Frameworks

Reflective Practitioner

After reading many articles I have found reflective practitioner is important in daily life. If you keep learning and correcting your everyday work from the previous day then you will increase your knowledge and skills in that specific area and it will change your future learning experience, and also you can become a specialist in the focus area.  For example, after doing one thing, I thought that instead of doing it this way, next time I will do it differently. If this process gets into your mind, then you can improve day by day from the mistakes.

In my definition, a reflective practitioner is someone who looks back and tries to learn from the mistake and get free from it. 

“Reflection… Looking back so the view looking forward is clearer.” – Unknown 

(positivethinkingmind.com, n.d.)

Framework and Self-Questioning

The framework is the guidance for making something innovative and useful for future research. 

“A framework ... can help you draw out the learning points from an experience by using a systematic approach” -Williams et al., Reflective Writing

The reflective frameworks listed below are the most commonly used:

Kolb's Cycle of Reflective Practice

“Kolb shows how reflection on an experience leads the individual to form concepts about that experience and to be able to generalize from one experience to another” -Williams et al., Reflective Writing 

Kolb's (1984) cycle of reflective practice is a model designed to help people learn from their experiences. It can be used as a basis for the structure of a reflective essay, or as a way to structure your thinking. Kolb's model is based on four stages, requiring you to work through each one before the cycle leads to new experiences and loops back around.

Model of Kolb's Cycle of Reflective Practice

1) Concrete Experience

This stage required you to experience something. When it comes to a written reflection, this step usually involves a description of your experience and your thoughts at the time.

2) Reflective Observation

This stage required you to think about the experience. Here you will begin to actually reflect upon that experience. The emphasis is on you, your feelings, and the links to your skills, knowledge, and prior experience.

3) Abstract Conceptualism

This stage is all about learning from your experience. It required you to analyze and explain your reflection. Here you should focus on the meaning of your reflection and other possibilities. You can acknowledge both things that went well - and things that didn't. You may identify areas for further exploration.

4) Active Experimentation

This final stage is about putting your learning into practice. This is about translating your analysis and explanation into plans and actions moving forwards. You should ensure any goals set are specific, measurable, achievable, realistic, and targeted.

Summary:

The Learning Cycle emphasizes reflective observation as a way to analyze and draw conclusions from an experience. The aim is to take this learning into new experiences, completing the cycle.  (libguides.hull.ac.uk, 2022)

Gibbs' Reflective Cycle

Gibbs' framework “emphasizes the importance of being able to generalize, to transfer knowledge and insights gained from one situation to another” -Williams et al., Reflective Writing

Gibbs’ (1988) Reflective Cycle also provides a structure for a reflective essay.

The structure of a piece of reflective writing, whether it be an essay or learning log entry, might consist of six components or paragraphs that follow Gibb’s cycle:

Model of Gibbs' Reflective Cycle

Criticism of this framework

Don't let it put you off using Gibbs' Reflective Cycle but do take into account that there has been some criticism about its lack of depth. For example, the Open University suggests the following:

Despite the further breakdown, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking/analysis or reflection. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives, or practice. You could legitimately respond to the question ‘What would you do next time?’ by answering that you would do the same, but does that constitute deep-level reflection?

Open University (2014) in OpenLearn

Summary:

The Reflective Cycle has six distinctive stages, leading from a description of the event/experience through to conclusions and consideration for future events.  

(libguides.hull.ac.uk, 2022)

The Schön Reflective Model

“Schön identifies that the role of reflection-on-action is not only one of learning and informing action, but also the building of theory” -Moon, Reflection in learning & professional development

Schön’s (1991) Reflection in action/Reflection on action provides an additional element by making a distinction between reflection during the event and reflection after the event.  It may be helpful to take account of this distinction during your own reflective practice.

This is particularly useful in practical situations, such as when teaching or nursing, where you may need to think on your feet and try new things when something is not going as you would expect. Using Schön’s framework allows you to capture that aspect of reflective practice.

Model of Schön Reflective

Summary:

Schön: This model has the strength of considering reflection in action (during an event/experience) with those that happen in hindsight (after the event).  

(libguides.hull.ac.uk, 2022)

Borton’s Model of Reflection

Borton’s model of reflection: this article explains Borton’s model of reflection in a practical way. After reading you will understand the basics of this powerful reflection method.

What is Borton’s model of reflection?

