Reflective Research of Practice Reflections On My Practice Appendix

MDR RESEARCH PROJECT 77781:Dianne Allen (Student No. 96027747) p.
1 REFLECTIVE RESEARCH OF PRACTICE: APPLIED TO THIRD PARTY INTERVENTIONS - Part 1
Reflections
REFLECTIONS
REFLECTIVE RESEARCH OF PRACTICE: APPLIED TO THIRD PARTY INTERVENTIONS PART 1 RESEARCH REPORT Concepts Involved in the Reflective Research of the Practice of Third Party Interventions
MDR RESEARCH PROJECT 77781:Dianne Allen (Student No. 96027747) p.2 REFLECTIVE RESEARCH OF PRACTICE: APPLIED TO THIRD PARTY INTERVENTIONS - Part 1
Reflections
CONTENTS:
REFLECTIONS ......................................................................................................................... 1 CONTENTS ............................................................................................................................... 2 1. REFLECTIONS - INTRODUCTORY AND EXPLANATORY REMARKS:..................... 3 2. MY REFLECTIVE INTERACTION WITH KRESSEL'S ARTICLE .................................. 4 3. MY PRACTICE ................................................................................................................... 14 3.1 BACKGROUND AND EXPERIENCE ................................................................. 14 3.2 THIRD PARTY INTERVENTION PRACTICE ................................................... 14 3.3 Other elements of my practice................................................................................ 15 3.4 My learning style.................................................................................................... 17 1. Music and study & work .............................................................................. 17 2. Deliberately not thinking about it ............................................................. 17 3. Internal verbal scenario testing..................................................................... 18 4. Walking and thinking/ testing thinking and other kinesthetic elements....... 18 3.5 New Exploration Versus Documentation............................................................... 19 3.6 Reading and Meaning of Words............................................................................. 19 3.7 Reading and First Sources ...................................................................................... 20 3.8 Writing and Vocabulary ......................................................................................... 21 4. REFLECTIVE THINKING & LEARNING........................................................................ 22 4.1 Reflection of the Meaning of Reflection ................................................................ 22 4.2 My Reflectiveness - What alerts me to start thinking, querying: why is that? ...... 22 5. RESEARCH ......................................................................................................................... 25 5.1 Case Study Research Method................................................................................. 26 5.2 Action Research Method ........................................................................................ 26 6. THE SYNTHESIS................................................................................................................ 28 6.1 Reflective Practice.................................................................................................. 28 6.2 Reflective Research ................................................................................................ 30 6.3 Research of Practice ............................................................................................... 30 7. AUTOBIOGRAPHICAL MATERIAL ............................................................................... 32 7.1 NOTES: REFLECTIONS FROM RECOLLECTIONS......................................... 32 7.2 INFLUENCES........................................................................................................ 33 7.3 PERSONAL EXPERIENCE OF GROUPS ........................................................... 37 7.4 PERSONAL EXPERIENCES OF APPROACHES TO INFORMALLY FACILITATING GROUP EFFECTIVENESS ................................................ 38 7.4.1 The Agenda.............................................................................................. 38 7.4.2 Group Comfortableness ........................................................................... 39 7.4.3 Procedural Rules...................................................................................... 39 7.4.4 The One-Text technique .......................................................................... 40 7.4.5 Group facilitation:.................................................................................... 41 7.5 MY FRAMEWORK IN UNDERTAKING STUDIES IN DISPUTE RESOLUTION ................................................................................................. 45
Reflections
1. REFLECTIONS - INTRODUCTORY AND EXPLANATORY REMARKS:

These reflections began life as a full part of Part 1 of my Research Project Report. The purpose was to complete the cycle, by applying the approach to my own practice. At the "abstract" level I noted that the "study has involved: the cognitive work of exploring and enunciating the conceptual elements of the proposed methodology reference to other literature sources to extend that exploration. drawing on my own experience and observations of the MDR course work at UTS during 1996-1998, especially material from what amounts to a case study undertaken in 1998 undertaking a reflective analysis of the elements of my own practice, in an endeavour to apply part of the model to myself, personally, by commencing the task of engaging in reflectiveness of my cognition of the action of intervention and the processes/ practices I engage in that arena."
The exigencies of the word count, and the words needed to explore the conceptual elements of the methodology, has meant that the material, which does not necessarily advance the argument, has needed to be diverted to this attachment. The process of enunciating my practice by these reflections, has been a process which I commenced early on with my assignment work of the Dispute Resolution studies. At this stage, it has been important for me: in making the material "public". The process of articulating material in this form seems to be a necessary first step for allowing the use of it in anecdotal sharing - a bit like working on Wade's "scripts" 1 . Kramer & Messick 2 indicate that there may be a value in autobiographical material for the effective study of negotiation in context. Other writers dealing with reflective practice, and research issues, also include autobiographical material for the reader's consideration. With this in mind, there is material at the end of this attachment that documents some aspects of my autobiography, which might prove relevant to consideration of the reflections following.
Wade, J, "Strategic Interventions Used by Mediators, Facilitators & Conciliators", Australian Dispute Resolution Journal, 1994, Vol 5, p292-304 2 Kramer, R M, Messick D M (eds) Negotiation as a social process: New trends in theory and research. Thousand Oaks, Calif., 1995. p.ix
Reflections
2. MY REFLECTIVE INTERACTION WITH KRESSEL'S ARTICLE

