Event reflective essay

Event reflective essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Event reflective essay you need to reflect a event that you can learn something i posted sample file below you can follow with it structure. and if you have some problems you can ask me all the time. Event reflective essay _17___organisation.docx Critical Incident While my general experience at CRESST was a positive one, there were moments that were not as satisfactory. In this second section, I will be looking into a critical incident that occurred during my placement. According to Tripp (1993), critical incidents are “created” and are “an interpretation of the significance of an event” (p. 8). Incidents are only rendered critical when they are given meaning to and within a wider sociocultural context, such as having a considerable impact on an individual’s life or a community. As such, critical incident analysis includes reflective elements as I have to recall an experience and understand it on a level that can go beyond my interpersonal sphere. This exercise occurs more often within teaching; however, it can also be applied to other types of professions as well. I will be using Lister & Crisp’s (2007) framework to analyse my critical incident, which consists of an account of the incident, my initial responses, conflicts or issues with the incident, learning from it and the outcomes. Event reflective essay I had completed designing and creating the posters and training materials, leaving me with only one task left: the animation short. This was supposed to demonstrate a scenario that could occur during a peer mediation session. The point of the short was to give mediators a visual aid of a segment in their training content, which I had read up on as I designed the training materials. It was the part that most students struggled with and CRESST thought that an animated short would be able to provide a clearer and more engaging understanding of the process. I did my research on animation styles and proposed to do an ‘animatic’, which is an animated storyboard. I highlighted to Wynne very early on that this would take a lot of time to do, and required prior preparation such as a script, and recorded dialogue. I discussed these concerns and logistics with all the staff members, and everyone agreed to concept, committing to writing the script and organising the dialogue recording sessions. The original plan was for me to start on the rough storyboards once the script was finished the following week. The following week, I entered the office, ready to start on the preparation for my final task. However, I was unable to create the rough storyboards because there was no script. Josie, who was in charge of this, was busy with other tasks on her list and had not done it. Half an hour after I came in, Wynne told me that they were going to have a meeting and were not sure about how long it was going to take. I asked them if there was any information that I could work with first, and they were unable to provide me with anything. As I was not allocated any other tasks to do, and was not involved in the meeting, I decided to utilise my time to come up with possible character designs for the animatic, which took me less than an hour. Excluding that, I spent half my day doing absolutely nothing work related, instead, I spent my day doodling and practicing my illustration skills. After the meeting, Wynne and Josie were very apologetic towards me, saying that they felt bad for leaving me with nothing to do, which I kindly brushed off. Afterwards, Wynne highlighted certain amendments I needed to make to the design of some training materials, which I did within less than an hour. Both her and Josie were surprised at how quickly I was able to make those changes, which to me was not anything remarkable as these alterations were not major. I then asked about how we were going to go about the animatic, seeing how we did not have a script and that I would be flying back to Singapore in the coming weeks. We had another discussion, and decided that Josie would finish the script and CRESST will arrange a recording of it during the Easter break while I was home. They would then send it to me so I could work on the rough storyboards. Event reflective essay Unfortunately, due to our busy schedules, neither of us could fulfil either of our obligations. I was caught up with so much work from my job at home that I barely had any time to do my university assignments. When I came back from Singapore and into the office, I was honest with Wynne about my accumulated hours at CRESST and how I needed to finish my placement soon in order for me to have more time to work on my assignments as the deadlines were around the corner. I also told her that creating the animatic was not going to be realistic given the amount of time I would have left at CRESST. Wynne admitted that they did not have the means and resources to record the script and we both agreed to replace the animation project with an infographic clip for their promotional video in a secondary school and an illustration for their new website banner instead, which I did before I finished my placement