Reflective Agents of Change: Employment of Greater Education

Modifications in operational procedure, management styles and services presented to clients and customers characterize numerous avenues of employment. An evaluation from the web as well as other media reveals the rapid progression of new products and seamless modifications of existing ones. A problem which caused major modifications in people’s earnings, lifestyle and attitude, could be the disruptions inside the world’s financial market. Since change can be a global reality, one role of greater education institutions is always to enable students to not just function effectively in rapidly altering workplace environments, but to obtain reflective agents of change.

Like a reflective agent of change

In most cases, a reflective agent of change utilizes reflection while effecting change. Particularly, it requires both cognitive and affective approaches for example employing self-directed critical thinking as a means of improving workplace conditions procedures and policies. The reflective agent of change develops an ‘uneasiness’ about protocol, process and procedure which leads to questioning of individuals areas of work, trying out new strategies and ideas, seeking alternatives, and ultizing greater-order-thinking skills. The big event and rehearse of self-directed critical thinking and ongoing critical inquiry might also result in greater understanding of labor. This type of understanding is vital for the implementation of appropriate changes at the office because, effective changes to policies or procedure depend on understanding in the nuances, thinking about the employers and employees and overall ethos in the workplace.

Next, like a reflective agent of change also involves utilizing a person’s affective skills as a means of improving practice. Markham (1999), highlights including using personal intuition, initiative, values, and encounters while making appear judgment and decisions. If affective skills are honed, they’ll improve an individual’s capacity to react, respond, assess, revise, and implement new approaches and activities.

Thirdly, like a reflective agent of change also requires a readiness to confront the uncertainties of the person’s philosophies which undergird judgments, decisions and ideas for change. This can be created by analyzing ‘self’, personal competences and philosophies in the collaborative manner involving receiving, and supplying feedback to colleagues

Developing reflective agents of change

From personal research in reflection and reflective teaching (Minott 2009), I conclude that everyone is able to reflect, for reflection is an element to become human. However, I furthermore accept Posner (1989) you will find ‘more’ or ‘less’ reflective individuals, hence you’ll find ‘more’ or ‘less’ reflective students. This conclusion also highlights the reality that might be those who, for various reasons, for example, training or not enough learning reflective techniques, or personal disposition and likeness or dislike for reflection, emerges to become either ‘more’ or ‘less’ reflective. Therefore, three situations are necessary to develop students as reflective agents of change.

To begin with, there’s the requirement to determine their belief and disposition round the couple of reflection. Again personal research (Minott 2009) as confirmed by popular theories, that students’ belief can hinder or help. In this particular process, you need to help students to produce their embedded beliefs, values and assumptions about reflection for the forefront for examination just before beginning the whole process of encouraging their reflective skills.

Next, there’s the requirement to develop students’ proficiency in making use of the techniques and tools of reflection. Including using reflective journal writing, collaborative exercises, using questions, along with what to question.

Teaching