SelfAssessWilliams
Lisa Williams
May 2012
"MY SYNTHESIS PRODUCT SHOWS THAT..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
As I changed my focus from others’ changing to changes within myself, I was able to narrow my subject significantly focusing on motivation and critical and creative thinking in the workplace using team concept. Instead of trying to reach all managers (who can still find this useful), I focus on middle manager’s specific needs leading to realization that managing from the middle can be successful and fulfilling.
B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.
I have thoroughly researched and feel that I have a good understanding of the growth, history and restrictions of what others have done before me. As a country, we are currently suffering from a declining economy and limited job opportunities. I have been able to incorporate what has been previously successful with my current needs. I will continue to research and adjust best practices for middle managers.
C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.
I began this process by wanting to change my staff and their attitude toward work. I soon realized after significantly expanding and clarifying my thoughts that my focus needed to be more on me and my need for change. My direction turned toward me addressing the need to be a better manager.
D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.
There are many people in upper management that do not agree with my assumptions regarding the need for motivation, need for change and/or team concept for improving work conditions. I trust my judgment and experience and want to prove my opponents wrong. It is easy to fall prey to opponents and get side tracked. Focus is my primary goal.
E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.
I have established clear objectives in regard to my product such as having my booklet reformatted to true booklet form and available for distribution by end of summer 2012. I would also like to research workshop/training opportunities for middle managers based on my booklet .
F. I have gained direct information, models, and experience not readily available from other sources.
Being able to practice and refine my goals on a daily basis with my staff is in my opinion more educational then any book or workshop. Real life experience is best means of direct information whether positive or negative.
G. I have clarified the overall progression or argument underlying my research and the written reports.
While thinking that I knew exactly what I wanted to write, I have struggled to make sure that others fully understand (through my writings) my basic assumptions and how related to my personal journey. I found that my face to face interactions with professor were best way to get me to open up express myself.
H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.
I feel that my synthesis is able to immediately grab the attention and interest of others while moving them along in an orderly fashion while experiencing my thought process. My final chapter based on true life situations will help the reader further appreciate the position that I am trying to get them to consider.
I. I have facilitated new avenues of classroom, workplace, and public participation.
Through the creation of my booklet for middle managers, I have provided various ideas, suggestions and techniques and for other managers to seriously consider.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
I continue to learn and grow. I pay close attention to what works best for me and my staff such as providing daily, real motivation and true sharing of responsibilities. I am overtly observant to what is not working and needs change. I no longer address these issues alone. I openly seek guidance from my team in resolving these issues.
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS
1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.
Example of incorporating CCT lessons is evident in my everyday supervisory role. A current example of success is my staff requesting a meeting to present their case for an upgrade. They came fully prepared with an agenda, list of pros and cons as well as a rationale for request.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
I have integrated free writing as a useful tool that I use at work when rewriting new office procedures. In class, I often was at a loss of what to write without direction. I often stared at the paper or wrote grocery list or two do list. I had to learn to allow myself to just write freely. Now, I find this very useful to free write about a procedure as a start before actually creating a new procedure
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
I needed to develop better time management. As a working mom and wife , I needed to learn how to successfully maneuver through all aspects of my life. I knew early on that I could not write or study at home, so I found my favorite book store location for writing. I also learned to say “no’ or “not now” so I could provide some time for myself to truly think and reflect.
4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.
One new tool that I learned and continue to use is journal writing. This allows me the ability to document my experience and growth leaving a record of change in my actions and attitudes.
5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.
Clearing away distractions has been biggest hurdle. I have a lot on my plate but can’t use this as an excuse to not get work done. Early on I was often disappointed and discouraged. I needed to refocus myself. I did this by first making sure my family and friends were well aware f my plans and on board with me. Secondly, I made myself dedicate specific time for school work only.
6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.
The focus on peer relationships is one of CCT’s strongest points with me. Having the ability to seek as well as offer support and advise is motivating. I have kept all my personal notes from class mates from all courses and periodically read. I will continue to make myself available to my peers completing their synthesis.
7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.
While I did not finish my synthesis when first expected, I still believe that I have always maintained an open dialogue and been very flexible with me advisor and reader even when we disagreed. I am in a much different place today then I was one year ago, this extra time has been helpful for me.
8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).
Ahhhh Revision! Revision at times is laborious but in order to revise effectively, one needs to be able to compromise. I started off wanting process to go my way. I thought I knew what I wanted. I realized that I needed assistance so I could properly convey my message to others.
9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.
Though I have revised and adapted when needed, I still feel that this is still my own personal success project. I stayed true to myself and what I wanted my synthesis to represent.
10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.
This continues to be a work in progress. I will continue to have new and different problems to resolve on a daily basis. I continue to believe that CCT was the best choice for me for a graduate program and will continue to suggest to others this opportunity.
I. "MY SYNTHESIS PRODUCT SHOWS THAT..."
A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).
B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.
C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.
D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.
E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.
F. I have gained direct information, models, and experience not readily available from other sources.
G. I have clarified the overall progression or argument underlying my research and the written reports.
H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.
I. I have facilitated new avenues of classroom, workplace, and public participation.
J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.
II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS
1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.
2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.
3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.
4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.
5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.
6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.
7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.
8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).
9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.
10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.