Reflective Practice Workshop
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Workshop designed to introduce librarians to the concept of reflective practice and how to integrate it into their work
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Reflective Practice Workshop
- 1. OSC Office of Scholarly CommunicationOffice of Scholarly Communication Reflective PracticeWorkshop Claire Sewell Research Support Skills Coordinator Office of Scholarly Communication ces43@cam.ac.uk
- 2. OSC Slides will be available All images are under CC0, unless indicated otherwise You will get all the slides – no need to write everything down
- 4. OSC What is reflective practice? Everyday reflections Models of reflective practice Overcoming barriers Dealing with feedback Introduction to reflective writing Topics for today
- 5. OSC What does reflective practice mean?
- 6. OSC What does reflective practice mean? Reflective practice is the ability to reflect on one’s actions so as to engage in a process of continuous learning -Wikipedia
- 7. OSC Turn back time…
- 8. OSC Helps to overcome ‘self-talk’ Shows what went wrong/right Aids creativity and avoids stagnation Overcomes assumptions Key part of ‘emotional intelligence’ Helps maintain work/life balance Why reflect?
- 9. OSC Positive vs. negative experiences Is it better to reflect on positive or negative experiences?
- 10. OSC Positive vs. negative experiences Is it better to reflect on positive or negative experiences? Can be very motivating Want to replicate success But it can overlook problems Easy to learn from Always something to improve on But can cause negativity
- 11. OSC Everyday reflective practice
- 12. OSC Individual reflection Reflection that is personal to you or close friends On the commute In the shower Talking to a friend/partner at the end of the day Journal/diary Staff review and development
- 13. OSC Group reflection Reflections shared with others in groups/teams Team meetings Away days Formal methods of reflection Guided reflections Journal clubs
- 14. OSC Peer support groups Action learning sets Guided reflection groups Team reflection Types of group reflection
- 15. OSC Set ground rules Make sure everyone gets a chance to speak Resist the temptation to offer solutions Listen! Facilitating group reflection
- 16. OSC Sit back to back Person A describes the diagram and Person B draws it Three minutes then swap No questions allowed! Listening exercise
- 17. OSC Integrating reflection into your day Think of reflection as a philosophy not a set of activities to complete Look at the reflection you already practice Create an open and honest team environment Evaluate your experiences and ask for external input
- 18. OSC Service improvements Personal improvements CILIP qualifications Academic qualifications Scholarly communication Reflective practice in librarianship
- 19. OSC Evidence based practice Problem Gather evidence Critical appraisal Apply to problem Evaluate
- 20. OSC Reflective practice models
- 24. OSC Gives you a structure to follow Provides a starting point Allows you to assess all levels of a situation Shows when the process is complete Pros of models
- 25. OSC Implies steps have to be followed a certain way In the real world you may not start at the beginning Models may not apply to every situation Reflective practice is a continuous process Cons of models
- 26. OSC Barriers to reflective practice
- 27. OSC Barriers to being a reflective practitioner What are the main barriers to being reflective? No time Organisational culture Lack of skill Environment Motivation Yourself = biggest barrier
- 28. OSC Overcoming barriers Make time for reflection Set aside regular time, especially after an event. Turn off emails Find a critical friend Someone who you trust to be a sounding board No right way of reflecting Tips and techniques but you need to make them work for you
- 29. OSC Feedback
- 30. OSC Feedback = any information you get about yourself Receive it from multiple people every day Can be formal or informal Enables us to see ourselves from another point of view What is feedback? Icons: Zlatko Najdenovski via Iconfinder (CC-BY)
- 31. OSC Be confident in what you’re saying Be aware of tone and body language Try to be positive rather than negative Be specific rather than vague Allow the other person to respond Giving feedback
- 32. OSC Think about the person giving you feedback Do you respect this person’s opinion? Do they practice what they preach? Do they have an agenda? Are they open to feedback? Receiving feedback Remember to listen to what is being said
- 33. OSC Truth triggers Set off by the substance of the feedback itself Relationship triggers Set off by the person giving the feedback Identity triggers Something about the feedback hits a nerve Feedback triggers Thanks for the Feedback / Douglas Stone & Sheila Heen
- 35. OSC Measuring your effectiveness Asking questions (and answering them) Demonstrating how you have put into practice what you have learnt Not just description! What is reflective writing?
