and therefore understand myself more, so will be able to fully reflect.’ • ‘This new level of academic confidence has given me the determination to achieve all I can during my time at university and in my future career’ • (KMW 2011 unpublished)

  29. ‘While undergoing my personal reflection I have learnt more about myself than I previously did, which is why I think I found the essay so hard.’ • ‘Reflection is a key tool, not only for professionals but for everyone, as we can all learn about ourselves and our choices through reflecting. It enables us to be most efficient at what we choose to do’

  30. References Bolton, G. (2010) Reflective Practice London. Sage Gardner, H (1999) Intelligence Reframed New York Basic Books Hanson, P. (1973) ‘The Johari Window – a model for soliciting and giving feedback’ in Jones, J and Pfeifer, J (eds) The 1973 Handbook for Group Facilitators p114 – 119 Pfeifer and Co. Hough, M (2006) Counselling skills and theory Abingdon Hodder Arnold Johnson, D (1993) Reaching Out: Interpersonal effectiveness and self-actualisation MA Allyn & Bacon Mortiboys, A (2002) The Emotionally Intelligent Lecturer Birmingham SEDA Nightingale, D. & Cromby, J. (Eds) (1999). Social constructionist psychology, Buckingham: Open University Press. Palmer, P.J.(1997) The courage to teach San Francisco Jossey Bass Thompson, N. and Thompson, S. (2008) The Critically Reflective Practitioner London. Russell House

  31. Socrates Know thyself: The unexamined life is not worth living

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