My reading of Kressel's article and the unravelling of its implications have taken a number of stages. The following represents some of those reflections, being notes recorded at the time. I am not usually so assiduous in capturing reflections (see further remarks on this issue in Part 2). This material, which represents only what was highlighted at the time because of its likely use in this task and/or further work, indicates just how voluminous, as well as arduous, full capture of reflecting would be. A. AT THE INITIAL READING, I NOTED: Kressel's text: p.146
Choosing a Reflective Vantage Point: The Legitimacy of Self-Study as a Research Model Researchers adopting the reflective paradigm must make an initial and crucial choice: Where shall I position myself in relation to the practitioners whose performance I wish to understand? Reflective vantage point - choosing to study ourselves ... (critique noted) In the traditional view, objectivity becomes impossible from such a vantage point. So strong is the power of the traditional empiricist ideology that even reflective researchers rarely turn the reflective research lens on their own practices.
My "responsive" "conversation": Schon & my reluctance to take the "questionnaire" route of "research": ?? awareness of the limitations of that (intuitive???) ... ??? other embedded hangups - fear of failure??!!!
p.146 Nonetheless, Schon hints strongly at the value of self-reflective research for the development of a science of professional practice. In a chapter on the corporate manager, he writes, "A more comprehensive, useful, and reflective management science could be built by extending and elaborating on what skilful managers actually do. Practitioners might then become not only the users but the developers [emphasis added] of management science" (Schon 1983:266).
Of interest is: to what extent the practice of TQM to business processes might/ will flow through to management practice? My experience at/of SMC: the empiricist measure/ review; think -> do -> measure -> ask? can we do it better? think -> new way/s -> do -> ... approach Reluctance of others to measure, fear of evaluation??, inability of others to review objectively, ... therefore the fallacy of the management plan and management plan reporting/ annual report for compliance not
Reflections
Kressel's text:
My "responsive" "conversation": for management use (old annual financial statements & me and trends, and what do these trends tell us ... "Safe environment" - needed for a reflective team - what is involved?, the risk of groupthink!!! My experience of perceptions of experiences and reporting in time, after time -?? my awareness of my reactions: mum and me and church and disappointment, Gwenda and me and second hand car?!!
p.147 Second ... motivation to identify the mediator cognition underlying effective practice is likely to be particularly high among practitioner-researchers grappling with their own cases. When my colleagues and I did something that ... worked... we sought to articulate the cognitive schema behind our intervention; when we behaved in less effective ways, our reflective research goal fell naturally toward ferreting out the unhelpful or incomplete cognition that had gotten us into trouble. On the other hand, reflective researchers studying the practice of others typically adopt a nonevaluative stance toward the efficacy of practitioner thinking.
Where does the Carnevale/ Wade list come into play here? ... Again, my initial (?) intuitive (?) response to seek a selfawareness mechanism with elements of objectivity ... ???
p.147 In advocating practitioner self-reflection as a research tool, I do not mean to minimise the obvious and central problems of bias and subjective distortion such a vantage point raises. There are ways to improve the chances for objectively grounded findings, including the use of systematic protocols, cultivation of the research team as a check against wishful thinking, and the subjecting of hypotheses generated by selfstudy to a variety of experimental probes and tests.
Nature of clinical practice and research in medicine .. a useful source?? - see Margaret for advice; complexity of interaction elements of individuality , impact of "context"
p.153 In this sense, the team served a double purpose: to help us develop an explicit understanding of our mediation theories in action and to provide an opportunity to practice the interpersonal skills we would need as mediators. Schon (1991) has commented on this correspondence (note the implied support for the researcher self-study vantage point):
Tillett's "myths" list for attitudinal review What this could add to the Master course work: ... -> Shirli's psychological debrief partner, pattern M-B analysis for team ??? - alternatives to
Reflections
Kressel's text:
The researcher needs not only to exhibit these sorts of competencies [empathy; tact; honesty], but also [to] help his co-researchers acquire them. This is a tall order, but it may be justified when the researcher is also an intervener [italics added] because the competencies essential to reliable research also serve the purposes of intervention (Schon 1991:355)
My "responsive" "conversation": M-B? Team based on occupational/ applicational experience/ interest -> unit of team work -> network of professional sharing Analytical tools to assist: - conceptual basis - value basis - practice basis - Charlton & Dewdney list; Wade list concept here of "useful cognitive framework" as distinct from "truth" (concept) -> difficulty of making a paradigm shift
p.153-4 Conducting experimental probes about reflective hypotheses: .. but the reflective team may become captive to a pernicious spirit of groupthink .. to complicate matters the reflective practitioner literature contains at least two opposed viewpoints about the meaning of validity: the goal of reflective research is the search not for truth, but for clinically useful fictions The case report is not an empirical finding or the definitive statement about "what really happened". Rather it is constructed as a model, an ideal-type picture of a particular kind of social system. Because it is coherent, because it tells a sensible story with a satisfying ending, it adds to the stock of models the consultant can use when confronting new situations and new social systems. Competence grows not when the consultant grasps more laws of behaviour, but when he or she has access to a wider and increasingly diverse set of models or stories (Hirschorn 1991:124) p.154 Schon .. argues that the search for "truth" is the aim of reflective research. He invokes Popper's (1968) notion of "competitive resistance to refutation" as the primary instrument for developing objectively grounded findings: The researcher .. has an obligation to turn his thought back on itself, to become aware of his own underlying stories, to search out possible sources of blindness and bias in his own ways of making sense of the reality he has observed. And he cannot do this unless he is prepared to entertain and test other ways of seeing his material (Schon 1991:357)
Reflections
Kressel's text:
My "responsive" "conversation":
Overall response:
Concepts Values - Effectiveness? -> implications for Training Bush & Folger traverse this ground !! My viewpoint: wider than mediation "Equipping Staff" -> the question of K-12 curriculum -> the question of education for change/ conversion!!! (paradigm!!)
B. MY SECOND READING, AFTER THE DRAFTING OF THE JANUARY 1998 PROPOSAL, AND THE COMMENCEMENT OF THE PILOTING AND THE FIRST ROUND OF COURSE OBSERVATIONS, WAS ACCOMPANIED BY THE TRANSCRIBING OF THE RELEVANT HIGHLIGHTS, AND AS I DID THAT I ENGAGED IN FURTHER CONVERSATION WITH THE TEXT. Kressel's text:
p.146 ...our reflective turn helped us to do what the Schonian paradigm advocates: to mine the intuitive wisdom embedded in our collective practice and refine it into a useful form
My "responsive" "conversation": "intuitive wisdom" - to what extent do we "know" things that as yet are implicit - not explicit - and which, until they become explicit, or more consciously known, cannot then be shared with another to instruct their practice, cannot be known to ourselves in a way which will allow us to question / challenge and refine more effectively; ? why embedded? - were begun to be learned early in life; ? did not have words to describe? Were not part of our parents and then teachers vocabulary? Did not come with a "ready-made" structural / theoretical explanation to allow it to be categorised? Similar sort of thing with other learning: things = nouns, categories = animal vegetable mineral; colours = dense vocabulary, categories = primary, secondary, tertiary; smells = limited vocabulary; sounds, music = limited vocabulary, then specialised vocabulary and structure - some folk with "perfect pitch", some "tone deaf" - the ?? scale, alternatives in other cultures, the "modern" rejection of
Reflections
Kressel's text:
My "responsive" "conversation": the diatonic scale This would appear to be somewhat contradicted by Yin - who makes the point that good case studying is far from easy. Maybe Kressels point is better made by saying that the reflective research skills are congruent with mediation skills - or more generically: third party intervention skills exercised in a transformative (or Model IIArgyris) mode.
p.146 In a similar but more expansive vein, Schon (1983: 320) argues: "The development of action science cannot be achieved by researchers who keep themselves removed from the contexts of action, nor by practitioners who have limited time, inclination, and competence for systematic reflection. Its development will require new ways of integrating reflective research and practice". There are at least two reasons for suggesting that practitioner-researcher self-study is among these "new ways". First, although the prevailing winds of traditional empiricism have taught us that practititoners and researchers are two breeds apart, with very different competencies, no arcane or hard-to-acquire set of "research" skills is necessary to do disciplined reflective studies. Serious and capable mediators already possess the basic skill they need to conduct reflective research: a capacity for a sustained metacognitive stance toward their own work.
at p.147 adding to the remarks above
Note: Carr & Kemmis here and development of education and educational theory and practice, and coming to the same need to relate theory and practice by practitioners in action research The motivation of "relevance"; the imperatives of "relevance"
p.148 Not all cases are equally informative. With time, we came to learn more from the cases which gave us the greatest difficulties.
These are after all the ones that are challenges of competence. Competence implies capacity to deal with without difficulty. It is cognitive failure, or skill lack in the practitioner which creates the "difficulty". Note, also, that for mediation, these cases are where others have had similar lack of success either the parties themselves, or the parties and some other actors in the process/es of trying to resolve these conflicts. Note also the concept of being "on the edge
Reflections
Kressel's text:
My "responsive" "conversation": of cognitive capacity" ... and being engaged in that element - Putnam p.154 in Schon, 1991 My experience of learning with the microcomputer & the Apple instructions: provided all went well, one made progress, but did not learn; beyond obedience to routine. When the system failed to deliver the goods, then you had to go back and ask why? What is it doing? Not doing? ... that was when you learned "about" the system; it was this kind of learning which then delivered "control" "competency". My definition of a computer is "the absolutely obedient idiot" it executes the instruction given, accurately. This shows up that the instruction may well have been a very poor communication!!!
p.148 .. I began my work as a divorce mediator with the idea that conflicts are systemic problems in which all the parties, as participants in and creators of the system, play an equally meaningful role. This "ittakes-two-to-tango" view of conflict is popular in the practitioner community because it fits comfortably with the enshrined notion that mediator neutrality is the sine qua non of effective intervention.
DEVELOP A LIST OF OPTIONAL/ ALTERNATIVE VIEWS OF CONFLICT ...
p.149 Paying particular attention to certain kinds of "episodes" within cases. ... our experience suggests that case study protocols can be made more useful by directing attention to critical mediation episodes ... we can identify three types of episodes in the Essex cases as having provided particularly illuminating windows on effective practice: negative surprises departures from routine recurrent moments
this doesn't follow but was recorded at this point indicating comments related to the reading up to this stage: management and process review - process review useful for routines; management essentially non routine; however, nature and rationale of critical incident debriefs advantage of minimally directed tools openness to "anything"; disadvantage - loss of something/ anything from lack of focus in this instance 50 similar events - coparenting issues in divorce; for other situations, eg organisational, so diverse no big number to gather pattern/s ?? problem??
Reflections
Kressel's text:
My "responsive" "conversation": - again specialist physician - generalist, and specialist speciality physician Elements of understandings about management practice: what you try to do, learn to try to do needs to be congruent with your own whole - integrity issue. You can build on, build with what you agree with, you can't do the other without being, or being seen to be "false". The Negotiation assignment and frame breaking ... Andrew's comment about not warning us that it would mean "can't sleep at night" / follow through -> ? mind going with new things; or "worried by where it will lead" ..-> my caveat I treasure my independence, I will not infringe on yours, if the rationale does not persuade you, I have sought consciously to resile manipulation/ emotional blackmail; but such is the psychological scene, projection/ shadow effect, implicit knowledge, etc, that I suspect that I "know" all too well how to do it, and may "unconsciously" do it ... Andrew's remarks about "mouse and cheese" - its attractiveness to him; "being on the edge of a precipice" - the unknown dark abyss?? - his type reflections - likes novelty, Who am I not listening to??? ... MickF? and his need to talk things out; LindaC and her need to talk things out, but her reluctance to think about it, too firm in her views, therefore won't be able to change them later, if they prove wrong, compared with mine, don't readily commit - like to keep open to the opportunity of more information, in case "first view" is "wrong/ not good enough", then once committed tendency to be locked, start looking for the self justifying evidence!! - Explore this??? next time Second element of management practice Whetten's stuff & Robbins' stuff of values
p.151 The most promising subject for reflective study is the superior practitioner. Research on the cognitive psychology of expertise has shown there are distinctive differences in cognitive schema and the use of tacit knowledge for problem solvers of different levels of competence (Ericsson and Smith 1991; Sternberg, Wagner, Williams, and Horvath 1995).
Reflections
Kressel's text:
My "responsive" "conversation": and ethics. M-B personality style analysis; other style analysis tools ... management and style - and choosing congruent behaviours limiting or enhancing effectiveness - something in Negotiation one on that
p.152 Describing the cognitive activity of journeymen and novices can also be illuminating, if we are interested in understanding how cognitive understanding develops and improves or examining how and where practitioners typically go wrong. .. one of our key findings was the existence of a second implicit model of the mediation role, which we came to refer to as the "settlement-oriented style". This approach, with its rigid adherence to certain simple rules ("stay neutral"; "work toward settlement as quickly as possible"), its tendency to premature closure on possible solutions, and its lack of diagnostic clarity and vigour, has much in common with the cognitive style of novice problem solvers in other problem solving domains (Ericsson and Smith 1991).
p.152 Methods for Increasing the Usefulness of Reflection The Essex experience suggests that reflection is enhanced by the use of a reflective team and conducting experimental probes of the hypotheses generated by the team's reflective activity
That reflective activity can involve, in addition to the experience, the reading of, challenging "old knowledge" of, the theoretical positions "out there" of the situation, the dynamics, and the strategic interventions.
p.156 can be used in the interest of pure pedagogy with no research agenda, either as a blueprint for practitioners who wish to improve their effectiveness through systematic reflection or as parts of a formal mediation training program.
This is an option/ rationale for commencing RRP earlier, rather than later, ie from day 1? Day 7 after the experience of DR and before commencing work on the presentation and/or the first 12 point assignment???? ? nominate one member as devil's advocate; rotate the role; elect a consulting mentor devil's advocate
p.157 While no reflective model is likely to completely satisfy traditionalist concerns for empirical logic and rigor, it is clearly possible to be more systematic and self-conscious about the generation and testing of reflective hypotheses .. procedures need to be developed to be more systematic and self-conscious about the generation and testing of reflective hypotheses .. this needs to be an explicit, rather than implied and intuitive, task of the reflective team to generate and evaluate alternatives to reflective
Reflections
Kressel's text:
hypotheses Such evaluation of alternatives is a particularly difficult task when the research team is studying its own beliefs in a context where important human concerns are at stake. It may therefore be desirable to include on the research team a member who is not involved in the mediation of cases being studied, but who has the primary function of challenging team hypotheses and suggesting alternative explanations to be assessed
My "responsive" "conversation":
p.157 The team concept itself raises important and interesting issues. To participate constructively in the reflective enterprise requires: tolerance for ambiguity cognitive flexibility ego strength
?? standard tests for these, I have seen ?? 1 & 2 in Whetten/ Management
p.158 The Essex project represents only an exploratory first step in the direction of developing a truly selfconscious reflective research paradigm.
Note, Kressels & cos activity was initially pragmatically driven, but informed by "typical" psychological research techniques: case study, conferring, data collection, hypothesis forming and testing. What appears here is the beginning, in "mediation" application of the identification of a process likely to yield effective results. It is "creative" - " new" in the "mediation" application context; it is "older" in other contexts - eg education = action research. Again, I am not sure how much Argyris & Schons work / concepts have infiltrated management research, versus equipping/ effectiveness for consultants operating in the management/ organisational field. The dilemma for the practitioner relates to the time to do this as well as the practice; the setting of the priority to do this to enable one to do more effective practice; and the decision about what is essential (important as well as urgent) to ones professional practice something which sorts the sheep from the goats, so to say.
Reflections
C. THE THIRD LEVEL OF REFLECTION ON KRESSEL'S ARTICLE HAS BEEN AFTER FURTHER INDEPENDENT READINGS, AND AS I HAVE TRIED TO PUT THIS REPORT TOGETHER AND HAVE FOUND THAT I NOW HAVE A STRUGGLE WITH ENUNCIATING WHAT IS MEANT BY REFLECTIVE RESEARCH PRACTICE OR ITS VARIOUS COMBINATIONS: Is it: "reflective research of practice" or is it "research of reflective practice" or is it "practice of reflective research" or is it "the research of the practice of reflection"? 3 At one stage I have opted for "research of reflective practice". I think I am beginning to see it now as "reflective research of practice". I also think (suspect) that I, and others, are often involved in confusing reflection with reflexivity (which relates to referring matters/ everything to oneself). One way out of the dilemma is to see (ie: remodel the cognitive schema) "reflective research" as the research of the thinking associated with the action, as distinct from "quantitative research" involving measurement of phenomena other than thinking; and "qualitative research" - involving describing phenomena other than thinking, eg: overt behaviour. 4 I think I can reasonably take this approach without unconscionably distorting Kressel's view since I note that Kressel has used "toward" and "paradigm" with "reflective research" conveying that (1) "reflective" is a descriptor of "research", and (2) by "toward ... paradigm" that somehow it is a part of something new/ a different model. Mind you, other of Kressel's text focuses on "reflective practice" 5 . His final words may clinch it: p.158 ".. the Essex project represents only an exploratory first step in the direction of developing a truly self-conscious reflective research paradigm. Further efforts are needed if reflective research is to fulfill its potential for engaging the serious practitioner and the reflective empiricist in developing a science of mediation practice." Another way out is that suggested by Schon 6 : that "reflective practice" is "research"! When someone reflects-in-action, he becomes a researcher in the practice context.
This reminds me of Schon's (1991:355) Hall of Mirrors concept. Is it (now October 4, 1998) the practice of the reflective research of practice? 4 But it is research of thinking, not research by thinking. All research (at least hypothesis forming, forming conclusions, comparing results with hypotheses, etc) is done by thinking. Quantitative research is research by measuring; qualitative research is research by describing; empirical research is research by observation and/or experimentation. 5 and I allow Kressel the "looseness" in bounding these concepts as I claim for myself - see Section 1.8 of the Research Report 6 Schon, DA The Reflective Practitioner New York: Basic Books, 1983, p.68
Reflections
3. MY PRACTICE
3.1 BACKGROUND AND EXPERIENCE
As I come to this project, however, it needs to be said that, by comparison with other researchers and/or participants in the field of third party intervention, and/or training others in this area: 1. My experience of teaching is limited, to four and a half years continuously in high school, with two years part-time, one year part-time before my Dip Ed studies, and one year parttime after resigning from full-time teaching. My teaching of adults is limited to informal training of staff, in a variety of contexts, for a variety of issues. My involvement in tertiary training is limited to the TAFE sector, and there to one semester providing a basic course of library skills, and participation in a communitybased consultative committee deliberating policy issues related to courses and resources. My involvement in third party interventions has been something that has developed over time and in time, and in a much less formal context than any sort of an official mediation. It has developed as I have sought to contribute to the deliberations of myself with others in group contexts, and a variety of especially work-related forums, in order to do things/ get things done, and/or to deal with matters of difference/s between participants, long before a mediation session would be required. Therefore, I tend to feel that in attempting this task, it is a somewhat dilettante approach. Further, I have very little right to be critical, given that I am only now returning to formal, disciplined studies, after a long absence and given that I am not doing so for academic reasons. 7
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3.2 THIRD PARTY INTERVENTION PRACTICE

