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Self-reflection

Self-reflection

• General advice
• Different approaches
• Facilitator
• Learner
• Facilitator Example
• Learner Example

General advice

As self-reflection is used in a similar way whether evaluating for validation, objectives, learning or impact, the following applies for each of these reasons. The guidance is divided into information for a facilitator and that for a learner

Different approaches

There are different approaches to self-reflection depending on whether it is being done by a facilitator or a learner Facilitator example

• Pro-forma for use by facilitators to evaluate at validation, learning and objectives levels [27KB]

Learner example

• Learning Journal [30KB]to be used by magistrates to evaluate a programme of training at validation, learning, objectives or impact levels.
• Self-reflection Learning Journal [30KB]to be used by magistrates to evaluate a programme of training at validation, learning, objectives or impact levels.

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Facilitator self-reflection

Self-reflection can be a useful tool for facilitators when considering validation, learning and meeting of objectives. It is perhaps less useful for evaluating the impact of training as this process takes place some time after the training has been delivered. For facilitators, it is always useful to structure the self-reflection process by using some form of pro-forma. This is especially important when considering the self-reflections of a number of facilitators where a consistent approach is required.

Good for

• Looking at the way training has gone from a facilitator's perception, particularly where an event has been run by a number of different facilitators.
• Where it is not desirable to carry out a more formal method of evaluation.
• Facilitators to assess their own contribution to the learning process.

Approach

It is usual to consider self-reflection at three levels:

• Content level - reflect on the content of the training materials.
• Process level - reflection on the structure and delivery of the training.
• Impact level - reflect on aspects of the learning environment. This is not only the physical environment, it is the environment that is created by the facilitator to support the learning.
• These three levels can be used to measure validation, learning and the meeting of learning objectives either individually or in an integrated way.

Hints and tips

Some examples of areas to reflect on under the various levels appears below

Content	Process	Impact
What aspect of the content could have been better?	What aspect of the process could have been improved?	How did participants build rapport with each other?
How will participants use the information?	Were participants bored at any stage, where and why?	How did facilitators build rapport with participants?
Was it at the right level?	How was the training made interactive?	What was the atmosphere like?
How did the materials meet the aims & objectives of the programme?	Was the length of the course appropriate?	How effectively did participants seem to learn?
Were materials relevant and up to date?

Facilitators example [27KB]

Analysis

The information that you gather is almost always qualitative in nature and will require careful analysis. A suggested approach for this analysis is:

• Review findings/views to identify suggestions for improvement. Group similar points from self-reflections together, by looking for common themes and phrases.
• Assemble and report the results of this grouping exercise before making a separate analysis of the information. It is often a good idea to tabulate these results or use another graphical method such as a distribution chart to help you see the overall picture.
• Write up a report highlighting key points and issues raised. Always include 'minority' information with this so that the whole picture can be seen.

The information is perception based but by gathering a number of perceptions an overall picture can be put together.

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Learner self-reflection

General advice

• Self-reflection can be a useful tool for learners to evaluate their training at all levels. As with the guidance for facilitators, some form of structure in the form of self-questions is vital to get good consistent information.
• Where training is part of a sustained programme such as with induction, learners can reflect over a longer period to monitor the impact of the training and the experience that they gain on their growing competence.

Good for

Evaluation at all levels, but especially good for evaluating longer programmes of training.

Approach

A useful approach is for learners to maintain a self-reflection journal. A journal can record the learner's thoughts over a period of time and over a number of training sessions. Facilitators can allocate specific times in the learning process to complete the journal, this can be during a session, after a session or when the impact of the session has happened.

Hints and tips

Use copies of the learning group's self-reflection sheets to form an overall view of the training. You can design the journal to cover all levels of evaluation or use it for a single level, by carefully selecting the self-questions that you include.

Analysis

As with the guidance for facilitators, the information that you gather is almost always qualitative in nature and will require careful analysis. A suggested approach for this analysis is:

• Review findings/views to identify suggestions for improvement. Group similar points from self-reflections together, by looking for common themes and phrases.
• Assemble and report the results of this grouping exercise before making a separate analysis of the information. It is often a good idea to tabulate these results or use another graphical method such as a distribution chart to help you see the overall picture.
• Write up a report highlighting key points and issues raised. Always include 'minority' information with this so that the whole picture can be seen.

The information is perception based, but by gathering a number of perceptions an overall picture can be put together. Learners example 1 - Learning Journal [30KB] Learners example 2 - Self-reflection Learning Journal [30KB]

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