- 36. OSC Reflective writing is… Reflective writing isn’t… Written in the first person Written in the third person Analytical Descriptive Free flowing What you think you should write Subjective Objective Tool to challenge assumptions Tool to ignore assumptions Time investment Waste of time Myth busting The Reflective Practice Guide / Barbara Bassot
- 37. OSC Job applications Appraisals Written feedback Blogging During the research process In academic writing CILIP qualifications When would you use it in the workplace?
- 38. OSC Reflective writing example “I went on a useful marketing training course” “I identified a need to increase my marketing skills. The training course on marketing gave me lots of tips about presentation and enhanced my knowledge. I then took ideas to the publicity group and developed three for use in new publicity materials. I intend to monitor the impact of these over the coming months”
- 40. OSC Driscoll’s What model What? – describe the situation: achievements, consequences, responses, feelings and problems So what? – discuss what has been learnt: learning about self, relationships, models, attitudes, cultures, actions, thoughts, understanding and improvements Now what? – identify what needs to be done in order to improve future outcomes and develop learning
- 41. OSC Person one Describe an activity you have recently taken part in Person two Ask what, so what, now what? Two minutes and switch Reflection in action
- 42. OSC The FEAR!!
- 43. OSC Overcoming the fear
- 45. OSC Questions?
- 46. OSC Time spent on reflection is an investment Reflection doesn’t have to focus on the big things Choose the method that works for you Top tips
- 47. OSC Thank you!
Editor's Notes
- Health and safety announcements
- Everyone will get access to the slides
- Agree ground rules with participants Group introductions – who we are and why are we here?
- Topics for today
- Handout page 2 – what does reflective practice mean for you? No correct answers – it can be a personal response Feedback to the group FLIPCHART
- Wikipedia definition = one possible definition of reflective practice Essentially taking an experience and learning from it so we can do it better next time and then putting this learning into action Comes from the health and education professions but growing importance in information profession
- Imagine you have come home at the end of a rubbish week and find that you have access to a time machine You can go back to the start of the week and do anything you like differently – what would you change, why and how? This is reflection You are trying to improve things by thinking them through and using this to change outcomes Putting this into practice = reflective practice
- Helps with the issue of ‘self-talk’ – that little voice in your heard reminding you of all the things that you could have done differently Shows what went wrong/right – can help you to find areas that you need to improve but can also highlight things you’re doing well and should keep doing Aids creativity and avoid stagnation – thinking about what you are doing and why you are doing it that way can help you avoid getting stuck in a rut. You can learn from others about different ways to do things and try new approaches Overcomes assumptions – all of us make assumptions about people and situations as part of human nature. Taking a step back through reflection can help us to challenge some of these assumptions and see things from a new perspective Key part of emotional intelligence – the ability to understand and remain in control of your emotions in certain situations which can help you to understand certain situations Helps maintain work/life balance – reflection offers a defined process of thinking things through which hopefully means they don’t go round in your head resulting in the ability to leave work at work
- Is it better to reflect on positive or negative experiences (or both)? = common question ASK THE AUDIENCE: Who focuses more on positive experiences? Who focuses more on negative experiences?
