Road to Transformation Part 2: Reflective Practice E Portfolio

 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
 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.

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.

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.

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 worker
2 Preparing profile of workplace context
3 Interrogating theories that have influenced my practice as a worker
4 Critiquing steps taken to manage talent or participate in activities intended to influence development of my
talents
5 Examining world trends that support need for change
6 Examining my readiness for the world of work
7 Exploring levels and dimensions of change
8 Examining in interim analysis of data collected
9 Demonstrating creativity in organizing artifacts
10 Explaining reasons for stagnancy rather than engage in professional practice
11 Expressing approval or perturbation about place of theory in practice
12 Defending preferred perspective of term problem
13 Identifying springboard strategically use for problem solving in work setting
14 Formulating workable definition of term “action learning”
15 Monitoring selected approach to learning
17 Sharing evidence of the contribution of “action learning”
18 Reflecting on the intellectual qualities that enhance the problem
19 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.

 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
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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

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.
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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
Continue Reading

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.
Continue Reading

 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
Continue Reading

 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_res
ource/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

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.
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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.
Continue Reading

 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.
Continue Reading

 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.
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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.

 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.
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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)
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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.
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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.
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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
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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.
Continue Reading

 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.

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.
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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.
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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.
Continue Reading

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 stagnancy
Retrieved from
2016.tle.course.open.uwi.edu/pluginfile-
php/18374/mod_resource/content/2EDLM3007%2
0units%202%20%20change%20as%20the%20challen
ge.pdf

Unit 3
As 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.
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 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.
Continue Reading

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.
Continue Reading

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).
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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.

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/

Unit 4
Development 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.
Continue Reading

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. .
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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.
Reference
Ruebling,D.(2007).Action learning
Retrieved
from http://www.rueblinggroup.com/pdf_articles/action_learning.htm
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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.
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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.
Reference
Authencity Consulting, LLC, (n.d).Action Learning (peer Coaching Groups): Some Related Theories
Retrieved from www.authencityconsulting.com/act-lrn/a-l/theory.htm
Dick, B. (2000). Action learning and action research
Retrieved from www.ard.com.au/resorces/actlearn.html
Krogh, 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
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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).
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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/actionlearning
Authencity Consulting, LLC, (n.d).Action Learning (peer Coaching Groups): Some Related Theories
Retrieved from www.authencityconsulting.com/act-lrn/a-l/theory.htm
Krogh, L. (n.d).Action research
Retrieved
from www.appstate.edu/%ESanderSr/rcoe/ActionLearningTools/Action%20Learning.pdf
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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

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.
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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.

Meeting with parents, members of staff
and education officers
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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)

 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_r
esource/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

Sharing 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,
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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.

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
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 Reading

GOALS OF
COURSE
DESCRIPTION OF
ARTEFACTS IN
PORTFOLIO & LINK
TO UNITS
DIMENSION/S
OF THE
WORKPLACE &
PROBLEM
ADDRESSED
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 Reading

GOALS OF
COURSE
DESCRIPTION OF
ARTEFACTS IN
PORTFOLIO & LINK
TO UNITS
DIMENSION/S
OF THE
WORKPLACE &
PROBLEM
ADDRESSED
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
Continue Reading

GOALS OF
COURSE
DESCRIPTION OF
ARTEFACTS IN
PORTFOLIO & LINK TO
UNITS
DIMENSION/S
OF THE
WORKPLACE &
PROBLEM
ADDRESSED
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 Reading

GOALS OF
COURSE
DESCRIPTION OF
ARTEFACTS IN
PORTFOLIO & LINK TO
UNITS
DIMENSION/S
OF THE
WORKPLACE &
PROBLEM
ADDRESSED
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.
Continue Reading

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.

 Creative Change Association (N.D) Dynamics of Change
Retrieved from http://www.creativechange.org/dynamics-of-change
 Dick, R. (2000) Action Learning and action research
Retrieved 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. Practicum
Retrieved 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

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