I have learned, more explicitly, over the course of these studies for the Master of Dispute Resolution, that my practice, for undertaking third party interventions, has the following aspects: 1. It is heavily reliant on preparation, prior gathering of data about issues, about context, about parties to the negotiations, of appropriate structure (agenda forming) to assist collaborative consideration of the matters under negotiation. It relies heavily on (at lot of time is spent on) after the event thinking - about my reactions; about how I have thought about something; now that the event is over, how I understand it and see possible and probable alternatives for proceeding with further
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Brookfield, S "Grounding Teaching in Learning" in Galbraith, MW ed Facilitating Adult Learning: a Transactional Process. Malabar, Fla.: Krieger, c.1991 p.40 findings on adult students' "Impostor Syndrome".
Reflections
interactions into the future. 3. It is conducted, mostly, in a context where I know the players to the extent that I know them. It relies on elements of relationship-forming being in place before the event: what I know of individual interests/ needs; what I know of group interests/ needs; how I respect their right to have a say in what is to happen; how I consider that their contribution, from their point of view, from the diversity available, is much more likely to deliver a higher quality product than my own individual efforts, providing that input can be effectively harnessed. It is conducted with a view to the ongoing nature of such relationships, and the importance of their quality: the level of mutual understanding, mutual respect that can be encouraged, and with a view to enhancing those if at all possible. I think I do seek to keep open to all possible options. However, I have found, in simulations, when trying to maintain the dispute, in the face of my usual style, and so under that cognitive stress, my creativity for developing options is significantly reduced. It looks to work at an issue in stages, with time for deliberations, further thought, creative alternatives, etc. So, there is a phase of agenda-setting: analysis of issues; exploration and development of common understanding of what are the interests, of what are the respective boundaries, of the different interests, to possible future action. That is then followed by drafting: exploring options, building up a proposal that seeks to address most needs. The draft is then open to further consultation, to refine the proposal to a final consensual recommendation for action to implement. 7. As a sole practitioner, one of the dilemmas of sole practice and reflective research of that practice is time: especially the time needed to capture data, eg especially of reflections at the time of the event or as soon as possible thereafter. I note, from conversations with others, that the practice of debriefing is part of the co-mediation model as applied in the Family Court context, and in the Community Justice context. I would support fully that this is an important aspect of practice, and further mechanisms to support the development of this aspect of practice need to be explored.
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3.3 Other elements of my practice

