Scanned with CamScanner Application Assignment 2: Part 2 - Developing an Advocacy Campaign The following application, Part 2, will be due in Week 7. To prepare: · Review Chapter 3 of Health policy and politics: A nurse’s guide. · In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper. · Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy. · Consider how you could influence legislators or other policymakers to enact the policy you propose. · Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended. · To complete: Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following: · Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation. · Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources. · Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts. · Summarize obstacles that could arise in the legislative process and how to overcome these hurdles. Milstead: 3 Legs of Lobbying “According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues” Reflection Associate Professor Michael Segon Director MBA 1 Reflection Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience. .

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Application Assignment 2: Part 2 - Developing an Advocacy
Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s
guide.
· In the first assignment, you reflected on whether the policy
you would like to promote could best be achieved through the
development of new legislation, or a change in an existing law
or regulation. Refine as necessary using any feedback from your
first paper.
· Contemplate how existing laws or regulations may affect how
you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other
policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may
prevent your proposed policy from being implemented as
intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a
title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted
through a modification of existing law or regulation or the
creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your
advocacy efforts. Be sure to cite and reference the laws and
regulations using primary sources.

2. · Provide an analysis of the methods you could use to influence
legislators or other policymakers to support your policy. In
particular, explain how you would use the “three legs” of
lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process
and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged
Stool consists of lobbying which is the act of influencing – the
art of persuading-a government entity. “Legislators often rely
on lobbyists’ expertise to help them understand what they are
voting for or against.” (Milstead, 2013, p. 53). Local State
Representatives should be targeted as a champion for the bill
and that’s likely where an average voter can begin for their
voice to be heard at the local and state levels.Leg Two of the
Three-Legged Stool also includes the grassroots lobbyists. The
AmericanNurses Association often spear-heads lobbying efforts
in the best interest of the public on healthcare related issues and
has a strong history of working with Congress on these
important issues. “Grassroots lobbyists are constituents who
have the power to elect officials through their vote and have
expertise and knowledge about a particular issue (such as nurses
in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses
can become a member of the American Nurses Association or
other associations to ensure nurses have a voice on these
important issues”
Reflection
Associate Professor Michael Segon
Director MBA

3. 1
Reflection
Reflection is used as a learning tool to make sense of what
we have experienced and how we can optimise our learning
from that experience.
Mezirow understands reflection as an assessment of how or why
we have perceived, thought, felt, or acted (Mezirow, 1990, p.
6).
Reflection is a mental activity aimed at investigating one's own
action in a certain situation and involving a review of the
experience, an analysis of causes and effects, and the drawing
of conclusions concerning future action (Woerkom, 2003, p.
40).
2
Reflection
Morris and Wood (2011, p. 275) note the importance of
reflection as a means by which people can develop a theoretical
understanding that allows them to connect their own
experiences past, present and future.
The ability to be aware of oneself and the differing values,
beliefs and attitudes of others requires self-reflection,
disclosure and active interaction with others (Sims &

4. Brinkmann, 2003; Sims & Felton, 2006).
The process of reflection must be seen as a critical step in the
learning process as individuals need to time to think back on the
experience and try to make sense of action and casual links
between behaviour and performance
3
Critical Reflection
Reynolds (1999, p. 538) states that critical reflection involves a
commitment to questioning assumptions and taken-for-granted
concepts embodied in both theory and professional practice.
The participant’s ability to engage in reflection determines the
extent to which they can learn from their own experiences
(Boud et al., 1985) and therefore reflection provides a
meaningful way for leaders to gain genuine understanding.
4
Self Awareness
Self -awareness/self knowledge has been shown to be a key
factor in differentiating successful managers from those that
have failed (Shipper & Dillard, 2000 )
Successful managers must know themselves, their strengths,
values and how they best perform (Drucker, 1999).
According to Goleman (2002) the three dimensions of self
awareness are:-

5. Emotional awareness
Self-assessment
Self-confidence
5
The Importance of Self Awareness
In addition to knowing your emotions, your strengths and limits,
and how others perceive you, it is important to know what
motivates your behaviours.
A major influence on your behaviour is your personality,
usually described as those relatively permanent psychological
and behavioural attributes that distinguish individuals from
others
(Quinn et al, 2015)
6
The Enigma of Self Awareness
Hayakawa (1962) asserts that the first law of life is not self-
preservation but self-image preservation.
In other words prefer to see who we want to be, or who we think
we are, rather than who we actually are.
Without self analysis and self disclosure, we will be trapped in
the self-image and unable to develop critical capabilities.