Borton’s model of reflection is a framework for reflection. It was developed by Terry Borton, an American school teacher in 1970. He published the method in the book ‘Reach, Touch, and Teach’. In the book he calls it the ‘What, So What, Now What’-method of reflective education. It acts as a framework for reflective practice.

Borton’s framework is a straightforward model that is very easy to use and easy to implement in many situations. It allows the user to think about a situation without adding too much structure.

This makes the model a favorite among many students and healthcare professionals.

The framework includes only three questions:

1. What?
2. So what?
3. Now what?

Borton himself states that it is a fluid process, in which there is no beginning and no end. One component cannot exclude the other component.

Model of Borton Reflection

Why reflect?

Reflection in its simplest form is about careful thought. The kind of reflection that is really valuable to professionals and leaders is more extensive than careful thought. The most useful form of reflection is consciously considering and analyzing actions for the purpose of learning. This type of learning is also explained in the Kolb Reflective Cycle.

Reflection gives the brain a chance to pause in the midst of the chaos of observations and experiences. That helps to untangle and sort thoughts, allowing for multiple interpretations. It is then possible to extract value from this, which makes learning possible. Reflection is therefore crucial for leaders and professionals to grow and take steps in development.

To provide a framework for reflection in methods, practices, and processes in order to build knowledge, several reflection models are available. Examples are the STARR method, the John Discroll Model of Reflection, the Gibbs Reflective Cycle, and the Korthagen Reflection Model. These models help to make our learning more effective. Each model has a slightly different approach, but the phases are largely the same. Different people are attracted to different models depending on preferences and situations.

What?

In this first phase of Borton’s model of reflection, the question is: what? This part of the reflection process describes what exactly happened in relation to an event, task, or experience. You briefly describe what happened and what you and others did.

Ask yourself the following questions to make it easy but avoid including unnecessary details. Keep it concise.

• What happened?
• What have I seen?
• What have I done?
• What was my reaction to this?
• What did others involved do?
• What was I trying to achieve?
• What went well and what went badly during the experience?

So what?

In this phase of the reflection process, the question is: so what? This is an analysis of an event or experience. It is important during this phase that you begin to understand what actually happened in the situation you are describing. Why did things go the way they went?

Terry Borton argues that this stage is rational, intellectual, and cognitive. This is also where you apply theory to help understand what happened.

Some people use literature to consider different perspectives in order to interpret a situation. Keep the focus on yourself during this process.

Ask yourself the following questions:

• So what exactly did I feel in that moment?
• So what are my feelings now? Are they different from then?
• So what has changed since then?
• So what are the positive aspects of that experience?
• So what were the effects of what I did or didn’t do?
• So what have I noticed from the situation in practice?

Now what?

This third phase of Borton’s model of reflection revolves around the question: now what? This involves taking suggested actions after an event or experience. This is a process of thinking about what someone will do next and what the consequences of certain actions might be.

Many students and professionals find this part the most difficult because it almost always involves some degree of change. The change will require effort from a person.

These kinds of analyses sometimes reveal painful insights into their own behavior that needs to be addressed. Also (inter)personal challenges with colleagues can come to the fore. Thinking about your own behavior (Metacognition) is never easy and requires experience.

Some questions that can help you with this are:

• What are the implications for me and others of what I have described earlier?
• What difference does it make if I choose to do nothing now?
• What is the most important thing I learned about my reflection?
• What kind of help do I need to see results from my reflections?
• What do I need to improve first?

Reflection in the workplace

Multiple studies on the effects of reflection on employee performance levels and growth have shown that reflection makes people more aware of their job as a whole. Employees who have applied reflection report that they have a better understanding of the tasks they perform and that they are better able to assess their importance.

An integral part of this process is recognizing mistakes and challenging thoughts you’ve had for a long time. Although this can be challenging, employees recognize its value for their growth and development as professionals.

If you are not used to reflecting, it can seem like a difficult and tedious task. Yet it is easier than you think to implement it in your own life. Especially once you’ve noticed the benefits of effective reflection.

While it is highly beneficial for employee productivity and overall understanding, few organizations offer their employees the opportunity to reflect. More often than not the message is: work harder and don’t stop to think but keep moving forward. 

(Toolshero, 2013)

Driscoll's Reflection Model

The Driscoll model of reflection is one of the simplest models you will come across. It was developed by Driscoll in 1994, 2004, and 2007. Driscoll studied the three stem questions which were initially asked by Terry Boston in 1970, they were:

1. What?
2. So what?
3. Now what?

Driscoll connected these three stem questions to the stages of an experiential learning cycle, and then added trigger questions that must be answered to complete the reflection cycle. The three questions were developed in 1994, 2000, and 2007. The John Driscoll Model of Reflection is one of the simplest models of reflection.