demonstrate a bent towards the more traditional, quantitative research frame: 1. I am a gatherer of basic information: Research Officer role 1975-6; Librarian role, providing selective dissemination of information to senior staff (1976-1992) and current role (1992- present) I analyse/ synthesise the information -> principles/ vision/ plans: Library Service planning 1977-8 I seek to use processed information in a predictive, evaluative way: financial indicators
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Reflections
1975; 1988 4. I use comparative measures as a tool to test/validate effectiveness: using comparative statistics of elements of the library service to test whether our results match others (benchmarking), to check that our performance is reasonable, and if not, to explore why not, to look for ways of improving performance (1976-1992); comparative measures of elements of financial performance (1975, 1988, 1992-present) I am very sensitive to the role of perception in problem solving, in group activities. One of the rationales for undertaking the Management Reflective Research Practice pilot with the staff at Shellharbour Council (see details in Part 2) was related to the task of providing some organisational information (part of the induction) to new staff; and not wanting to poison/colour their perceptions with mine. For a start, I have been with the organisation for 20+ years, and so I am wary that I have not got as broad an experience (of different organisations/ other solutions) available for critiquing as I might. Secondly, I have been involved long enough, and high enough in the organisation to be a source of the content of decision-making and so may have some ownership of what needs to be critiqued, and have some defensiveness about others' critiquing. (Or, they may think I will not be comfortable with it (perhaps misinterpreting the non-verbal surprise, or perplexity, or questioning gesture as defensiveness) and so unilaterally decide to not expose me to it - Argyris 8 ) Consequently, I sought to gather other people, other views, other perceptions, within the group, to allow active and contemporaneous challenge of the perceptive slant I bring to the sharing of the historical information to the new staff members, and to provide a forum for them to share their first reactions, comparing their previous experience/ practice with the new/ unknown culture, to see if their fresh insights can be harnessed to broaden the organisational resource base of such information, experience. 6. I revert to the observer role/ the experimental independent validation approach to curiosities fairly readily. In the Psychology & Dispute Resolution presentation, on the first day I was presenting music as an emotional release for the INTJ personality, and the issue of mental effectiveness. The presentation involved sharing the experience of the music with other students. That night, reflecting on the experience of the presentation and my surprising ability to sleep, and others' responses which included a sense of relaxation from the music, drove me to experiment on the second day, using the music again, using it in a slightly different format: wanting to know why/ how of the experience -> experimental
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Argyris, C Reasoning, Learning and Action. San Francisco: Jossey-Bass, 1982
Reflections
approach !!
3.4 My learning style

From my studies associated with the preparation of the assignment for Psychology and Dispute Resolution, I have noted the following remarks under the heading of "Know Thyself": First, at the cognitive level, material gathered in the course of this assignment has taught me that:
1. Music and study & work

My approach to "study", with a "background" of music, is not just "something peculiar to me", it is integral to effective mental performance for me. I note that for other people, with other strengths of mental operation, the role of music, in stimulating mental activity, will produce different results. [Gwenda is a visual artist - music stimulates visual images for her, hence it is thoroughly distracting if she is trying to read. For Gwenda, reading itself also stimulates visual images, and the images from the music might well contradict the images from the reading, indeed the indications are that the musically stimulated images override the verbally stimulated images.]
2. Deliberately not thinking about it

I have become increasingly aware that when I am confronted with new material, and a lot of it, I need "time" to digest it; and with that time, with especially "different" concepts, new to me, I need to "actively" "not think about it", that is: not try to verbalise, or put into a logical argument, the material coming in. (I need to let Right Brain activity happen without interference from Left Brain activity.) With some material, when in a class, I will be trying to "synthesise" it with my current knowledge, and so will raise questions to explore where my thinking synthesis takes me, to see if the outcome of that process is "legitimate" - ie supported by other material. (Congruence development) I have very strong "left brain" analytical skills. These need to be set aside at times to allow the right brain to do its work. There have been periods where I have had more opportunity to express "right brain" creativeness - poetry; wood sculpture; photography. The balance is important. When depressed I will resort to cryptic crosswords to distract the brain - to manage the depression, pass the time until the depression subsides. When depressed, music seems to
Reflections
be closed off. The depression associated with menopause seemed to have very definite elements of physiological impacts - there would be times when I would wake (at about 2am/ 3am, with a sudden "experience" of a return to clarity in mental processes, almost as if a switch had been turned on - it lasted but briefly.)
3. Internal verbal scenario testing

When faced with an interpersonal issue, I will engage in much internal verbal scenario testing. (Left brain at work - analysis, prediction, reality and likely consequences testing.) (It nearly drives me up the wall at times - the kind of unproductive, circular thinking that gets involved; the impact on the ability to sleep, relax, etc. Music can sometimes break into the cycle, but I am also capable of not "hearing" the music.)
4. Walking and thinking/ testing thinking and other kinesthetic elements

