Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

scholarly journals MANIFESTATION OF THE TEACHER’S REFLECTIVE PRACTICE AS EXPERIENTIAL LEARNING AND INVESTIGATION OF ONE’S ACTIONS IN PROFESSIONAL ACTIVITIES

2016 ◽  
Vol 2 ◽  
pp. 40
Author(s):  
Remigijus Bubnys ◽  
Aida Kairienė
Keyword(s):  
Factor Analysis ◽  
Experiential Learning ◽  
Empirical Study ◽  
Reflective Practice ◽  
Personal Experience ◽  
Professional Experience ◽  
Learning From Experience ◽  
Community Members ◽  
Professional Activities ◽  
Significant Factors

The article deals with the teacher’s reflective practice as manifestation of learning from experience and investigation of one’s actions in professional activities, presenting the results of the quantitative empirical study. The conducted exploratory factor analysis, applying rotation of factor axes by Varimax method enabled to identify significant factors of   the teacher’s reflective practice. Four statistically significant factors were distinguished: investigation of professional and personal activities as a guarantee of accumulation and improvement of professional experience; analysis and refection on personal experience as a factor motivating learning; dissemination of acquired experience in the interaction with school community members as a possibility to learn; learning from the experience as a precondition for success of the learning organization.Research results revealed that teachers understand the importance of learning from experience; however, they are not inclined to conduct a deeper analysis of their practice.

scholarly journals Autonomy and Reflection on Practice in a Self-Access Language Centre

2018 ◽  
pp. 387-412
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Decision Making ◽  
Language Learning ◽  
Reflective Practice ◽  
Working Environment ◽  
Personal Initiative ◽  
Overall Evaluation ◽  
The Impact ◽  
Student Assistants ◽  
Further Development ◽  
Reflection On Practice

The present paper illustrates some structures and processes established in order to make the Centre for Independent Language Learning, a self-access language centre (SALC) at the Freie Universität Berlin, an autonomous and autonomy fostering learning and working environment. Since the SALC staff is mainly composed of student assistants, one of the aims of the SALC manager is to foster the student assistants’ autonomy and their reflection on practice by giving them spaces for decision-making and personal initiative, supporting them in keeping track of their work, asking critical questions, planning, implementing and evaluating their projects and thus helping them to develop as professionals while actively contributing to a reflective practice at the SALC. As a part of the reflection on practice process, a survey among the student assistants was conducted, to gather data about the student assistants’ perspective on their experience at the SALC, their perception of autonomy, their overall evaluation of their work as well as comments and suggestions for further development of the SALC. While reflecting on ways to manage the SALC at the Freie Universität Berlin, the present paper intends also to contribute to the more general discussion on how to evaluate the impact of self-access language centres.

Collaborative Action Research In Academic Administration

2019 ◽  
Vol 8 (3) ◽  
pp. 227-252
Author(s):  
Bradley C. Thompson
Keyword(s):  
Decision Making ◽  
Action Research ◽  
Collaborative Action Research ◽  
Team Members ◽  
Academic Administration ◽  
Leadership Culture ◽  
Collaborative Action ◽  
Working Together ◽  
Upper Level ◽  
Action Process

This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

Parents and educators: Partners working together in an inclusive setting

1993 ◽  
Vol 3 ◽  
pp. 33-49
Author(s):  
Sebastian (Nello) Raciti
Keyword(s):  
Decision Making ◽  
School Level ◽  
Collaborative Consultation ◽  
Local School ◽  
Participatory Decision Making ◽  
Intervention Plan ◽  
Consultation Model ◽  
Working Together ◽  
The Right ◽  
Contextual Setting

Parents have the right to participate in the educational planning for their child with a disability, however they often need assistance when interacting with professionals to ensure the best programs for their children. Professionals also require guidelines and opportunities to develop appropriate communication skills when interacting with other professionals and parents. This paper investigates the level of participatory decision-making which exists between parents and professionals, and professionals amongst themselves. The present thrust for including children with a disability in mainstream schools is used as the contextual setting for this investigation. Furthermore, the author presents an intervention plan based on the Collaborative Consultation Model to enhance the participatory decision-making skills of parents and professionals at the local school level.

scholarly journals Forecasting Global Developments and Challenges in Olive Oil Supply and Demand: A Delphi Survey from Spain

Agriculture ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 191
Author(s):  
Samir Mili ◽  
Maria Bouhaddane
Keyword(s):  
Decision Making ◽  
Olive Oil ◽  
Supply And Demand ◽  
International Expansion ◽  
Positive Health ◽  
Oil Companies ◽  
Traditional Markets ◽  
Future Supply ◽  
Oil Sector ◽  
To Come