  

Model of  Driscoll Reflection

 

By answering these three questions, you can start to analyze experiences and learn from them. First, it’s important to describe what the situation or experience was like. The context is essential. This gives the user a complete idea of what is going on. This is achieved by thinking about the ‘what’ question? What was learned from the experience? The last phase encourages the user to think about the action that is taken as a result of the reflection. Should behavior be changed? Must something new be introduced? Or is the status quo sufficiently positive, which means no changes are needed?

Step 1: what?

To complete the first step of the structured reflection, the following questions must be answered:

• Briefly describe the experience/situation/incident you will be reflecting on
• What exactly happened?
• What exactly did you do?
• Was someone else involved?
• Was it a good experience? Or bad? Or both? And why?

Step 2: so what?

To complete the second step of the structured reflection, the following questions must be answered:

• How did you feel at that specific moment?
• How do you react?
• Why did you react this way?
• Did you feel the same about the situation then as you do now?
• Were you experiencing a conflict with your personal values?
• Do you think past situations have influenced your experience during this situation?
• Who else was involved? How did they feel? And how did they react? And why did they react this way?

Step 3: now what?

To complete the third step of the structured reflection, the following questions must be answered:

• What have you learned from reflecting on this situation/experience/incident?
• Could you have prevented negative outcomes?
• And how could you have done so?
• What would you do differently if a similar situation were to occur in the future?
• What could you do to better prepare yourself for this?
• Where did it go wrong last time and what will you focus on now?

Ask yourself these three simple questions to yourself, then you can start to analyze your experiences. Firstly, explain the main incident, situation, experience, or event which was to set it in context. This initial step is basic yet important as it will give you a clear picture of what you are going to deal with.

Moving on, you will then reflect on the main event, experience or situation by proposing a question: So What? – What will I learn because of this particular situation? For the third question of the Driscoll Cycle, you need to think about the actions. These are supposed to be the actions you will take as an outcome of your reflection. Think about whether you will change your behavior? Or “Is there any need to bring some changes or is it okay to continue it as it is?”

Evaluation of Driscoll's Model

Driscoll's model of reflection is not the most commonly cited, however, the Driscoll model has several advantages, mainly due to its level of simplicity. The three-stage model is easier to remember when compared to other models and more straightforward in nature. If a tool or framework is easy to use, it is more likely you will use it more frequently.  

(nursinganswers.net, 2003)

Rolfe et al.'s Reflective Model

“A framework ... can help you draw out the learning points from an experience by using a systematic approach” -Williams et al., Reflective Writing

Rolfe et al's (2001) framework focus on three questions:

1. What?
2. So what?
3. Now what?

By responding to each of these questions you are able to outline an experience, relate the experience to wider knowledge, and identify implications for your practice. This is a popular framework for nurses. These questions can help you structure your writing:

Model of Rolfe et al's Reflective

Summary:

Rolfe et al: This model focuses on three questions: What? So what? Now what? and works very well for reflecting on a specific event.

(libguides.hull.ac.uk, 2022)

The ERA Cycle 

“When you are new to reflective practice, a simple. the straightforward model can be a useful way of helping you get started; the ERA model (Jasper, 2013) is one of these” -Bassot, The reflective journal

The ERA stands for Experience, Reflection, and Action. This simple framework was developed by Jasper (2013) and is based on building understanding from experience. The key component is that of action, as this feed learning through reflection forward into future experiences. 

There are obvious parallels with the Kolb cycle.

Model of The ERA Cycle

Summary:

ERA: The ERA approach asks is structured around Experience, Reflection, and Action.

(libguides.hull.ac.uk, 2022)

Brookfield's four lenses

“The critically reflective process happens when teachers discover and examine their assumptions” -Brookfield,

Brookfield (2005) suggests two distinct purposes for reflection within teaching and learning. Firstly, to reach a better understanding of how power underpins and distorts educational processes and secondly to question assumptions and practices that appear to make our lives look easier on the surface but in the long-term detract from our best interests.

This is based on the assumption that if teachers are more reflective then they are better placed to make reliable judgments about approaches to teaching practice, evaluation, curriculum planning, and purposeful responses to learners’ issues.