I almost invariably note-take at meetings, whether I am secretarying the meeting or not. When studying I seem to need to "mechanically" transfer what I am reading to my brain, memory, by transcribing it. I also find walking - taking the break - deliberately not trying to thinking about it, then when the "undergrowth clears" being able to address the problem again, a useful process while synthesising new material. When faced with a mathematical task and failing to deal with it, I have found the process of "slowing down", to talk it through/ explain it to another, something which has been helpful. I have also found that the word processor, as a physical slowing down mechanism, assists my verbal expression. The many different items of information that are instructing my conclusions need to be enunciated. I am now more adept at making lists of these, rather than developing convoluted, sentences with interminable parenthetical inclusions, caveats, other material to be taken into consideration, etc. [!!!! - you were saying !!!!????] Second, at the emotional level, the material leads me to an awareness that: The question of intrapsychic conflict, and the extent to which it might be unresolved (though not unresolvable - given courage; openness to hurt; ....) is a significant one for all practitioners. Striking a "hot spot" or "having a button pushed" in the course of an interaction associated with a dispute is likely to result in less effectiveness, if not complete dysfunction.
Reflections
For myself, I have further work to do on emotional expression - maybe by the alternative "creative" right brain activities. [Or is that just another diversion?/ repression?/ sublimation? - if sublimation: so long as it works? ....] Here again, music, is of particular importance for me. There are times when certain music can "stop me in my tracks"; open up, as it were, a vista to the "other"; and deliver emotional release.
3.5 New Exploration Versus Documentation

Remarks to Peter Raffles about the Industrial Dispute Resolution Assignment: May I share with you, that the assignment for Industrial Dispute Resolution was the one which I have had most trouble with. I was down emotionally at the time, and having difficulty thinking clearly about the work; I didnt find an interesting (and for me new) angle for the assignment. I had chosen to do the M of the MDR to get access to the Industrial Dispute Resolution elective, because the paperwork, back in 1995, when I was making the decision to undertake these studies, had the Industrial Dispute Resolution elective only available for MDR. I am not sure if that is still the case. It is the industrial, and the organisational context of disputes, dispute resolution and dispute management that is/was my area of interest. Industrial was the area of legislation and process, that of all the other electives, that I knew most about before coming to the workshop. And I had trouble with it! It makes clearer to me that I appear to thrive more on the breaking-new-ground aspects of intellectual pursuit than the process of compiling evidence for the recognition of prior learning!!! I wonder what that says for other peoples response to that kind of process (RPL I mean)!!
3.6 Reading and Meaning of Words

When I read, I am usually prepared to gather the meaning of words, especially unusual and specific terminology, from the context. One of the consequences of this relatively "uncritical" approach may well be the tendency to appropriate terms into my vocabulary without really knowing what they mean or imply. I have noted in the Introductory Remarks in Part 1 that this is hazardous - leading to a broad and shallow understanding that "sounds" informed when it is not. This study has served to remind me to be a bit more cautious about this. One word I think I will cease using, from here on, is: "paradigm". I don't know how much it, as a term, in Kressel's article, led me to look for "something new" in the concept "reflective research of practice". Nor do I know if that has directed the converging of my thinking as I have sought to explore the issue. If it did, this might be an explanation for the
Reflections
"Model 3" of the "Research" analysis. "Transformative"/ "transformation" is another such term9 , and the combination: the transformation paradigm for research was what I was striving for in the Model 3 - it would have compounded the congruence: transformative research for transformative practice!!! When reading dense technical material in an unfamiliar area, I need time to process it, as noted in Section 3.4. Part of the task of trying to understand what is meant by the writer in these instances, when time, and a second read, and time, and all else fails, becomes one then of exploring what the words mean, resorting to the dictionary. It has been my experience, in this study, to begin to wonder: do the writers of the initial, dense technical material know either? In some cases it seems to me that other writers use their jargon words without having explored what they mean - the words are so much part of their normal operating milieu that they have come to mean something to them which is not necessarily common to other users. There is the dilemma of something having been taken on from "authority" and used without being explored. Indeed, it is probably how we are all develop our vocabulary: by imitating the vocabulary of those around us, without seeking clarity. The amount of discourse prevalent in the world of 1998, with radio, television and print media, leads to a further blurring of meaning, and certainly a loss of common meaning. 10 This is perhaps why the task of forming "vision" statements, etc, in organisational life can be so valuable: it is time on building common understanding which then is available to instruct the direction of the activities of a multitude of parts. One example of this, in this study, has been with the term "empirical" and "empiricism". 11
3.7 Reading and First Sources

One of the difficulties I face with scholarly work, is the need, in myself, to, as far as possible, go to the original source. My awareness of the role of perception and the capacity for distortion, noted at 3.3, means I need to go back to the original writer, and form my own judgment of what they have said. This tends to make the load of this kind of work much heavier than perhaps it ought to be. Sometimes, however, it means that I grasp what is meant much better, I find the original converging with my frame better than someone else's rephrase. Other times I find that having an "interpreter" in between is essential to grasp the sense of the original writer.
See remarks in Extended Notes, attached There was some discussion of this issue amongst the students of Advanced Mediation where there was a student with a linguistics discipline background in the group. I, for one, would have liked the opportunity to have shared in a tutorial context, some of the elements of that discussion. 11 See remarks in Extended Notes, attached
10
Reflections
I think this is one of the reasons why I like to provide the reader of my material with a fair bit of the original writer's material, if I am seeking to work with that. I know I am also trying to help the reader have quick and ready access to what has stimulated my remarks, and proven to be convergent with my frame, without having to chase the material themselves, particularly if it is unknown to them, and my reading range is somewhat idiosyncratic, and over a long time frame now.
3.8 Writing and Vocabulary

I have found that when I am writing under pressure of time, I tend to resort to my vocabulary and use the more complex terms which convey most of the variety of meaning that I want to get across. That way the material is drafted quickly and accurately (as far as I am concerned it gives my meaning). I have needed to spend more time on writing, in an endeavour to move to more basic language. One of the clearest writers I have come across is CS Lewis in Mere Christianity which was prepared for radio broadcast in the 1940s. His choice of words is basic. It was reading that which taught me that you cannot speak simply of material unless you really know it - I now see, though I haven't had time to read it, that DeBono is having his say, on this matter, in the same terms. 12
12
DeBono, E Simplicity. London: Viking, 1998
Reflections
4. REFLECTIVE THINKING & LEARNING

4.1 Reflection of the Meaning of Reflection
The following is how I drafted a definition for meaning for sharing with students in January 1998, for the invitation to join the pilot option. This indicates a confusion, in me, between reflection and the task of data collection of events and activities of a case study, as part of the research process. I have found that the case study element tends to be lost. Research of reflection needs the thoughts at the time to be also gathered, at the time, to become part of the data for review. This still tends to elude me, as well as daunt me when I recognise that it is there. 13 Reflection: thinking back on what was done; gathering data, say by journalling, or some other structured recording, of: the event/s past, and the intervenor's activity, and the responses of the other participants, in that/ose event/s; and reviewing that with a view to improving performance for the next time round
What needs to be said is that the task of data gathering in reflective research is to include the gathering of data about what was the thinking (of the actor/ practitioner) at the time of the action, in any preparation, and in any post-action analysis. So, my September draft is: Reflection: thinking about it: before, during and after the doing thinking about one's own responses in it: thoughts, feelings, actions, decisions, reasons for actions
4.2 My Reflectiveness - What alerts me to start thinking, querying: why is that?