- There are pros and cons to each approach Focusing on positive experiences can be very motivating as it makes you feel that you’re doing something right, it can show you things that are going well so you can replicate them in the future – how did you achieve this and how can it be replicated with other projects? But it can also mean that you can overlook problems and only focus on the things that work Negative experiences are easier to learn from – if something went wrong then don’t do it again. It’s always easy to identify areas for improvement in things that went wrong and you can improve on these. But focusing too much on what went wrong can be demotivating and cause a lot of negativity which does more harm than good
- You probably practice more reflection in your everyday life than you realise. Handout page 3 – chat with your neighbours and list all of the different ways and places you might reflect during a typical day Feedback and record on flipchart Most of these activities can be divided into individual and group activities
- Individual – reflection that is either personal to you or shared only with close friends. These are the suggestions I came up with. Most of these reflections use the internal voice. Debated whether to include staff review on this list but it is a personal document that you then discuss with one person. It takes quite a lot of insight to get a lot out of this type of reflection but it comes with practice
- Group – these are reflections shared with larger groups like your work team. My suggestions are on the screen. You might share reflections on how things have gone during events at regular meetings or away days, you may have a formal method of reflection (OSC PRESENTER REFLECTION DOCUMENT), there are also guided reflections and journal clubs which offer something concrete to discuss to get the reflections going Group reflections are useful as a way to explore multiple perspectives and get different viewpoints. It aids creativity and helps us to question our assumptions
- Want to explore group reflections in more detail. There are different types of groups: Peer support groups: informal rather than led by a single person. Group members offer advice and insights without offering solutions Action learning sets: focus on solving a particular problem. The problem is outlined by one member and then other members ask questions to draw out a solution. Actions are then planned as a result Guided reflection groups: small groups who meet regularly and are guided by a mentor. Each member brings along at least two experiences they have reflected on – one positive and one negative. These groups often have discussions related to relevant theory Team reflections – undertaking reflections in a specific team (usually a work team). Over time this can build into a really useful method of reflection
- Facilitating group reflection well is a challenge but there are some things you can do to make it easier: Set group rules – as we did at the start of the session. This helps everyone know what to expect and should be mutually agreed Make sure everyone gets a chance to speak – there will always be one person who will dominate the conversation but a good facilitator will work to control them and make sure that everyone gets a chance to say what they want to say Resist the temptation to offer solutions – a facilitator is there to facilitate the discussion but not to solve everyone’s problems for them. The advantage of group reflection is that is allows for a variety of viewpoints to be shared, not just the facilitator’s The most important thing you can do is listen – this will encourage others to talk and help you to learn about different viewpoints as well
- This exercise will help you to develop your listening skills Handout page 4 – listening exercise Sit back to back and choose Person A and Person B – Person A will describe the diagram and Person B will draw it. You have three minutes to draw the diagram from the description given and Person B can’t ask questions. After three minutes swap and Person B describes whilst Person A draws FEEDBACK FROM THE GROUP: was that easier than you thought, harder? Was it easier to listen or to describe?
- It’s important to try and build reflection into your day as a philosophy rather than as a set of activities to complete Most people will find that they already practice some of the reflective activities we’ve already looked at so it’s a question of building on these It’s important if you can to create an open and supportive team environment where people feel encouraged to reflect and supported to act on the results (easier said than done). Can try a ‘bottom up’ rather than a ‘top down’ approach to building this. Can be through an open door policy informal chats or a more formal method of reflection – it may take time! Try to evaluate your experiences and ask for external input when needed. If you get into the habit of recording some sort of reflection then you can build on this e.g. feedback forms after this workshop for me to reflect on
- We use reflection all the time in libraries but we don’t give it a label Reflective practice has a background in medicine and teaching but it is becoming increasingly important in the information profession Several ways we use it: Service improvements – looking at why things are working and why they’re not working is something we do every day. This is how we improve the services we offer and create/adapt new ones Personal improvements – might be in a job application or interview situation, as part of an appraisal or review or just for our own professional development CILIP qualifications – reflection is a major component of these Academic qualifications – library (or other topic) qualifications often require some sort of reflection on your current practice and how this relates to theory Scholarly communication – reflection is the first step towards solving a problem and this can lead to research and sharing the outcomes of this with the wider profession
