Gibbs reflection Cycle and Smart Goals 1
Gibbs's Reflection Cycle and Smart Goals
Name
Course
Semester
Date
Gibbs reflection Cycle and Smart Goals 2
Gibbs's Reflection Cycle and Smart Goals
Impact of Social Media on Remote Work Facilitation
Introduction
As a social healthcare student, reflective exercise is an important part of the learning
process. According to Wain (2017), using a systematic reflective framework assists people in
learning through experience. The learning process particularly occurs when students reflect
on ideas they have learned in class or in their field work. It helps them understand the code of
conduct and professional terms (Jasper, 2013). In this regard, using the Gibbs model will be
crucial because it helps me understand what we learn in class and how to improve my
weaknesses for future academic endeavors.
Critical occurrence
The Gribs reflective cycle was established in 1988 by Graham Gribbs as a strategy to
organize learning from experiences. According to Adeani et al. (2020), the model consists of
six cyclical steps that help illustrate how reflection can successfully be used to learn. These
steps include description, feeling, evaluation, analysis, action plan, and conclusion stages.
Furthermore, the model offers an approach used to examine experiences; thus, it would be
crucial for me to establish lessons and develop a better action plan from the experiences
(Wain, 2017). In my case, the Gibbs cycle will be used to illustrate some weaknesses
experienced during 010 assignment presentation.
Description
During class, we presented the impact of social media in the age of remote work. We
had prepared well for the presentation, and everyone was well-equipped with the content.
Each of us had researched how to answer different questions, and we were ready to tackle the
Gibbs reflection Cycle and Smart Goals 3
audience amicably. The group had planned to present a well-planned analysis based on the
researched statistics and expert opinions. During the presentation, we experienced some
challenges from the audience. We were overwhelmed with questions, and most of the
audience disagreed with our conclusions, resulting in unexpected difficulties for our
presentations. We were responsible for collecting real-world experiences from individuals
who had faced these issues. The audience believed we had generalized our findings and used
a poor approach to handle the presentation. Because it was one-on-one interaction with the
audience, most of us were not confident, making us look incapable of taking questions. The
audience believed we did not rehearse well, and our communication skills were below par. It
put us in a dilemma, and we got stranded. We tried as much as possible but realized we
needed more research to develop a good presentation.
Feelings
The audience gave us a rough time with many questions during the question-and-
answer sessions. Due to poor preparation, the questions posed to us made us uncomfortable.
Even though we were very confident about our practices, the Q&A session shocked us and
deprived me of the confidence I had earlier developed. I felt very insecure and
uncomfortable, considering that the whole class and our lecturer were expecting much from
us. My sense of distortion increased, and my expectations were profoundly affected. We had
made a good presentation, but our efforts were uncertain now. Many questions went through
my mind. I doubted our capabilities and believed we had made many mistakes in rehearsing
for the presentation. It gave us a negative image, but I think it was a learning moment. Our
failure raised a bad mood in the class, and I realized we needed to change our research
approach to improve our future presentations. The incident highlighted the need for resilience
and the ability to adapt to negative or positive experiences (Hargreaves and Page, 2013). An
unexpected experience ruined our emotions, but we had a greater chance of making better
Gibbs reflection Cycle and Smart Goals 4
changes to improve our future presentation. It was a chance to get freedom from a pre-
constructed narrative and establish a working discourse. Furthermore, I realized it was a good
platform that would assist us in understanding our topic well. At the end of the presentation,
the spirit of hope filled our hearts. I believed this was a journey of learning and growth. It
showed that the path to academic success is rough and filled with unexpected encounters.
Evaluation
The presentation focused on social media's negative and positive impacts on the
workplace. This focus provided a diverse approach that assisted in understanding how
technology can help society and negatively impact it. The balanced analysis delivered
insights that captured the full spectrum of social media influence on remote work
experiences. The presentation gave us an understanding and exposed unconscious bias toward
viewing technology through one lens. Earlier, I thought that technology had only positive
impacts in the workplace. Still, this reality made us critically reflect on our assumptions and
biases and caused us to approach the topic from different angles. Also, it made us approach
the subject with great openness and willingness to consider other perspectives.