there. My initial responses to the aforementioned incident were emotional. I was very frustrated that I could not make any progress on the animatic as I wanted to get started on it as soon as possible, knowing how busy I was going to be in the coming weeks with assignments and work. I was also annoyed and disappointed at my fellow staff members for not being able to provide me with the information and materials I needed to get a basic head-start on the task. It puzzled me because they have conducted these training sessions multiple times and should have a full understanding of how the peer mediation sessions occur, making the script a document that should not take too long to create. However, rather than expressing my annoyance, I maintained a professional behaviour and kept my personal thoughts to myself. I did not want to cause any unnecessary conflicts, and I understood that due to their small number of full time staff, they are filled to the brim with tasks to do. In the end, I was able to foster a calm discussion with everyone about working around our limitations and coming up with alternatives. Event reflective essay This incident made me consider whether my own previous work experience had any influence on my response. Although I have participated in outreach programmes back in Southeast Asia, I had no experience working in charity or volunteer organisations. My previous experience consists of managerial and organisational roles in a contemporary music school as well as floor managing events. I had never worked in an organisation in the UK and had only worked in a contemporary music school based in Singapore. However, the school that I worked at is a family business and does not run in the traditional style of a Singaporean company as it was a fusion of Western and Eastern working cultures. The way work environments are in a Western context differs from an Eastern context due to the contrasts of their respective individualistic and collectivistic cultures. Individualistic cultures focus more on personal growth and self-motivation while collectivistic cultures are driven by group-centred goals and social cohesion through self-sacrifice (Hu, et al., 2014). My personal drive of wanting to do the animatic made me take the initiative to conduct research on animation styles and initiate discussions facilitating its progress, showing how I have adapted an individualistic approach to my work. However, my frustration with my co-workers could be due to the collectivist practices that I was used to, where very often, my colleagues would sacrifice their own personal time for the sake of the company, such as helping each other out with our tasks if we required any materials or clarification. Additionally, my response could also be due to my past work experiences back in Singapore, where the workplace is more demanding with higher levels of stress and expectations (Galovan, et al., 2010). I am used to working in an environment that required fast but quality-ensured outcomes, where everyone worked together in order to achieve those results. The working environment at CRESST was of a slower pace and lower expectations, which I found difficult to comprehend. Furthermore, what I deemed to be “professional behaviour” by not openly admitting my annoyance to my co-workers can be associated with the idea of ‘saving face’, which is commonplace in Eastern communities. It is a form of indirectness where careful phrasing of words is preferred over blunt confrontation in order to preserve another person’s positive public image towards other people in order to maintain social harmony (Sanchez-Burks, et al., 2003). Being indirect in communication not only ‘saves’ the other person’s ‘face’, but my own reputation as well. In this incident, I was applying my Eastern practices into a Western setting as I did not want to upset anybody unnecessarily. Event reflective essay This incident also made me consider the concept of digital natives and digital immigrants, with the former being raised in a digital era and the latter integrating themselves into a digital sphere that they did not grow up with (Prensky, 2001a). Although generations born after 1990 did grow up in an environment where digital media and technology are ingrained into our lives and is therefore not a foreign concept, it does not mean that everyone is a digital native (Erstad, 2011). A digital native is able to navigate their way through cyberspace, understanding the unique discourses, language and social mannerisms within online communities and functions. I would consider myself to be a digital native as I am a frequent user of social media platforms and a participant in online culture. I gained most of my creative skills and knowledge through the internet and my platforms are based on digital programs. Due to my experience and understanding of digital media, I was able to carry out my tasks smoothly and quickly compared to my co-workers, who I considered to be digital immigrants. Prensky (2001b) presented that “the environment and culture in which people are raised affects and even determines many of their thought processes” (p. 4). The digital world is embedded into