Model of Brookfield's four lenses

“The critically reflective process happens when teachers discover and examine their assumptions by viewing their practice through four distinct, though interconnecting lenses’ (Brookfield, 2005 p xiii).

• Lens of their own autobiography as teachers and learners
• Lens of students' eyes
• Lens of colleagues’ experiences
• Lens of educational literature

In order to provide you with some concrete examples of how these lenses could be used to examine assumptions, there are short digital stories included in the pages for the first three lenses.

 

For you to talk about reflective practice, and to share your own links and resources, there is also: 

• a discussion forum
• additional resources on reflective practice 

(libguides.hull.ac.uk, 2022) 

Neil Thompson, in his book People Skills, suggests that there are six steps:

• Read - around the topics you are learning about or want to learn about and develop
• Ask - others about the way they do things and why
• Watch - what is going on around you
• Feel - pay attention to your emotions, what prompts them, and how you deal with negative ones
• Talk - share your views and experiences with others in your organization
• Think - learn to value time spent thinking about your work

In other words, it’s not just the thinking that’s important. You also have to develop an understanding of the theory and others’ practice too and explore ideas with others.

 (skillsyouneed.com, 2011)

STARR Reflection Model

What is the STARR Method?

The STARR Method, Starr technique, or starr interview technique is often used by students when reflecting on their own actions, for example in a reflection report for an internship.

The method is also used by professionals in coaching, research, and job interviews. STARR helps to answer questions about competencies accurately and completely and ensures that you become successful in, for example, conducting a job interview.

STARR is an acronym for:

• S: what was the Situation?
• T: what was the Task?
• A: what Actions have you taken?
• R: what was the Result?
• R: what have you learned through Reflection?

 

Model of STARR Reflection

Many questions in a job interview, or any other type of interview, start with: Describe a situation where…, or: Share an example of a project where you. Many people experience these kinds of questions as difficult. The STARR Method helps to formulate a complete answer.

Why a STARR Method is important

Employers do this because they are looking for proof of certain skills. Examples of skills and competencies favored by employers are analytical skills, creativity, problem-solving skills, communication skills, and teamwork.

The following questions may sound familiar when it comes to job interviews:

• Tell me about a situation where you had to complete a task with a tight deadline and how you handled it.
• Do you go beyond what is minimally expected of you? Can you cite an example of this?
• How do you position yourself in conflicts? Describe a conflict situation you have experienced?

The five components of the STARR Method and interview questions

Below you will find several sample interviews questions that are related to the different parts of the STARR method.

Don’t use the answers to all questions in the interview, because then the answer will be way too long. Instead, select only the most relevant interview questions and answers and incorporate them into the answer.

S – Situation

• When did the situation take place?
• Who was involved in the situation?
• What exactly was going on?
• Where did the situation take place?
• What was the environment like?
• Where were you during the situation?
• How many people were present?
• What was the reason for the situation?

T – Task

• What was your role in the situation?
• What exactly did you want to achieve?
• What was expected of you? And what was expected of the others?
• What did you expect from yourself in that situation?
• Did you have specific tasks?
• What was the further division of roles?
• How did you feel about that division of roles?
• Who did you work with directly? With whom indirectly?
• How did you perform the tasks?
• What did you think of your range of duties?
• Who was ultimately responsible?

A – Action

• How did you approach it and why?
• What actions and steps did you take and why?
• What did you say and how did it relate to what you did?
• Have you carried out your actual approach?
• Was there disappointment in your performance?
• How did you deal with that?
• Have you tried to improve the situation?
• How did you improve the situation?

R – Result

• Has your approach worked? And why or why not?
• How did the situation turn out in the end?
• What was your part in the end result?
• Was your task completed successfully?
• What part did you have in the success or failure of the task?

R – Reflection

• What have you learned from it?
• How do you think you did in this situation?
• Are you satisfied with the result?
• What is the core of what you have learned?
• What would you do differently next time?
• Can you also apply what you have learned in other situations?
• How did others react to your actions?
• Do you think you did the right thing?
• How did you feel about the end result? Are you proud of it?
• What else can you add when it comes to your own actions?