6. 7
How To Gain Self Awareness
Others
Perception,
Feedback,
Social Mirror
Self-
Disclosure
Diverse Experiences
Self-
Awareness
Self Analysis
Behaviour Personality Attitudes
Perceptions
modes of thinking Traits
stereotypes
modes of acting Factors
projections
modes of interacting
expectations
motivation
interests
The Role of Reflection in Management Development
Reflection offers the opportunity to:
View our own thoughts, feelings & behaviours.
Build a picture of who we are.
Make sense of what we see, do & feel.
Work through feelings & beliefs.

7. See the impact of, and attempt to integrate the experiences of
the past and present.
See patterns in our thoughts, feelings & behaviours.
Map our progress and development.
Individual Reflection
It means stepping back from the activity you have been engaged
in and reflecting on the process-
What is happening?
What have I been doing?
What thoughts have I been having?
What feelings have I experienced?
What effect has my behaviour had on others?
In what ways could I be more effective?
What has affected my ability to do this?
What does this mean about myself and the way I approach
situations?
What does it tell me about the assumptions I make?
What does it tell me about the way I behave?
What do I want to change about this?
How can I do this?
The Kolb Learning Cycle
Researchers such as Laird (1985), and Knowles (1984)
identified that adults learn differently from children with a
preference for experiential and activities .
Kolb (1984, pp. 2931) developed an experiential learning
model that encompasses most of these learning preferences, and
is consistent with social learning theory.
This theory, (Bandura, 1977), says that the development of

8. behavioural and conceptual skills comes from observation and
practice.
The Kolb Learning Cycle
Kolb (1984) suggested that in order to learn effectively, adults
need to go through all of the four stages and that the process is
an ongoing one.
This implies that adults continually engage in learning, and that
understanding has to be attained through a process of thinking
and testing as well as experience.
The Kolb Learning Cycle
Concrete Experience:
Kolb simply says that adults prefer to actually do something,
engage in a process and be given the freedom to act for
themselves. They do not like to be told but rather have a real
experience to be able to consider.
Observation and reflection
The second step is that of observation and reflection. Because
adults have greater cognitive skills, they will be able to gather
more information than is given to them.
They will watch and observe others, how the situation changes
and start to question how and why things are happening.
– i.e. to observe & reflect.
The Kolb Learning Cycle

9. Abstract conceptualisation and concept application
The third step in the process is the formulation of
‘hunches’ or more specifically, hypotheses about what has
happened, what the underlying relationships are and what
are the likely scenarios in the future.
Evaluation and Testing
The fourth and final stage in which the learners put their
impressions to the test so as to verify their conclusions.
In this way the learners will either be satisfied with the
outcomes, or recognise the need for further reflection and re-
conceptualisation.
Maximizing Learning
Using Kolb's model as a guide the learning of skills is
maximised when participants get the opportunity to combine
watching, thinking and doing.
(Latham and Saari, 1979b; Manz & Sims, 1981; Decker, 1982;
and Clark et al., 1985)
15
Reflection on Action
Schon (1983) describes the process of reflection-on-action”.
This is a retrospective process, "in which practitioners return to
the experience, attend to their own and others' feelings about

10. the experience, and re-evaluate the experience" (Foley, 2000, p.
52; Schon 1983, pp. 61-62).
16
The Reflection Assignment in MGMT 20134
The third assignment in MGMT20134 is designed as a reflection
process.
By asking students to undertake diagnostic tools, case studies in
class, and make regular commentaries after each class, the first
three key stages of the Kolb Learning cycle are undertaken and
the review of experiences and thoughts at the end of term is
consistent with the “reflection-on-action” task.
The fourth stage of testing occurs in either future classes and
processes or in the work environment.
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Sheet1BUSN20134 Business Ethics and Sustainability-
Reflection Assignment 2 Part B .2 - Assessment Rubric (This
information is provided as a guide to expectations regarding the
reflective assignment. As with any assessment tasks students
should seek further clarification from the facilitator and unit
coordinator to insure they understand the requirements of the
assessment task)WeightingFail-IIIFail-IIFail-
IPassCreditDistinctionHigh DistinctionDiagnostic Tools &
Cases30%3 or fewer ethical diagnostic tools used and or
referred to- Incomplete results sheets attached as appendices.
No evidence of the nominated case.3 or fewer ethical
diagnostic tools used and or referred to- Incomplete results
sheets attached as appendices. 1-2 cases attached but not
verified or not the nominated cases. 3 or fewer ethical
diagnostic tools used and or referred to- Incomplete results
sheets attached as appendices3 ethical diagnostic tools referred
to and evidenced 2 nominated and verified cases attached.3-5
ethical diagnostic tools referred to and evidenced the 2
nominated and verified cases attached and at least 2 others
referred to.6-10 ethical diagnostic tools referred to and
evidenced the 2 nominated with the 2 verified cases attached
and at least 3 others referred to.11-15 ethical diagnostic tools
referred to and evidenced the 2 nominated with the 2 verified
cases attached and at least 5 others referred toReflective Essay ,
Analysis and Learning Assessment.

