This week’s learning journal is focused on effective learning. This focus on learning is very similar to week 1’s reading of Kolb’s (1976) ‘Management and the learning process’ and Daudelin’s (1996) ‘Learning from experience through reflection’. I believe this appears to be so, as in this week’s reading of Argyris (1991) ‘Teaching smart people how to learn’, the main point that appears to be given is that the only way to learning successfully is through failing, in combination with deep self-reflection on the various issues at hand. So for the problem for this week that that arisen for me, is how do I continue learning through reflection once this course is over and the reflections do not count towards any material achievements like a percentage of passing a course?
The identification of why I have come to this problem is not merely how I should continue reflections to maintain continuous learning, but rather why should I? From reading Daudelin (1996), Kolb (1976) and Argyris (1991), their research suggests that by continuous self-reflection, one gains a better understanding of not only themselves but also the environment that surrounds them. By doing so, one is able to produce more comprehensive solutions to problems and in result become more successful in their chosen field. However, is this really the case? From my experience of this course, the reflection process has become more of a tax in which I dread, rather than something I actively choose to do. This is possibly due to what Argyris (1991) refers to in ‘Teaching smart people how to learn’ by stating that typically “highly skilled professionals are frequently very good at single-loop learning” (p.1). From being at university, I believe that this idea of single-loop learning is what I constantly rely on to help me achieve the achievements that I am for, however when I am asked to question why such achievements are important and to provide evidence in support (double-loop learning), I find it extremely hard to articulate such things.
With regards to a solution to this problem, the only one that appears to be appropriate in this case is to keep on doing these reflections, regardless of any incentives, to really test if this method is as effective as the various theorists state it is.
Argyris, C. (1991). Teaching smart people how to learn. Reflections, 4(2), 4—15
Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36—48
Kolb, D. A. (1976). Management and the learning process. California Management Review, 8(3), 21—31