Forecasting future supply and demand is a topical subject in the olive oil sector due to its relevance for decision making and the lack of comprehensive and consensual estimates at the global level. This study aims at overcoming this gap in research by providing a foresight of global supply and demand for olive oil for the years to come. We use the Delphi technique to estimate the expected annual growth rates in the olive oil production and consumption worldwide as well as their likely impact on Spanish exports by 2025. Another key objective of the study is to elicit expert judgements on the factors that are likely to shape the predicted changes as well as the international challenges ahead. Results suggest substantial future increases in production in new-producing countries, in parallel with a slower growth in the European traditional suppliers whose focus will increasingly be placed on quality and sustainability rather than quantity. In addition, a significant growth in the world’s demand for olive oil is expected in non-traditional markets, which will be driven by greater awareness of the positive health and sustainability attributes of this product, jointly with the changes in lifestyles and rising incomes of several consumer segments. These emerging markets offer promising prospects for the international expansion of olive oil companies. Future international challenges facing the olive oil industry include new market entry, worldwide product promotion, quality standards’ harmonization, enacting trade facilitation schemes, and dealing with the COVID-19 impacts. Findings improve market predictability and transparency, and ultimately support decision-making and strategic planning in the olive oil sector.

scholarly journals Internationalization of SMEs and Effectuation: The Way Back and Forward

Proceedings ◽  
2018 ◽  
Vol 2 (24) ◽  
pp. 1422 ◽  
Author(s):  
Hamza El Guili ◽  
Driss Ferhane
Keyword(s):  
Decision Making ◽  
Business Growth ◽  
Entrepreneurial Behavior ◽  
Entrepreneurship Research ◽  
Early Stages ◽  
Theoretical Perspectives ◽  
Theoretical Paper ◽  
Similarities And Differences ◽  
The Creation ◽  
To Come

Business growth is considered as one of the main topics of entrepreneurship research. Due to the increased interest on entrepreneurship, new theoretical perspectives have emerged to explain entrepreneurial behavior. One of these emergent theories is effectuation. It is widely known that entrepreneurs and owner-managers count on different decision-making logics during the internationalization of their ventures, including causal and effectual reasoning. Despite that the use of effectual reasoning has been generally linked to the early stages of the creation of a venture; it has recently been introduced to on the internationalization of SMEs research. Introduced by Sarasvathy (2001), effectuation logic is stated to grow in an unstable operating context where it is complicated to predict and in contrast, it is likely to unexpectedly respond to changes in the environment. Furthermore, it represents a typical shift in approaching entrepreneurship. In this theoretical paper, we first aim to highlight the evolution of the concept and the development of the effectuation theory within the literature. Furthermore, we explain the similarities and differences existing between causation and effectuation reasoning. Finally, we use the lens of effectuation to come up with an understanding of the internationalization of SMEs.

scholarly journals Experiential Learning in Action: A Collaborative Inquiry

2017 ◽  
Author(s):  
Alexios Brailas ◽  
Stella-Maria Avani ◽  
Christina Gkini ◽  
Maria-Afroditi Deilogkou ◽  
Konstantinos Koskinas ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Paradigm Shift ◽  
Research Method ◽  
Course Design ◽  
Research Approach ◽  
Thick Description ◽  
Practice Activity ◽  
The Given ◽  
Reflection On Practice

In this paper, we describe a case study of an undergraduate course on research methodology, in which lecture was reduced to a minimum and replaced with experiential learning activities. The course design was project-based and spiraled through four phases: a mini-lecture on a given research method, an “early practice” activity, and “reflection on practice” tutor-guided small group collaborations which led to deeper understanding of the given research method. This particular course design constitutes a paradigm shift in comparison to the predominant in Greek higher education didactic pedagogical model. How this paradigm shift was received and experienced by the participating students? In order to get rich insights into the lived experiences of the participants (N=15), we adopted a blended qualitative research approach: thematic analysis combined with students’ critical reflections on their experience, aiming to produce a thick description of our intervention. The course design and implementation positioned students and their tutors as knowledgeable actors able to contribute research insights through their transactions.

Ecological Identity, Empathy, and Experiential Learning: A Young Child's Explorations of a Nearby River

2018 ◽  
Vol 34 (2) ◽  
pp. 143-158 ◽  
Author(s):  
Chloe Humphreys ◽  
Sean Blenkinsop
Keyword(s):  
British Columbia ◽  
Experiential Learning ◽  
Environmental Education ◽  
West Coast ◽  
Natural World ◽  
Ecological Identity ◽  
The West ◽  
Working Together ◽  
Journal Entries

AbstractThis article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

Working Together Across Difference: Some Considerations on Emotions and Political Practice

Hypatia ◽  
1988 ◽  
Vol 3 (2) ◽  
pp. 31-47 ◽  
Author(s):  
Uma Narayan
Keyword(s):  
Political Practice ◽  
Working Together ◽  
To Come

Uma Narayan attempts to clarify what the feminist notion of the ‘epistemic privilege of the oppressed’ does and does not imply. She argues that the fact that oppressed ‘insiders’ have epistemic privilege regarding their oppression creates problems in dialogue with and coalitionary politics involving ‘outsiders’ who do not share the oppression, since the latter fail to come to terms with the epistemic privilege of the insiders. She concretely analyzes different ways in which the emotions of insiders can be inadvertantly hurt by outsiders and suggests ways in which such problems can be minimized.

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