I have learned, more explicitly, over the course of these studies for the Master of Dispute Resolution, that my reflectiveness is characterised by the following aspects: 1. 2. It is very responsive to uncomfortableness in experience/s It is very attentive to convergent data: new things that fit into/ clarify and/or enrich my
13
See remarks on my interactive reading of Kressel's article; see also Part 2 remarks on journalling.
Reflections
understanding of my frame, delight me. 3. It is extremely uncomfortable in any situation where integration has to be delayed, or is unable to be accomplished - eg some sessions on competency based training and structures for forming competency definitions; reading in new areas, or complex areas where the jargon is not known, not well-understood. It is not often initially framed by words. I am not sure to what extent it is then tacit knowledge, which by careful questioning by others can be explicated. I suspect some of it falls into DeBono's 14 category of being fast pattern thinking that has moved beyond verbalisation. In my interpersonal deliberations I am conscious of trying to not impute motives; jump to conclusions; move too quickly too far up the ladder of inference. I am unsure of how successful I am in that regard. 15 My frame does not readily mesh with others' perceptions: 6.1 my concept of what I call the Beckett Syndrome in the organisational context, group life 16 my insight of/ in group discussions of needing a considerable period of time to reach a level of interpersonal comfortableness before the real agenda/ real problems can be approached 17 my views at significant variance with those expressed by the staff in the strategic planning consensus building activity most recently with my discrepant thinking about/ word association with "accounting"
4.
5.
6.
6.2
6.3
6.4
DeBono, E I am Right - You are Wrong: From This to the New Renaissance: From Rock Logic to Water Logic. London: Penguin, 1990, p.82 15 A remark at the Peer Group Pilot critique 9/10/98 - to query - is there some research that indicates that "imputing motives" is "hard-wired"? 16 The "Beckett syndrome" in other contexts - "Beckett" as in Samuel - and "Waiting for Godot". There seems to be times in the life of people, and organisations, when there is an uncertainty, or a loss of confidence, and a waiting, for someone else, or something else, from outside, to bring the cure. At the organisational level I have seen it hit Shellharbour Council a number of times, and have not known quite what to do about it. I certainly haven't understood why the leadership has become so "immobilised" / "disconnected". After all, of any in the organisation, they have the most capacity to take initiative, to deal with what is at issue. It has usually meant a time of nonperformance - to say the least. Archbishop's Election 1993 - see notes later in Autobiographical section Notes Reflections while reading Zehr: the "state" has replaced "God" - Psalm 51:4 "Against thee, thee only, have I sinned ..." - a recognition of a deeper truth?, or the first step is dissociation? ... Cain - am my brother's keeper? - being called to account by God, for there was no other; role of conscience; original sin of passing the buck - "the serpent thou gavest us tempted me"; can admit responsibility, offer reparation, but still be "dissatisfied/ unsatisfied" conscience, being forgiven, accepting forgiveness, then forgetting - question of where is the "power" in it?; psychological dimension of power, powerlessness, - Beckett syndrome 17 See remarks later in Section 7.4 - Group Comfortableness
14
Reflections
7.
This reflectiveness may well be part of my tendency to get depressed. 18 The mental reworking of problems, and not readily seeing solutions, may result in frustration. When this happens I need to find some diversion from mental sets and states (eg depression) in cryptic crosswording and/or reading formula fiction - the whodunit being the favourite looking for confirmation that problems can be solved. (in the light of reality and the ambiguity of reality!!) As noted earlier, at section 3.2, point 2, as a conscious and verbalised activity, it is more transparent to me (or at least, I can capture more of it) before and after the event than in the event.
8.
Comment of normalising at the Peer Group Pilot critique 9/10/98: "I have had a doctor tell me that he would think that something was wrong if this world/ this day and age didn't depress you." Is it depression? Clinical depression? and what does the research there say? or might a better way of expressing this be: "discouragement". What we say to ourselves sometimes determines how we can deal with what is happening - leads into cognitive behaviour therapy area.
18
Reflections
5. RESEARCH
1. I have noted my tendency to deal with the elements of my world in the more traditional, quantitative frame in section 3's Reflections. My alertness to the traditional quantitative frame not being the exclusive authority on knowledge comes, in part, from my readings related to preparations for teacher training, and the philosophy of education. Particular input came with the necessity to prepare a paper on Teaching the Scientific Method and reading of Conant 19 and Koestler's The Act of Creation at the time. 20 / 21 Another aspect is my alertness to hermeneutics - the interpretive sciences. This comes, I think, from my Christian faith, and some understanding of the discipline of the interpretation of scripture as the rule of life, and, more particularly, arising from the Synod debate on the ordination of women in the Sydney Diocese of the Anglican Church. 22 It is instructive that back in January I used these terms to describe research: Research: trying to investigate the theoretical underpinnings of the actionsreactions involved in the interaction, and formulating hypotheses about the interactions, and testing those hypotheses by endeavouring to undertake congruent activities in following intervention/s, and recording the results of those changes and reflecting on that
2.
3.
4.
It is evident from this that I haven't clearly identified the component of practice research which relates to the case study element. The above conception owes more to action research.
So, in my condensed notes I now describe research in the following terms: For research about the practice of intervention, exploring the intervenor's thinking which guided their actions is a necessary part of the development of any theory relating to the effectiveness of that practice. Such research can be either "observer" research, or participant-observer
The year of the paper was 1967. I have no reference details for JB Conant. Possible titles include: On Understanding Science (1947); Science & Commonsense (1951) or Modern Science and Modern Man (1952) 20 Koestler, Arthur The Act of Creation. London: Pan, 1966 (c. 1964) 21 See also details in Part 2. 22 See detail later in Reflections, Section 7.2
19
Reflections
research. Research: gathering data, say by journalling, or some other structured recording, of: the event/s past, the intervenor's activity, the responses of the other participants, in that/ose event/s what was the thinking of the intervenor associated with the event and the intervenor's activity reviewing that with a view to improving performance for the next time round, by trying to investigate the theoretical underpinnings of the actionsreactions involved in the interaction, and formulating hypotheses about the interactions, and testing those hypotheses by endeavouring to undertake congruent activities in following intervention/s, and recording the results of those changes and reflecting on that
5.1 Case Study Research Method

1. As noted earlier 23 the concepts and elements of case study research method are new to me, and tend to escape from my attention. As Hoshmand 24 says there is nothing like experience to teach you: what, and how. I expect that working on Part 2, when I should undertake some sort of analysis of how/what I was doing, to demonstrate that it was consistent (or inconsistent) with the case study method, will build some of that understanding. I expect that working on Part 3, where I will be seeking to explore how case study research method applies to an intervention, and how to develop tools to assist students learn to do a case study report of an intervention event, where they were the practitioner, will also assist with this cognitive process.
2.
3.
5.2 Action Research Method