Tips for performing a STARR technique

• Do not spend too much time describing the situation and the problem but keep it short and concise. In many cases, employers are more curious about what you have done in that situation and what you have learned from it.
• Practice answering job-specific questions with the STARR reflection based on the job description.
• If you are a student: make sure you don’t just share examples about situations at university or school. Almost all students do this. Employers also like to hear what you do and learn in other aspects of your life.
• Always describe the situation in the first person. With this, you focus on your own role in the situation.
• Ask yourself open questions in addition to the sample questions provided. With this, you gain deeper insights that are important for writing an extensive reflection report.
• Describe the situation objectively beforehand, so without a value judgment.
• Don’t just look at problems and things that went wrong. You can certainly mention successes.
• Ask other people to join the reflection. This ensures that you look at the situation from as many angles as possible.
• Make regular use of the STARR reflection, so that you become proficient in it. It is a very effective way to regularly analyze your own development.

   (toolshero.com, 2013)

Johns' Model of Structured Reflection

Introduction

Like the Gibbs and Rolfe models, Christopher Johns' work on reflective practice was originally developed in a nursing context but has since become widely applied across a variety of disciplines, including education. Johns' approach to reflective practice has become influential, not least because it provokes a consideration in the individual of matters which are external to them as well as elements that are internal to the practitioner.

The Processes of Johns' Model of Reflection

There are two sets of related processes in this model: looking in, then looking outwards.

1. Looking in

First, the practitioner is asked to look inwards upon themselves and recall the experience being analyzed. It may be useful to write notes to clarify one's memories. Write a descriptive account of the situation, paying attention to the emotions conjured up in the moment of the event being reflected upon, and those emotions and other thoughts which have been provoked since. Take note of issues arising from the event and its consequences.

2. Looking out

The looking-out element of the model is structured around five key sets of questions. The diagram below indicates the working of Johns' model:

Model of Johns' Structured Reflection

2.1. Aesthetic questions

Aesthetics in the sense in which Johns is using it means questions raised in relation to one's sensory perceptions, rather than in the more common usage of referring to an appreciation of art and beauty (Oxford Dictionaries, 2016a). For Johns, aesthetic questions include:

• What was I trying to do?
• What did I react in the ways that I did?
• What were the repercussions for myself / for others?
• How did others feel?
• How did I know what others felt?

2.2. Personal questions

Personal questions relate to self-examination and ask if you can identify the nature of your actions and reactions, and the elements which influenced or provoked those. Relevant questions to ask here include:

• What internal factors influenced my actions?
• How was I feeling at the time of the event?
• Why was I feeling this way?

2.3. Ethical questions

Ethical questions in this model relate to the coherence of your actions when compared to your moral and professional codes. Was how you acted consistent with your sense of self, and the values which you usually embody? Relevant questions to ask may include:

• To what extent did my actions in this instance match my wider beliefs?
• Was I acting in an uncharacteristic way?
• If so, what elements came together to influence me to act in a way contrary to my usual behaviors, or at odds with my sense of ethics?
• Did I act with the best intentions?

2.4. Contextual questions

The contextual element of the model asks you to consider if there were environmental or other factors acting on you from outside. Relevant questions to ask here include:

• What outside influences were a work?
• Were those influences reasonable?
• Who or what informed my actions?
• Would I have acted differently with alternative outside information?
• How might I work to act more positively in the future for the benefit of all?
• How have I changed because of this event?

2.5. Reflective questions

Some versions of Johns' model refer to this section as asking empirical questions; the word 'empirical' in this usage means being based on evidence, observation, and experimentation. The process of working through the reflective cycle has generated evidence based on your observations, and that leads you to be able to make assessments. Relevant questions to ask here can include:

• How does this event compare with other similar ones?
• What could I have done differently?
• What might have been the outcomes of such alternative approaches? Consider this regarding yourself, other colleagues, and the learner/s.
• What are my feelings about the event now?

Evaluation

Johns' model is useful in that it encourages reflection taking into consideration a range of standpoints, and that the reflector is provoked to consider the impacts of their actions not only on other people but on themselves in respect of their own values. However, the model may be of limited use in some contexts as it is focused on the analysis of specific individual events rather than on wider questions.

The approach may be of relevance to troubleshooting problematic sessions or encounters with learners that went wrong in some way, but the model assumes a context of good practice to contrast the behavior being reflected upon. The model has a narrative aspect to it, timelining events and feelings towards those events, but there is the danger that if applied superficially, the model may only lead to obvious and descriptive findings.

 (nursinganswers.net, 2003)

Korthagen Reflection Model

What is the Korthagen Reflection Model?

The Korthagen Reflection Model or Korthagen Reflection Cycle is a cyclical reflection method that is widely used among students in reports in which they reflect on their own actions. By going through this cycle one learns to reflect in a systematic way. This is important because reflection is an essential skill that must be learned in order to make the most out of yourself.

