NICE HANDBOOK – Academic training of Career ... - Nice-network.eu

ReferencesArgyris, C. & Schön, D. A. (1978): Organizational learning: A theory of action perspective, Reading, Mass. [u.a.]: Addison-WesleyArgyris, C. & Schön, D. A. (2006): Die lernende Organisation : Grundlagen, Methode, Praxis, (3. Aufl.) Stuttgart: Klett-CottaBeer, M., Eisenstat, R. A. & Spector, B. (1990): Why change programs don’t produce change. Harvard Business Review,Nov./ Dec., 158-166.Bimrose, J., Hughes, D., & Collin, A (2006): A critical review of quality assurance mechanisms for Information, Adviceand Guidance, Commissioned by the University for Industry (UfI) Sheffield: learndirectCEDEFOP (2005): Verbesserung der Politik und Systeme der lebensbegleitenden Bildungs- und Berufsberatung anhandvon gemeinsamen europäischen Bezugsinstrumenten. Luxemburg: Amt für amtliche Veröffentlichungen derEuropäischen GemeinschaftELGPN (2010): Lifelong Guidance Policies: Work in Progress. A Report on the work of the European Lifelong GuidancePolicy Network 2008-2010. ELGPN, University of JyväskyläGerkhardt, M. D., Frey (2006): Erfolgsfaktoren und psychologische Hintergründe in Veränderungsprozessen. Entwicklungeines integrativen psychologischen Modells. Organisationsentwicklung. Zeitschrift für Unternehmensentwicklungund Change Management, 4, 48-598.8. ReflexivityHazel Reid and Barbara BassotReflective practice is a growing requirement for many practitioners working in education,health and the social services and is a key aspect of professionalism within the NICE CoreCompetences of guidance practitioners. The type of reflection required will vary, from spendingtime thinking about an individual client, solving a problem and improving practice; toexamining one’s own thoughts, feelings and actions in relation to the work and the impact onself as a practitioner. This contribution to the handbook will define the terms reflection, reflectivityand reflexivity and make brief reference to theory. Career guidance training programmesshould pay particular attention to the development of reflexive practice, rather than assumethe trainee practitioner will automatically develop this professional skill. The drivers for thisdevelopment are both internal and external and help to facilitate change by providing a spacefor creative and innovative thinking; whilst maintaining relevant professionalism.Hughes, D. & al (2009): Evidence and Impact: Careers and Guidance-Related Intervention. Reading: CfBT EducationTrust. http://www.eep.ac.uk/ DNN2/Portals/0/IAG/interactiveDocument_v20_web.swf (2012-03-31)Kotter, J. P. (2006 (1995)): Leading change (Nachdruck). Boston, Mass.: Harvard Business School PressPlant, P. (2004): Quality in Careers Guidance: Issues and Methods. In: International Journal for Educational and VocationalGuidance. Vol. 4, Nos. 2–3, S. 141–157Schein, E. H. (2004): Organizational culture and leadership, (3. edition) San Francisco, Calif.: Jossey-Bass.Schiersmann, C., Bachmann, M., Dauner, A. & Weber, P. (2008): Qualität und Professionalität in Bildungs- und Berufsberatung,Bielefeld: BertelsmannBefore continuing, it is important to stress that what follows can only be an overview andthat further discussion, critique and information can be sourced from the references included.Practising purposeful reflection not only improves practice, but when taken directly into workwith clients – the reflective practitioner can ‘practice what they preach’ and support clients bycreating spaces for career development thinking. But the place to begin this work on reflection,reflectivity and reflexivity is within the development of a professional identity, i.e. within initialtraining. However, the terms are often used interchangeably and clarification is required.NICE HandbookSchiersmann, C. & Thiel, U. (2011): Organisationsentwicklung: Prinzipien und Strategien von Veränderungsprozessen,(3., durchgesehene Auflage). VS Verlag für Sozialwissenschaften / GWV Fachverlage GmbH, Wiesbaden, 2011Defining Reflection, Reflectivity and ReflexivityReflection as a professional skill suggests that answers to ‘problems’ experienced in practice,cannot be selected and applied in a mechanistic fashion from a store of solutions. Human behaviouris complex and deeper thinking is required. Theory offers us descriptions and explanationsthat can help us to think about the issue, but practice is grounded in the social, historicaland cultural realities of the lives of both the practitioner (experienced or new to the role) andtheir client(s).Schön (1983, 54) refers to theory and research as occupying the “high, hard ground”, whilstpractice resides in the “swampy lowlands”. Practitioners however cannot wait for research toprovide them with solutions: they have to connect with the complexities of practice, in all itsdiversity and in its widest cultural sense. A reflective practitioner is someone who is ableto consider potential solutions through analysing their experience and prior knowledge: thisis an ongoing process throughout a professional career. The aim is to develop knowledgeablepractice beyond mere practical knowledge. Although space limits a critique of the concepthere (Reid & Bassot, 2011), in short, reflective practice is more than trained behaviour (whichcan appear somewhat technical). Those in training will need to comprehend that the careerTrends and Developments178 179