14. Discussion of key events linked to ethical practice, directly
linked to diagnostic results and to the nominated case.50%No
evidence of self-development in the essay. Very poorly
developed and limited evidence of self-reflection in the essay or
links to diagnostic results or clear plans for
developmentLimited self-reflection and vague links to
diagnostic tools. Lack of clear examples from professional
practice as basis for arguments for reflective practice. Little
clear discussion of learning activitiesSatisfactory reflection
using 2-3 critical incidents and general reference to the ethical
diagnostic tools and cases. Some attempt to use ethical theories
to analyse the cases and decision making.Good reflection
referring to the ethical diagnostic tools and cases diagnostic
results, and using 4-5 examples from professional ethical
practice as basis for reflection. Links to the specific cases and
ethical theories as a way of engaging in self analysis. Some
reference to the value of the unit content.Very good reflection,
specific reference to the ethical tools diagnostic tools
contrasting results and using more than 5 examples as the basis
for reflective practice. Specific use of the cases and decision
making and using a range of ethical theories as the basis for
analysing the decision and drawing conclusion about future
practice. Clear discussion of the value of the unit and how the
material will be applied in future. Superior reflection based on
multiple, concise examples from professional practice.
Contrasting result of multiple relevant ethical tools and
specific ethical theories to analyse decision making from the
nominated cases and other cases, specific use ethical theories
to analyse decision making and directly contrast against tools.
Inference drawn about applicability as a future manager and
concise overview of learning.Report Presentation
Layout, structure and readability of the written
reflection20%Very poorly presented reflection essay.
Attachments incomplete.Poorly presented reflection essay.- very
little effort spent on structure, and general presentation.
Attachments incomplete.Poor reflection essay, limited evidence

15. cohesive and integrated structure Attachments incomplete or use
of non-verified cases.Satisfactory reflection essay. presentation
- clear and readable layout, appropriate use of headings.
Minimum standard of required attachmentsClear, attractive and
readable reflection, good layout and structure. Required
attachments. Very good reflective essay, well presented, good
layout and structure. Good use of headings and clear expression
and grammar. Required attachmentsSuperior reflective essay,
well presented, good layout and structure. Excellent use of
headings and clear expression and grammar. Clear and concise
language content flow. Required attachments .
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Reflection Trigger Questions
The key to effective reflection is to analyze your own
behaviours, and decisions so as to gain a better understanding of
why you do what you do, and to challenge whether this is
appropriate or not.
Most students simply describe what they did or the decision
they took, then jump immediately to an assessment of whether it
was right or not- this is not reflection. This is description and
will only result in a pass.
Key questions to consider
· What decision did I make or behaviour did I exhibit?
· What assumptions or beliefs did I hold that informed my
practice?

16. · Why did I hold these views or assumption- explore your
upbringing, education, religious beliefs, cultural background-
does this explain it?
· How did I feel about the decision? Examples of emptions
might include: anger, ambivalence, confusion, annoyance- etc.
· Explore why you held these feelings! Is it due to a conflict
between what you thought was acceptable and the ethical
content we considered in class or the unit?
You need to refer to at least 2 cases or activities we undertook
in class as the basis for your discussion. These two minimum
cases will be nominated by the unit co-ordinator, but referring
to more cases and how you reached your decisions is likely to
display greater depth. Cases might include, e.g. the Ford Pinto,
All Asia Airways, Moral Triggers, etc
Using the trigger questions analyze what you did, or the
position you held and why. (Assumption, background etc.)
As part of the analysis you must directly refer to the results of a
minimum of 3 verified diagnostic tools. E.g. does you result
from the Values questionnaire explain your behaviours or
decision making, or does it help you understand your
assumptions etc. Contrast and compare the results of the tools to
seek understanding of your behaviours and assumption,
decisions etc.
These must be attached to the assignments as appendices. ( Just
the results page)
(Remember that the minimum is 3 diagnostic tools- if you only
refer to 3 results then you will only score the minimum grade
for this section.

17. One of the key objectives of this unit was to provide you with
the tools to analyze the ethical dimension of a decision or
situation that you might find yourself in, so that you can assess
the ethical risk to you and your organisation. To allow you to
make a more informed decision.
Determine whether the content of the unit has given you greater
insight into ethics and behaviour.
Think about this objective and provide a final commentary
about how you will use this information as a manager in the
future.