Furthermore, academic research and theoretical frameworks were crucial in
understanding how remote workers experienced the use of technology (Hargreaves and Page,
2013). The audience, on the other hand, was not pleased with our final findings. The move
inspires the need to use the real-world approach and opinions from different people to
enhance our conclusions and evaluations. Our presentations lacked adequate space for
discussions and engagement from the audience. Additionally, I felt that our presentation
showed our inability to prepare well. It also portrayed little confidence and motivation to
argue our points well. However, I believe it was an excellent opportunity for us to learn a few
lessons to improve our future academic work. For instance, it taught me the importance of
Gibbs reflection Cycle and Smart Goals 5
engaging in productive discussions, listening to different opinions, and working as a team to
understand the subject better. We recognized that our methods had some shortcomings
requiring attention. We needed to adapt critical thinking and incorporate insights from a fast-
paced world.
Analysis
The idea of remote work is not new in the 21st century. During the COVID-19
pandemic, the scope and nature of femote work have been significantly transformed. During
this period, social-distancing and lockdown were prevalent, and these limited the number of
people going to work. As a result, it forced them to work remotely (Singh et al., 2022).
People were forced to work from home and find their own ways of working and entertaining
themselves. During this period, the use of social media technologies increased. The majority
of them were forced to learn new ways of working from home, which brought many issues
about maintaining work-life balance.
The impact of social media on the employment sector has played a significant role in
enabling remote work. Social media platforms have simplified for employees to work
remotely from anywhere, promoting work-life balance. Social networking has enhanced
access to a worldwide pool of talented individuals. Companies may now hire highly skilled
employees from all around the globe (Singh et al., 2022). Many professionals consider
remote work choices important when making career changes. It has been found that remote
work reduces the need for physical office space, resulting in cost savings for enterprises.
Research on remote work settings shows that firms might significantly save more than
£11,000 year for each employee who works part-time. Recent research indicates that
employees who work remotely are around 24% more likely than those who work in an office
Gibbs reflection Cycle and Smart Goals 6
environment to report higher levels of job satisfaction and productivity. Additionally, further
studies have shown that different people's productivity levels are positively impacted by
remote work arrangements.
There are many benefits of working remotely; these include the ability to save time
and energy owing to fewer personal responsibilities and cheaper commuting expenditures.
Social media and other collaboration technologies have facilitated and increased the
efficiency of remote work (Singh et al., 2022). Over 16 million people logged in daily to the
famous cooperation platform Slack in 2020, demonstrating the need for tools like these to
facilitate remote employment. Recent technical improvements have added to the multiple
benefits of using social media to assist remote work. Companies benefit from improved
production and lower costs, while people benefit from more flexibility and a better work-life
balance.
The use of digital platforms changed the duration, nature, and pattern of work, which
also elevated the risks of incompetence among individuals. Social media technologies have
further transformed how people work (Singh et al., 2022). Literature argues that technology
platforms used in the workplace induce technostress, which can lead to psychological and
physiological reactions. Work-oriented social media have been found to enhance accurate and
structured communication. They provide communication tools based on team structures.
Furthermore, it emphasizes the richness, scope, and flexibility of communication and
knowledge sharing. The majority of these social media platforms, such as Facebook and
WeChat, allow users to create individual emotions aimed at enriching communication and
interactions.
Gibbs reflection Cycle and Smart Goals 7
Action Plan
We saw it necessary to devise a new course design, following the presentation of our
findings, in aid of finding a solution to present issues while also elevating our general
understanding of the study. Several techniques had to be considered to come up with a
framework that would produce greater results. For us to gain a profound understanding of
future trends in social media, we had to embrace various perspectives when approaching the
subject. Practical circumstances had to be included in our research to avoid oversimplified
results. As it stands, unconscious biases can harm our research. It remains important for all
researchers to accept their biases and thus devise a multifaceted approach to a given subject.