- Reflective practice in librarianship is part of evidence based practice = when you make decisions based on the research and other evidence that you can gather Term that originated in medicine as a way to apply research findings to critical decision making Starts with an area where there is some sort of problem or librarians are looking to improve their practice existing research is gathered to address this problem or support a possible solution the evidence is critically appraised to check whether it is valid and reliable the valid research is then applied to the problem final step is to evaluate the process and determine if there has been any impact and if there is room for improvement this may lead to new problems being discovered and so the process goes on Librarians are very good at the gathering and critical appraisal parts of this cycle but need to do more to create evidence – fill the gap by acting as practitioner researchers Obviously for this process to take place there has to be existing research to gather and build upon and that’s where workplace research comes in Can help you make informed decisions based on solid results rather than just relying on a gut feeling Can also help to improve the culture of the organisation as it moves towards making decisions based on evidence
- This leads us nicely on to the next section where we look at various models of reflective practice This is a workshop in itself so I’ve picked the models that I think are the most useful These models are all shown in your handouts (pages 5-8)
- This is probably the most simple model of reflective practice You start with an experience, you reflect on it and then you take some action as a result of this reflection e.g. change the thing that wasn’t working
- This model takes things a step further: Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience) Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding) Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept) Active Experimentation (the learner applies them to the world around them to see what results)
- Again, this model builds on the previous models and adds more steps: Description – what happened? Feelings – what were you thinking and feeling? Evaluation – what was good and bad about the experience? Analysis – what sense can you make our of the situation? Conclusion – what else could you have done? Action plan – if is arose again, what would you do? ASK THE AUDIENCE: Are there any particular models which stand out for people or that they are drawn to?
- Reflective practice models are useful for a number of reasons: They give you a structure to follow which people often find helpful (particularly when new to reflection) They offer a place to start which takes some of the pressure off Shows all of the different levels of a situation which helps to ensure you don’t miss anything out Gives you a target to aim for – when the reflection process on one part is complete you can start again on another piece of reflection
- There are also some reasons to be cautious about reflective practice (or any other) models: Models are often cycles which imply that the steps have to be followed in a certain way which may not be the case All models offer a starting point but it might be that you need to start at a different place in the cycle Some models set unrealistic expectations of a something that can be followed in every situation whereas there may be different models for different real world scenarios Reflective practice is a continuous process but models imply that reflection has a defined ending point which can be misleading ASK THE AUDIENCE: Can they think of any more pros and cons? List on handout page 9
- Quick look at some of the common barriers to being a reflective practitioner
- ASK THE AUDIENCE: Handout page 10 – discuss with neighbours and list some barriers to reflective practice Feedback onto flipchart These are some of the main barriers I could think of: Lack of time – it’s one more thing to cram into a busy job Organisational culture – a lack of support from management who don’t see reflective practice as a valuable activity Lack of skill – no knowing where to start or how to reflect Environment – actually finding a place where you can get into that reflective headspace Motivation – lack of support and time can take a toll. It can be hard to motivate yourself to do this with no apparent reward Yourself – probably the biggest barrier and the hardest to overcome. Good reflection takes a certain level of self-insight which can be uncomfortable for a lot of people
- Some tips on how to overcome some of the commons barriers to reflection: Time is probably the biggest barrier most people will face. Try to make reflection a habit, set aside regular time to reflect. Turning off your emails can help to avoid distractions – people can wait for fifteen minutes for a reply or they would have called you. IDoneThis. Block off regular time in the diary Find a critical friend to offer you another point of view. You can meet them for coffee or lunch. Having a friend to talk to might make things a bit easier than reflecting with a stranger or on your own Remember that there is no one right way of reflecting – do whatever works for you and don’t be afraid to try different things
- Feedback is something we all deal with every day – whether it’s wanted or not Important form of self-reflection and source of ideas
- Feedback is any information you get about yourself during the course of a day We receive feedback from multiple people every day and it can be both formal feedback such as a manager over a recent project or informal feedback such as someone complimenting you on your haircut The important thing about feedback is that it enables us to see ourselves from a different point of view which can help us to reflect 360ិ feedback involves collecting feedback from all around to give you a complete picture – collect it from attendees, supervisors and peers at an event
