Reflection Gibbs Essay Example

Reflection Gibbs Essay Reflection based on Gibbs’ model of reflection (Gibbs, 1988) Description: I spent a week with other professionals from the Health Professions Council. The aim was to learn from each other to enable us to become better professionals and to help with our individual learning. the session also gave me an insight into how we work together with other professional groups in practice (Miller and Freeman, 2007). For this reflection I shall be reflecting on teams roles. As a professional I will need to develop my skills of working with other groups of professionals to ensure the patient receives the best care possible. Feelings: Initially with the prospect of sitting in a group I am usually looking forward to interacting with other people. But for the purposes of this exercise I did not feel that way. I did not feel comfortable; I could only attribute this to not knowing what was expected of me. This was due to a lack of understanding of the whole week. I felt that the dynamics of the group through observation were that similar professions sat together. Maybe this is how people felt more secure? I noticed that the Operating Departmental Practitioners integrated and interacted with the group and at times could take over conversations. This at times took it made it difficult to move onto different points as the other group members from different disciplines wanted to talk about their own experiences. I felt that in the beginning there was not a clear leader who could consolidate points and move them forward. 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As the week went on I felt more relaxed to share my findings and also answer questions from the group, who were finding out about me through exploration. As Williams (1997) stated, we discover as individuals who we are as a group and individually. What was interesting was that there was no conflict in the group and everyone seemed to get on. I felt able to express my opinions and findings which helped me to reflect more effectively (Sinclair and Tse, 2001). We covered team roles in such a short period of time that we were limited in terms of time to share our findings. The facilitator had a few groups to manage so this made it difficult to managing reasoning behind our findings effectively it seems as if the facilitator did not have time to stay with one group and go through the whole process and discuss our findings. Analysis As we had not met before i sensed that we were aware of our limitations and boundaries. In the group there were a variety of team roles and no 2 people were the same. This meant we worked well together. Even though my role in accordance with Belbin’s questionnaire was a coordinator, who should lead the team, we had a driver who took on the role of leader to make decisions’. The role of leader was not rotated as a felt no one could or wanted to challenge the driver as they were trying to dominate the conversation. This may have been due to time pressure as we had to relay our findings back to the whole class (Main, 2005). There was no conflict in the group, but mostly avoidance of not wanting to contradict people to create some tension. For example when we were discussing what we should feedback everyone just took on board what the driver had said and went with their thoughts. I could have spoken up and made some form of contradiction but did not want to be seen as someone who is there just to create conflict. Conclusion We went through several stages of development where we had to get to know each other and establish our roles before we were able to reach the common goal, of working together as a team. This is what we would be doing in a healthcare setting as summarised by Williams (1997). A debrief took place at the end of the session which enabled me to reflect deeper on the group I had been involved in, which I felt positive about. Working together as a group meant that I was able to reflect on the experience in a better way, as commented by Moon (2004) as I was able to ask questions prompting others to have different lines of thought through comments that had given at the end. It would have also been better if we were able to have questionnaires on other models of team roles. Sticking to one, Belbin, meant, in my opinion it was a little limited in terms of knowing which role we actually are. To be able to reflect will enable me to grow as a trainee, and with the help of clinical supervision hopefully this will continue (Kitchen, 1999). Action plan: If I was placed in the same group again I would have taken on the role of leader but would have rotated the role as to make it a bit fairer to that everyone got a chance to lead the group. I would have also used the deep approach, where I would have sought to understand the meaning of what I was meant to achieve instead of the surface approach where I focused on the outcome of the questionnaire (Boud et al, 2005).