Reflection refers to the human capacity to look back in a structured way and to think about one’s actions. Korthagen’s reflection cycle is not only used by students, but also by teachers. This gives them new insights with regard to their educational performance.

Who developed the Korthagen reflection model?

Korthagen’s ideal-typical reflection model was developed by the Dutch educationalist Prof. dr. Fred Korthagen in 1993. He based the model on the learning cycle of David Kolb.

The model is currently used in many educational courses in the Netherlands. The model is also becoming known abroad, often under the name ‘ALACT model’. In the Netherlands, the model is also known as Korthagen’s Spiral Model.

Model of Korthagen Reflection

In 2009, Fred Korthagen, together with Ellen Nuijten, published the book The Power of Reflection.

 (routledge.com, 2022)

The Five Stages of Reflection

Korthagen’s model consists of the following five steps or phases:

1. Experiencing a situation
2. Looking back on the experience
3. Understanding key aspects of the experience
4. Thinking about alternative behavior for the future
5. Trying out these alternatives

The phases are briefly explained below.

Phase 1: experiencing the situation

In the first phase, you describe the experience you had and the overall situation. You can do this using the STARR reflection method. STARR stands for Situation, Task, Action, Result, and Reflection.

To help you, you can answer the following questions:

• What was the situation concretely?
• What did I do in this situation?
• What actions did I take in the situation?
• What was the result of my actions?

Phase 2: looking back

In phase 2 you think much more carefully about the first question of the previous phase: what exactly happened?

• What happened?
• What did I see?
• What did I want?
• What was I thinking?
• What did I feel?
• What did I do?

Phase 3: Understanding the experience

During this phase one tries to gain insight into the ‘why’ of the experience. As established in phase two, the experience includes feeling, thinking, seeing, and doing. In phase 3, identifying patterns is central.

Think about the following questions:

• What does the experience mean to me?
• Why does it mean that to me?
• What’s the problem? Or what is the positive?
• What caused my experience?

Phase 4: developing alternatives

In phase four, solutions are devised for the findings from the previous phases. Do not look for 1 solution or alternative, but several. The first option may not be the best. Answer the following questions:

• What are the consequences of the findings from phase 3?
• How could I have done it differently?
• What alternatives are there for this?
• Which alternatives can I still develop?
• Which alternatives can I ultimately choose from?

Phase 5: trying out alternatives

The final phase involves trying out alternatives and turning the options into concrete actions. Think about the following questions:

• What do I want to achieve with this?
• What should I pay attention to?
• What should I avoid?
• What do I want to try?

How do I use Korthagen Reflection Model?

Below is an example of the experience of a new colleague at Company X.

Phase 1: experience the situation

Last week I had my third meeting as a sales associate. Several departments were involved in the meeting and the company vision regarding the sales strategy was central. I wanted to ask several questions about the course of events, but I didn’t dare.

Phase 2: looking back

I passed on the questions I had to my direct colleague, with whom I have built up a good relationship. I did this because I myself am afraid not to speak my mind, or because I expect a counter question that I cannot answer.

Phase 3: Understanding the experience

Because I do not dare to ask certain questions myself, I cannot optimize my personal sales strategy. As a result, I run the risk of not meeting my targets. As a result, I run the risk of a bad assessment interview. Moreover, daring to ask questions is essential in my profession as a seller. Therefore I have to improve my behavior to keep my position.

Phase 4: developing alternatives

• I can ask the chairman the questions I have in advance of the meeting
• I can ask the people involved my questions outside the meeting
• I can suggest to my colleagues to discuss my questions outside the meeting
• I can ask if the chairperson actively asks me if I have any questions during the meeting

My intention for next time is to be more assertive during the meeting.

Phase 5: trying out alternatives

I make sure that the chairman actively asks me for input next time. Because of this, I don’t have to muster the courage to ask the question myself. I also look for ways to become more assertive. I may take a course.

(toolshero.com, 2013)

Reflective Thinking

Here are the six strategic questions of reflective thinking which I found helpful while fixing my errors. These reflective questions can be used as a base for deconstructing your own experiences.

1. What?
2. When?
3. Who?
4. Where?
5. Why?
6. How?

When you’re answering these questions, think deeply and answer them. My personal trick is I look at a situation as if I am the third person judging it. Never answer them in ways you think others in your life or society would want to hear. This is what will allow you to make the right decisions for you going forward.