- Giving feedback is one way of reflecting on the performance of others which can help to It’s important to be confident in what you’re saying if you want to give good feedback Think about the tone you use and the body language you display when giving feedback and make sure this doesn’t contradict your words Not always appropriate but try to be positive rather than overly critical (depending on the situation) Always be specific on what you are giving the person feedback on or you risk your message getting lost Give the other person a chance to respond to your feedback, whether it is positive or negative
- Feedback can be a difficult thing to receive so here are some tips to help you step back receive it constructively Think about the person who is offering you feedback: Is this a person whose opinions you respect? This will influence how you take the feedback and you are more likely to take notice of the information if you actually respect the person Do they practice what they preach? It’s really hard to take feedback from someone who does the opposite of what they are advising you to do Do they have an agenda you need to know about? Are they trying to flatter you into agreeing to something? Are they trying to put you off something? Are they open to feedback themselves? Can they dish it out but not take it? Regardless of how you feel about the person listen to what they are saying rather than how they are saying it. They may still have a valuable point and this can be great for reflection
- There are three main triggers which can cause us to get defensive with feedback. Having an awareness of these can help you to take a step back and actually listen to the message: Truth triggers – set off by the substance of the feedback itself and makes us think it’s unhelpful or untrue Relationship triggers – set off by the person giving the feedback Identity triggers – something about the feedback hits a personal nerve and causes us to question what we think about ourselves
- This could be an entire workshop on its own – this will only be a brief introduction
- Reflective writing is one of the most popular methods of reflective practice and can be done either solo or in a group. The actual act of writing something down helps us to filter the information we receive It’s about measuring the effectiveness of what you’ve done rather than just talking about what you did In reflective writing you are constantly questioning yourself and then answering these questions It’s about showing what you have learnt and how you have put this into practice – you’ve been to this course and learnt how to do something but what are you going to do with this knowledge? Crucial to remember that it’s not just about description but about asking those difficult questions
- Outline of what reflective writing is and isn’t (listed on handout page 11)
- Discuss with neighbour. Think about some areas in the workplace where you might use reflective writing – handout page 11
- Example of how to take experiences and transform them into reflections The first sentence tells us what you did but doesn’t include any reflection The second paragraph tells us what happened, why it was important, how it helped the writer to develop and what their next steps are going to be
- Simplest model to follow for reflective writing and the one used in the previous paragraph Use the three questions to prompt you into reflective writing With a bit more explanation – what, so what, now what?
- What? – describe the situation: achievements, consequences, responses, feelings and problems So what? – discuss what has been learnt: learning about self, relationships, models, attitudes, cultures, actions, thoughts, understanding and improvements Now what? – identify what needs to be done in order to improve future outcomes and develop learning
- Handout page 13 – chance to put this model into practice in pairs Person A needs to describe an activity and Person B needs to ask the three what questions. After two minutes then switch so that Person B is describing the activity
- One barrier in particular to reflective writing – the fear of a blank piece of paper or computer screen can make it hard to actually get started Free writing can help with this – take a prompt and just write for five, ten minutes. Don’t worry about sentence structure, grammar or spelling – just write. See how much of the page you can fill. You can always come back and distil it into something better later
- Choice of two exercises: HANDOUT PAGE 14 Take a picture and use this as a prompt to start free writing. Doesn’t matter what you write – just write something for five minutes continuously. Don’t worry about sentence structure, grammar or spelling. No one will see this but you. Just an exercise to get something down on paper. You will be surprised at how much flows when you stop worrying so much. What are the people thinking and feeling? HANDOUT PAGE 17 Think about one specific event or activity that you feel you could learn from – it doesn’t matter if went wrong or right. Use the prompts on the sheet to write to write a short reflective piece on the activity. Again, don’t worry about sentence structure, grammar or spelling, just write something for yourself GROUP DISCUSSION: Do activity and then compare experiences in group discussion
- Congratulations – you have just completed some reflective writing!
- Think of reflection as a time investment not a time drain – try to make regular time Reflection doesn’t have to just be about the big things – you can reflect on anything that happens during your day Choose a method that works for you – if writing is hard then use something else