a digital native’s life from the moment they are born. Growing up in an environment is different from incorporating oneself into it, and thus digital immigrants will always have a varied understanding of the way that environment works. I have observed such differences in comprehending digital media with the staff at CRESST. They were always impressed by my work, speed and ability to manoeuvre program functions so easily compared to them. Whenever they did not understand why I could not manipulate certain shapes or colours, I always had to explain to them about the way the programs worked. This gap may have also been a source of my frustration as I was more adept at handling digital work compared to my co-workers, who were not technological experts, thus hindering the process of completing the designated task. This incident has made me more aware of the cultural differences between the West and East, as well as between digital natives and immigrants. With this understanding, I have learned to be more tolerant and forgiving towards my co-workers as we come from very different backgrounds. Instead of insisting them to adhere to my own expectations, I learned to accept them for their strengths and weaknesses and acknowledge my own circumstances, finding a middle ground where both sides can come to an agreement through honest and civil communication. Event reflective essay Conclusion In this reflective journal, I have presented a critical reflection on my time at placement, examining my place within the workplace environment and culture, along with how I have developed my skills during the course of my placement. I have also analysed a critical incident where I reflected on an incident where I contemplated the cultural contrasts between the East and the West as well as the differences between digital natives and immigrants and how these elements have affected the way I responded to the incident. Overall, my experience at CRESST has been eye-opening and self-fulfilling. Although I started off nervous and unsure, I came out of it understanding myself better, gained new skills and advanced my existing ones. I also learned about peer mediation and conflict resolution, and how they play such significant roles in schools and in the way the organisation functions. I got to experience working in a charity organisation and practice my creative skills in a professional setting. Through my critical incident, I was able to understand Eastern and Western cultural differences together with my position as a digital native and how that can affect my professional relationship with digital immigrants. It reminded me about the importance of understanding, accepting and tolerating people from other backgrounds and how this can lead to mutual, peaceful cooperation in the workplace. I am thankful for my placement experience and will always remember it fondly. Event reflective essay REFERENCES Bandura, A., 1991. Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes, Volume 50, pp. 248-287. Cockshaw, W. D., Shochet, I. M. & Obst, P. L., 2013. General Belongingness, Workplace Belongingness, and Depressive Symptoms. Journal of Community & Applied Social Psychology, Volume 23, pp. 240-251. CRESST, 2017. About CRESST. [Online] Available at: http://cresst.org.uk/about-cresst/ [Accessed 14 May 2017]. Erstad, O., 2011. Citizens Navigating in Literate Worlds: The Case of Digital Literacy. In: M. Thomas, ed. Deconstructing Digital Natives: Young People, Technology and the New Literacies. New York: Routledge, pp. 99-118. Galovan, A. M. et al., 2010. The Work-Family Interface in the United States and Singapore: Conflict Across Cultures. Journal of Family Psychology, 24(5), pp. 646-656. Hu, Q. et al., 2014. “East Is East And West Is West And Never The Twain Shall Meet:” Work Engagement And Workaholism Across Eastern and Western Cultures. Journal of Behavioral and Social Sciences, Volume 1, pp. 6-24. Jasper, M., 2013. Beginning Reflective Practice. 2nd ed. Hampshire: Cengage Learning. Lister, P. G. & Crisp, B. R., 2007. Critical incident analyses: A practice learning tool for students and practitioners. Practice, 19(1), pp. 47-60. Prensky, M., 2001a. Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), pp. 1-6. Prensky, M., 2001b. Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?. On the Horizon, 9(6), pp. 1-6. Sahin, F. S., Serin, N. B. & Serin, O., 2011. Effect of conflict resolution and peer mediation training on empathy skills. Procedia Social and Behavioral Sciences , Volume 15, pp. 2324-2328. Sanchez-Burks, J. et al., 2003. Coversing Across Cultures: East-West Communication Styles in Work and Nonwork Contexts. Journal of Personality and Social Psychology, 85(2), pp. 363-372. Tripp, D., 1993. Critical Incidents in Teaching: Developing professional judgement. Classic ed. Oxon: Routledge. Turnuklu, A. et al., 2010. The effects of conflict resolution and peer mediation training on primary school students’ level of aggression. Education 3-13, 38(1), pp. 13-22. Wanda, D., Wiilson, V. & Fowler, C., 2014. East meets West in reflective practice. Nurse Education Today, Volume 34, pp. 1417-1419. 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