Part 1: The Four Phases of Reflective Practice
According to Passmore (2010, p. 26), “reflective practice is a powerful process that encourages mentors to prepare, encounter, and engage with their clients”. The process encourages them to reflect on the best mentoring approaches”. This process can involve more individuals in order to achieve the best results. The strategy has the potential to support the targeted outcomes. Trainers, coaches, teachers, and mentors can use this practice to understand the issues affecting their clients. The practice also informs trainers about the experiences and views of their clients. Trainers and coaches can use the power of reflective practice to reexamine their mentoring processes. The approach will result in better outcomes. Mentors should therefore use the four stages of reflective practice presented below.
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Every mentor should have the required knowledge and expertise. The individual should also undertake new exercises in order to improve his or her competencies. The client should also reexamine his or her experiences during the process. The mentor will “acquire better skills in order to analyze the issues affecting every client” (Nash, Sproule, & Horton, 2009, p. 231). However, this stage can take different paths depending on the targeted outcomes. Mentors should also embrace different “lifelong learning processes in order to widen their skills” (Passmore, 2010, p. 39).
This stage is relevant because it encourages different trainers to analyze the issues affecting their targeted clients. The stage reveals the possibilities that might arise from the established relationship. The individual “must use his or her past experiences in order to review the situation in a professional manner” (Passmore, 2010, p. 48). The mentor will eventually establish a good relationship with his or her client. Mentors should also listen attentively. This approach will produce the best reflections. The individual can also obtain the relevant feedbacks and suggestions from the client. Mentors can use this stage in order to analyse the opinions of their clients (Passmore, 2010). Mentors should also formulate the best concepts and ideas during this phase.
This phase makes it possible for the mentor to learn new ideas from the established relationship. The event will encourage “the mentor to make informed decisions based on the collected feedbacks from the client” (Nash et al., 2009, p. 231). The mentor also identifies the strengths of the relationship during this phase. The individual will also be able to interact with the targeted client in a positive manner. The mentor might also identify the challenges affecting every relationship. This knowledge will make it possible for every mentor to address the challenges affecting his or her mentoring strategy. Professional mentors and trainers should use this stage in order to improve their competencies (Nash et al., 2009). Trainers should support the changing needs of their clients using this phase.
This stage is relevant because it makes the reflective practice complete. This stage encourages mentors to form better relationships in their future practices. Many mentors use this knowledge to formulate the best strategies. The person gains new concepts and competencies. The individual also applies the concepts in different situations. These “situations can also occur between mentors and their clients” (Connor & Pokora, 2012, p. 47). This discussion explains why trainers and clients should focus on the best outcomes. Mentors should also use their new skills in every stage of the mentoring process. According to Connor and Pokora (2012, p. 53) “reflective practice is a continuous process aimed at improving every mentoring relationship”.
Part 2: Listening to the Podcast Scenario
The Targeted Podcast Scenario
Tom has been a charismatic leader. He has managed to achieve most of his goals. However, he has been using a passionate approach in order to achieve the best goals. This strategy has made him an overbearing leader. This leadership style has alienated most of his employees and teammates. The client always focuses on the best goals. He has become overbearing and ineffective. He has been forcing his employees to complete every task without asking questions. He does not share empower or support his employees. This issue has discouraged most of the targeted employees (Passmore, 2010). The workers have also become less productive thus affecting the company’s productivity.
Applying the Four Phases of Reflective Practice
The above four phases of reflective practice can address and resolve the organizational conflict presented in the podcast. This approach will ensure the organization promotes the best practices and activities. This effort will eventually make the organization successful. The trainer should begin by analyzing Tom’s competencies and skills. The individual will also examine the weaknesses affecting the client’s leadership strategy. The two individuals can therefore use this stage to explore the company’s strengths and weaknesses. This knowledge will ensure every stage of the mentoring exercise succeeds (Connor & Pokora, 2012).
The second phase is “reflective observation”. The mentor should revisit the issues and ideas presented by Tom. The mentor should “identify the best practices that can encourage the client to support the newly-formed relationship” (Connor & Pokora, 2012, p. 65). The two individuals should “present their ideas in order to support the existing relationship” (Connor & Pokora, 2012, p. 65). The mentor should use different concepts such as active participation and listening during the process. This practice will eventually produce the required goals.
The third stage will ensure the mentor understands the expectations of the targeted client. The two individuals will repeat every practice. This practice will produce the best goals and outcomes. They should also use various leadership concepts and models in order to achieve the best outcomes. The mentor should use new concepts in order to support the existing relationship. This knowledge “will produce the best practices in every stage of the mentoring process” (Connor & Pokora, 2012, p. 87). This phase of reflective practice addresses most of the challenges affecting the mentoring process.
Active experimentation is a powerful practice in every mentoring practice. The mentor should use these three stages in order to promote the best changes (Nash et al., 2009). The individual should use his or her ideas to address Tom’s needs. This discussion explains how the mentor will identify the leadership issues affecting Tom’s performance. The practice will address such challenges without discouraging the targeted client. The approach also embraces the use of evidence-based ideas in order to produce the best outcomes.
These phases will encourage Tom to form new teams and embrace the best communication methods. He should also become a team player in order to achieve the best results. Tom should also address the issues affecting every worker. The “four stages of reflective practice can therefore make every mentoring process successful” (Nash et al., 2009, p. 235). Mentors should therefore use the four phases of reflective practice in order to achieve their goals.
Connor, M., & Pokora, J. (2012). Coaching and Mentoring at Work: Developing Effective Practice. New York, NY: Open University Press.
Nash, C., Sproule, J., & Horton, P. (2009). Excellence in Coaching: The Art and Skill of Elite Practitioners. Research Quarterly for Exercise and Sport, 82(2), 229-238.
Passmore, J. (2010). Excellence in Coaching: The Industry Guide. New York, NY: Kogan Page.