1. Initially I have responded to the repeat cycle element of the action research concept in my drafting of the conceptual components of reflective research. I have not perceived the "collective" self-reflection until now. I suspect that many others also only see it as the
23 24
See Section 4.1 in this Reflections material Hoshmand, LT Orientation to inquiry in a reflective professional psychology Albany: SUNY Pr, 1994,
p.178
Reflections
hypothesis-> action-> result-> evaluation, or the hypothesis-testing experiment, as part of the reflection-in-action process. 2. Again, in this area I seem to be running into the ambiguity of common terms. Action research, and research of action, and undertaking social change by acting in accordance with social theory developed by research processes - are all different, yet can be taken up to mean action research? Given the variety of understandings of action research and how it is applied, there will be a need to maintain a conscious and conscientious effort to hold fast to the aspects of: collective, self-reflective, collaborative, and critical (critical in the social science sense able to explore to the roots - the original meaning of radical).
3.
Reflections
6. THE SYNTHESIS
6.1 Reflective Practice
In this context, my experience is with a variety of situations, using the approach almost intuitively from time to time, with some occasional, more in-depth episodes. 1. The experiential aspects of the MDR course, and the context, in MDR studies and in studies assignment development, where I was able to work at applying theory to practice, has been important for me. It has been important to challenge practice/ experience to look for patterns, and to explore model explanations to allow the practice to be made explicit, to be able to be more conscious of what I know, to be conscious of what I have learned, to be more confident that I have something that I am able to teach. In the role of Chief Librarian, I considered that one of my tasks involved extending the service. I went about that in the following way: doing the new activity myself, breaking the ground, adapting what needed to be done to what could be done, given the resources/ resource limitations; then drafting the procedures describing what to do, how, what recording keeping was necessary; then training subordinate staff to do the task, to manage the service delivery; then delegating the role of ongoing service, and service development, to the subordinate staff. In 1985 the Council was engaged in preparing a submission to the Grants Commission. The Town Clerk was newly appointed to the position, and was seeking to establish corporate management as his management style. I was part of the group discussions, and involved fairly directly in assisting compile the report, structure the presentation, coordinate the inputs of the various departmental interests. When it was all over, I sought to undertake a debriefing: what worked well; what didn't work so well; what could we do to prepare for the next occasion; how could we streamline our record-keeping to maintain the appropriate statistics. As such, this approach was new to the bulk of the management, and while not openly rejected, it was not received as of any importance. I think there was an element of uncomfortableness with admitting inadequacies in company, especially as overall the event went well/ better than expected/feared. I think there was also an element of the ongoing mind-set of reactionism - responding, with effort, to the situation at hand. Never (well, hardly ever) setting aside time to think about how one might be prepared to approach the same task next time, with materials prepared beforehand. The demands of day-to-day functioning regularly push out such forward thinking. Using a process of categorising MANEX (Management Executive Group) activities in the MANEX meetings to undertake a review of its effectiveness, 1988(?). Again, while the approach was not actively rejected, the outcomes were only recognised as being of interest, there wasn't any endeavour to explore the whys, or how to work on being more effective.
2.
3.
4.
Reflections
5.
Again in 1992 I drafted an unsolicited memo to the General Manager: Sabbatical Review; Preparations for 1993 legislation and organisational change. This was an endeavour to serve the General Manager by the looking back and looking forward process, to see what lessons from the backward glance might instruct actions into the foreseeable future. September draft: (Note, there was nothing like this in the January draft.) So, Reflective Practice involves being more consciously aware of the practitioner's thinking which is informing/directing their practice responses.
6.
7.
So far as reflection-in-action being a part of my practice, I think that this developed when I was coaching mathematics, and then teaching. Reframing is an essential tool of a teacher aiming for understanding. First, as the teacher I needed to understand what the student's thinking was. When they indicate that they have not understood me, then I need to restate and/or rephrase what I understand to see if I can get them to come with me from where they are to where I am in understanding. In the course of this interchange, my understanding is also open to change from this cognitive effort - my understanding is open to refinement, to becoming more lucid in its expression. I have distinct memories of: 1. not understanding division by fractions. I obeyed the mathematical rules and could always get the right answer but I knew I didn't know why. Then one day, I did understand. It was the realisation that the fraction was a little thing, less than a whole, so there were lots of them in a whole which was the breakthrough! coming to a realisation, while driving and overtaking, and being overtaken, of what the formulas of motion, which I had been using for something like five years of high school and university level studies in physics, actually meant and conveyed. The next physics lesson, on velocity, acceleration and distance travelled, etc, from me, was quite different! consciously rejecting rote learning for some activities: if I couldn't understand it to work it out, I wasn't interested in learning the formula method. I failed Pure Mathematics III in 1965, on the basis of this principle. I could work out the mathematical problem, but not within the 3 hour examination timeframe necessary for the pass. I also knew that I could work at rote learning of certain standard solutions. I chose not to. My facility with method may have come with another year's concerted attention to practising those sorts of calculations, especially as, by the end of the year my cognitive efforts with the mathematical concepts was starting to yield some understanding. By comparison, at school, many hours had been spent on working over problems, eg algebraic problem solving, Euclidian geometry, where the concepts were much simpler. There was time there for repetition until the facility was almost automatic.
2.
3.
Reflections
6.2 Reflective Research

1. The whole of this report could be considered as representing my reflections for this section. My research/inquiry approach, as noted in Section 3.2 note 2, and Section 3.3, is more inductive than deductive. This may be an outworking of my cognitive style (NT on Myers-Briggs) the "convergent" style. I certainly am reluctant to deliberately form an hypothesis before I test. I have noted that I am very quick to extrapolate to the general from one particular case: these are the very quick, idiosyncratic matchings; skills useful for cryptic crosswording, with its satisfaction of knowing the answer is right 25 ; the essence of the delight in the pun and other humour. I then have to take time to explore, chase confirmatory evidence; and sometimes I do not find it!
2.
3.
6.3 Research of Practice

