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Business School Debbie Witney, Senior Lecturer Learning and Teaching 'It's good to talk Making space for reflective dialogue.

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Presentation on theme: "Business School Debbie Witney, Senior Lecturer Learning and Teaching 'It's good to talk Making space for reflective dialogue."— Presentation transcript:

1 Business School Debbie Witney, Senior Lecturer Learning and Teaching 'It's good to talk Making space for reflective dialogue

2 Business School Workshop outline Presentation of case study Discuss conditions for successful reflective dialogue Share ideas for introducing reflective practice – lets talk about it!

3 Business School Dimensions of employability: Personal qualities Malleable self- theory Self-awareness Self-confidence Independence Emotional intelligence Adaptability Stress tolerance Initiative Willingness to learn Reflectiveness Yorke, M, and P.T. Knight (2004)

4 Business School Background Final year post placement honours module Title: Personal Development and Career Planning Approx 70 students Reflection provides basis for assessment Critical incident workshop Reflective statement Concerns over levels of critical reflection

5 Business School Rationale for making space enhance levels of critical reflection through dialogue provide material for inclusion in their reflective assignment develop emotional intelligence skills

6 Business School promoting reflective learning through reflective dialogue has the potential to develop the autonomy and interdependence of students, preparing them for the rapidly changing and challenging world they will face in the 21st century. Brockbank and McGill 2007

7 Business School Whats in a name? Peer mentor Learning partner Peer pal Critical friend Co-mentor Mentor communities

8 Business School engaging with another person in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. Hatton & Smith (1995) The role of a critical friend

9 Business School Mentoring defined 'off-line help by one person to another in making significant transitions in knowledge, work or thinking (Clutterbuck and Megginson, 1995) A relationship between two people with learning and development as its purpose (Clutterbuck and Megginson, 2004)

10 Business School Two stages of skills for employability During full time education Continuous professional development U51080 Transition from PDP to CPD

11 Business School Creating conditions for dialogue Week 3 Reflective Dialogue workshop and learning set allocation Week 5 Emotional intelligence and mentoring workshop Week 6-7 small group discussions with tutor Weeks 9-10 tutor de-briefing

12 Business School Talking about leadership: your placement experience Purpose To spend time in dialogue with a colleague, reflecting on your learning about leadership from your placement experience in order to deepen self-awareness. To practise the skills of empathic listening which is a core skill used by effective, emotionally literate leaders. Reflective dialogue script

13 Business School Tutor feedback Reassuring and helpful to compare placement experiences but.. Some said that felt they were feeling quite sad now, having released some of their inner fears hopes etc Some found situation artificial and overly structured but… Most felt comfortable going off in tangents as it felt less like ticking boxes and enabled more relationship building. Most found it a valuable exercise Useful reminder of practicing active listening skills Provided useful material for their reflective work. ' We should be doing more of this

14 Business School Suggested Peer Mentoring Process Stage 1 Present draft Personal Development Plan (PDP) Stage 2 Encourage the self- management of learning Stage 3 Provide support during the PDP process by sharing experience and resources Stage 4 Assist in evaluation of success

15 Business School Professionals in dialogue Listen without interruption? Respect others viewpoint, or status = wisdom? Collective problem solving, or own agendas? Stick to topic, or digress? Able to speculate without fear of being sidelined? Ask probing questions, or merely pass on ideas? Prepared to suspend disbelief in relation to the novel or unfamiliar? Take thinking forward, or going around in circles? Alexander, 2004

16 Business School Tutor de-brief shared with students Most satisfying experience where students have: Prepared for the role of Mentee Considered their expectations of the meeting in advance e.g a general discussion of PDP plans, clarifying thoughts, framing problems, seeking support in problem solving Discussed these expectations at the start of the meeting and formed some sort of mentoring contract Prepared for the role of Mentor by reading round the subject and gaining a greater understanding of the role and obligations revisiting the reflective dialogue activity (week 5), thinking about some opening/rapport building phrases e.g. hows it going? How are you getting on?

17 Business School Conditions for reflective dialogue Trust Student to student Student to teacher Common understanding of purpose Briefing Safety to take risks Formative feedback Shared values Student cohort

18 Business School Preparation is key As I had never done it before it made me feel very confused. I wish I could have done my reading in advance, in order to have an opportunity to clarify uncertain points with the module leader. I should probably try to change the last minute habit by setting early deadlines.

19 Business School Understanding the role and purpose …just an opportunity to explore different approaches to reaching goals and objectives…understanding that allowed me to avoid some unrealistic expectations and eliminate distress in the relationship … I felt the need to resolve her problem but quickly realised all I needed to do is encourage her to explore her own problems further.

20 Business School Emotional environment Initially I found the role of mentee difficult as I was unsure of what was appropriate to discuss and how deep into my true thoughts and feelings I should go. After forming a contractual agreement of confidentiality with my mentor I began to break down these uncomfortable barriers.

21 Business School Benefits for students Improves self-confidence Encourages reflection on practice Provides personal support Gives access to a sounding board for concerns, issues and ideas Enhances satisfaction and motivation Encourages self-reflection Enhances peer recognition Encourages a proactive role in learning and development

22 Business School More quotes … reassuring me I was not alone in deciding my future career path … helped me become more motivated about my career and become a lot more proactive… …we realised we shared similar issues that talking through gave me a deeper understanding and in return was motivational for me …vital in developing my self-awareness …would have been more valuable if I used my mentor more continuously.

23 Business School For Module Team Improves communication Encourages reflective practice Promotes a climate of professional development Builds mentoring capacity Theirs and ours!

24 Business School Speed co-mentoring! Think of a current workplace challenge, or project, (does not have to be teaching) where space for reflective dialogue would be useful. What would need to change to meet conditions for reflective dialogue? 3 different people 5 mins each round Ill keep you to time

25 Business School Any questions? For more information

26 Business School Bibliography Alexander, R. (2004) Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogues. Boud,D., R. Keogh, and D. Walker "Promoting Reflection in Learning: a Model," in Reflection: Turning Experience into Learning. Edited by D. Boud, R. Keogh, and D. Walker, London: Kogan Page. Brockbank, A. and McGill, I.(2007) Facilitating Reflective Learning in Higher Education, Buckingham: Open University Press Hatton, N. & Smith, D. (1995). Reflection in Teacher Education: Towards Definition and Implementation. The University of Sydney: School of Teaching and Curriculum Studies Megginson, D. & Clutterbuck, D (2004) Techniques for Coaching and Mentoring, Oxford: Buterworth Heinmann Parsloe, E. (1992), Coaching Mentoring and Assessing, Kogan Page, London., Moon, J. (2004) A Handbook of Reflective and Experiential Learning. Routledge Falmer Schön, D. A. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith Schein, E.H. (1993), "On dialogue, culture, and organizational learning", Organizational Dynamics, Vol. 22 No.2, pp Yorke, M, and P.T. Knight (2004)Employability in Higher Education: what it is, what it is not. Learning and Teaching Support Network, Higher Education Academy

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