We gained great insight and motivation from our presentation to come up with a new course
schedule that would help us understand the material more deeply and enable problem-
solving. The various strategies we employed were crucial in devising a framework whose
outcomes were superior. According to Hargreaves and Page, (2013), the future nature of
social media and technology will need a comprehensive approach for one to understand it.
Scholars need to hold a broad perspective that incorporates practical scenarios if they wish to
avoid oversimplified research results. This research has created an awareness in us with
regard to the demerits of unconscious bias. Therefore, we need to adopt a broad perspective
when approaching the subject following the acknowledgment of individual prejudices.
Scholars get to learn how to embrace constant learning and adaptability from the growth of
technology and human interactions. One can only do so by constantly observing the changing
trends and interacting with other professionals to share insight on the same. A continuous
learning culture can thus aid in a better understanding of research topics while also promoting
precise assessments. In so doing, past mistakes can no longer be transferred to future
research.
Gibbs reflection Cycle and Smart Goals 8
Conclusion
Our presentation offered us an intriguing experience that incorporated practical
exposure to several topics. Our small mistake realized from an excellent audience
involvement did not hinder the progress of our next project. In fact, it served as a point of
reflection. Open debates need to be facilitated in future studies to stir a vast of viewpoints
from the audience. By embracing change, our results are expected to superior while the
thorough examination of the subject will generate a robust understanding.
Gibbs reflection Cycle and Smart Goals 9
5 SMART Goals to Fulfill Health and Social Care Studies
Goal Specific measurable Achievable Relevant Time-
bound
Improving Master Achieve 90% Engage in Improve Complete
knowledge healthcare on relevant study clinical d by
concepts improvement groups and practice and February
such as questions dedicated understandin 2024
psychology study g of patient
, mental sessions care
health every week.
Sharpening Establish Attain highly Look for Improve Ongoing
communicati active effective feedback patient
on skills listening rating on from relationships
skills communicati friends andand establish
through on skills experts. trust for
participatin evaluations effective
g in by lecturers. care
workshops. delivery.
Nurturing Volunteer Engage in Engaged in Improve Complete
compassion at a reflective listening to understandin d by
and empathy healthcare group stories of g of patient January
facility for discussions patients and risks and 2024
a period of about providing establish
2hours per emotional them with concerned
week for resilience and emotional care
four the challenges support practices.
months, patients face.
aimed at
getting
first-hand
experience
Establishing Evaluate Plan to attain I engaged Improve On-going
critical four case 94% on each in critical problem- in all
thinking studies case study thinking solving study
monthly, assignment workshops skills to help programs
finding key and and worked in confident
issues presentation with peers decision-
possible on case making in
solutions analysis. the
and healthcare
justifying context.
decisions.
Establishing Taking on Actively Look for Improve It is on-
strong a make leadership teamwork going
Gibbs reflection Cycle and Smart Goals 10
teamwork and leadership contributions opportuniti skills and
partnership role in a to team es in class leadership
healthcare discussions presentatio qualities
team and foster ns or
project collaborative projects
problem-
solving
Gibbs reflection Cycle and Smart Goals 11
Reference list
Adeani, I.S., Febriani, R.B. and Syafryadin, S., 2020. Using GIBBS'reflective cycle in
making reflections of literary analysis. Indonesian EFL Journal, 6(2), pp.139-148.
Hargreaves, J. and Page, L., 2013. Reflective practice. John Wiley & Sons.
Jasper, M., 2013. Beginning reflective practice. Nelson Thornes.
Singh, P., Bala, H., Dey, B.L. and Filieri, R., 2022. Enforced remote working: The impact of
digital platform-induced stress and remote working experience on technology
exhaustion and subjective wellbeing. Journal of Business Research, 151, pp.269-286.
Wain, A., 2017. Learning through reflection. British Journal of Midwifery, 25(10), pp.662-
666.