1. I am not sure if this is indicative of anything in particular, but when I was studying at university 26 I have a clear recollection of being in a high place, looking over the campus, and thinking: "This is nearly a city/ community on its own: shops, doctor, residential facilities, sporting facilities, etc - you could live your life here". Then, as quickly: "No, I don't want to." I had needed to set myself a study target in my first year: that of getting good enough grades to be able to do the Advanced Chemistry unit, which could have led to post graduate work - in science that would have been research. I was studying on a Teachers College scholarship with every intention of teaching, and while the practical sessions of the undergraduate studies were replication exercises, or cooking lessons as I came to see them, I think the intellectual life was a likely attraction for me, but, at that point of perception it was not enough of an attraction. As detailed in Part 2 of this report, my decision to return to tertiary studies, after such a long break, and to the UTS MDR was to access information/ skills and understanding that I felt I needed to address a work issue; to access the discipline of study; and to access fearless and independent critiquing of my thinking, BUT only in material which had relevance to my real life activity: it had to be practical, and not just an intellectual exercise. It is therefore quite curious that I have come to this research project, and in this way. In the process of drafting and reviewing, I have changed the title of this section from "Research of Practice", to "Research for Practice" and back again 27 . What power these
25 26
2.
3. 4.
DeBono, E Practical Thinking. London: Penguin, c. 1971, p.116-121 "recognition rightness" 1963-1967; B Sc (Gen Sc) & Dip Ed 27 Sometimes I have deliberately left it in a "contrary" combination, almost seeking to use all combinations to "see how they feel" - Note: I "see" - the visual learner, with kinesthetic overtones (the transcribing, Section 3.4
Reflections
little prepositions have! Research of practice may have implied research "about" practice - what practice is, itself. My focus is on research "for" practice - research to help the thinker-doer to become more effective in what they do in their practice. I hope that is clearer. Of course, what it might do is only beg more questions!
point 4)
Reflections
7. AUTOBIOGRAPHICAL MATERIAL
7.1 NOTES: REFLECTIONS FROM RECOLLECTIONS
AUTOGRAPH BOOK: "To thine own self be true, and as night the day, thou canst be untrue to any one" from my teacher in sixth class Offense at my name, my character, being referred to as: "Diana -goddess of the hunt" at 12, with strongly developing "Protestant" inclinations, by a priest cousin to another cousin at his ordination celebration 1962/3 - reading Modern English Literature 1966 - reading anthropology, citing Malinowski when all the rest were using Mead - "Man" assignment 1966/7 - reading philosophy, educational theory/ psychology 1967 - creative writing outlet; earlier attempt at drama 11/12 1967-1971 creative writing; 1968- photography; 1971- sculpture 1967 - reading in history & philosophy of science: Assignment on Scientific Method and Teaching of Science Librarianship - chasing "professional" status AHRI - chasing "professional" status Now ADRA - chasing "professional" status Beckett Syndrome Council crisis of leadership/ cargo cult mentality at a different level Archbishop's Election 1993
Beware of what I call the "Beckett" syndrome, we elect an Archbishop, and WAIT: WAIT for/ expect him to do it. The Samuel Beckett "Waiting for GODOT" Syndrome. I think the Beckett Syndrome is a good description of what I see to be a particular cultural expression of the Australian way of life. The gospel of Jesus Christ sets us free, free even from that.
***************
Reflections
7.2 INFLUENCES
(the writers and books marked * I consider have been particularly seminal for me - frame forming) 1958-1962 1960-1962 1963-1966 High School studies at St George Girls High Ministry of Bill Ostling BSc studies -> BSc(Gen Sc) Sydney University
Degree in Science: Major in Chemistry; three years study in Pure Mathematics; two years study in Applied Mathematics; two years study in Physics; one year's study in Geology; Biology; Anthropology. Studies in Thermodynamics - there are physical laws that indicate that the concept of evolution per se - increasing complexity - is difficult to sustain - nature tends towards chaos - or you need a lot of energy to establish and maintain order Studies in Atomic Physics - Heisenberg's Principle of Uncertainty - you can't know everything if you know where a sub-atomic particle is you can't know how fast it is travelling; if you can measure how fast it is travelling you can't determine where it is 1966 Teaching Science & Biology to Year 10 & 11 Bethlehem College, Ashfield Studying Biology 1 and Anthropology 1 at university to finalise the degree 1967 DipEd studies Sydney University PostGrad Diploma in Education: Foundations of Education; Philosophy of Education; Philosophy of Classroom Practice Readings in Educational Theory: Piaget; Montessori; Readings in Educational Philosophy: many and various - record of what specifically is lost (did a lot between 1966 when studying Biology & Anthropology & teaching Year 10 Science & Year 11 Biology, and 1967 Dip Ed studies) General reading (1963-1967, most 1966/7): Malinowski - Anthropology Mead - Anthropology *Huxley: Ends & Means Buber: Between Man and Man *Fromm: Fear of freedom The Art of Loving Man for himself
Reflections
Freedom from Fear Teilhard de Chardin: Kierkegaard: Kafka: Berne: Games People Play Packard: Hidden Persuaders *Koestler: Act of Creation (1967) - "Scientific Method" / Creativity various others Wilson: Beyond the Outsider Tillich: Shaking the foundations 1968-1972 - Teaching Science Kiama High School 1969Co-residence with Gwenda Hodgson
Exposure to studies in Art & Aesthetics Herbert Read - various titles Hayakawa: Language in Thought and Action Studies in Librarianship: 1971 (private study) 1971, 1975 (LAA Registration Exams) 1972 - Commencement of Kiama APC 1972 - Commencement of R.O.B. 1972 - Candidate for Federal seat of Macarthur 1973 - Teaching Science p/t SCEGGS Wollongong 1973 - Candidate for State Seat of Wollondilly 1973-4: Writing & Publishing A Case for Quarrying (1973) Planning the District of Kiama - Jamberoo - Gerringong (1973) Lake Illawarra Report (1974) Illawarra Region Report (1974) Christ's People and Society (1974) 1974-1975 Cataloguing University of Wollongong Library
1974 - Candidate for Senate
Reflections
Studies in Town Planning: (1972-3 private study) 1974 (Ordinance 4 Certificate Exams) 1975 & 1976 Ordinance 4 Certificate Exams - Law associated with Local Government & Town Planning McHarg: Design with Nature Mumford: City in History Stretton: Ideas for Australian Cities Stretton: Housing & Government 197 Lay Ministry of Grahame Scarratt
Studies for Sydney Preliminary Theological Certificate 197 1975-1979 1975-1976 Ministry of Reg Piper Research Officer for Shellharbour Council
Major submissions in work context: 1975 The Shellharbour Area 1975 Grants Commission Submission 1975 Report on Quarries & Quarrying 1976-1992 Chief Librarian Shellharbour Council
John Calvin: Institutes of Religion (reference use - work problems, 1977/9) 1978 Planning of Library Services 1988 Review of Library Services 1980-1986 Ministry of Stephen Gabbott
1980 Elected to Sydney Anglican Synod 1980 KCAE Management for Librarians 1981 Commenced membership of Zadok 1983 Bishop Harry Goodhew asks for SDI on current issues 1984 First exposure to PC (Apple) 1984 Land Between Two Rivers (with Jim Derbyshire) 1985MANEX Secretary for Shellharbour Council
Reflections
1986 John Stott at Summer School 1 Timothy studies 1986 Purchase of own Apple 2c (August) 1986 Attitudes about work 1987-1992 Ministry of David Mansfield
1989 Draft on Women's Ordination 1992 Studies for Certificate of Personnel Management 1992Executive Assistant to GM - Shellharbour Council
1996 Studies for Master of Dispute Resolution (UTS) Christian Writers: CS Lewis * Screwtape letters (1960) Mere Christianity Essays on topical matters Everything else can lay hands on Basic Christianity (1960 Confirmation preparation) Christian Counter-Culture - Sermon on the Mount God's New Society - Ephesians Only One Way - Galatians Issues facing Christians today
John Stott
Michael Griffiths John White *Robert Banks All the Business of Life *Christopher Wright Living as the People of God Bonhoeffer **********
Reflections
7.3 PERSONAL EXPERIENCE OF GROUPS

1951 School 1951 Mortdale; 1952-1957 Sutherland; 1958-1962 StGGHS 1954 Brownies member 1960 Confirmation Class; CSSM Camp group member; 1960-66 Sunday School class teacher; 1960-1967 St Paul's Gymea congregational member 1961 1961-1967 Youth Fellowship 1963 1963-1967 GFS leader 1963 1963-1965 EU member (fringe attender) 1966 Part-time teacher Bethlehem College, Ashfield & staff member 1968 1968-1972 High School teacher/ staff member Kiama High School 1968 Member NSW Teachers Federation: local district meetings - Annual Conference 1968, 1969, .. 1971 1971-1976 member of a local community group "Kiama APC": the Kiama Advancement and Protection Committee 1971-1976; 1973: Publication and circulation of "Planning the District - Kiama-Jamberoo-Gerringong"; and public presentation of Kiama APC position on principles for the amendment of the local Town Planning Scheme with guest/ expert speakers; 1975? Chairperson 1971 1971-1973 member of local community group 2 (more radical!) "ROB" = Rejection Of Boral 1971-1973; 1973: Publication of "A Case for Quarrying" 1971 1971-1975 member of South Coast Conservation Society; 1974: submission of "Lake Illawarra Report"; 1974: submission of "Illawarra Region Report" 1971-1975 Observing Kiama Municipal Council 1973 1973- present Settle to membership Christ Church Anglian Church, Kiama 1973 Staff at SCEGGS 1974 1974-5 member of Illawarra CRAG ("Coalition of Resident Action Groups") 1974 Committee member Christ Church Kiama 1974-1995; Secretary 1976-1995 some gap 1974 Staff member at Wollongong University Library Technical Services Division 1975 Staff member at Shellharbour Council - contracted Research Officer 1975? Member of Interim Illawarra Regional Council for Social Development - more facilities, social development analysis work 1976 Growth Group [small study/ support group] (Christ Church Kiama) member; 1976- 1996; 1985?- 1996 - leader 1976-1992 Chief Librarian - Shellharbour Council 1976 member Illawarra Regional Committee of AACOBS; 1976-1986 1978 member Warilla Advice & Information Centre; 1978-1986 1978 Shellharbour TAFE Committee - Chair Role 1978-1988; Illawarra District TAFE Regional Council; 1979 NSW Advisory Committee of the Australian Broadcasting Commission 1979-1981 1980 Parochial Representative to Sydney Anglican Synod 1980-1995; 2 Archbishop Election synods; one synod committee 1981 Member NSW Committee of Australian Advisory Committee on Bibliographic Services 1981-1987 1985-1995 Secretary to MANEX 1992- present Secretary to ARCC
Reflections
7.4 PERSONAL EXPERIENCES OF APPROACHES TO INFORMALLY FACILITATING GROUP EFFECTIVENESS

Throughout the experiences noted above, I have been exposed to the modus operandi of a number of different "institutional" ways of delivering group effectiveness, dependent in part on the nature of the organisation, in part on the individual with the role of leadership, in part on the individual composition of the group. I would say that the "point" of real awareness of the issue of group effectiveness, and what contributes to it, and to what extent I had any responsibility in the matter, etc, developed in me in 1968. I suspect the awareness came from two factors: the professional obligation to develop teaching abilities, the need to become an effective participant in the deliberations of the Teachers Federation. On reflection, the "instructive" elements from such experience can be identified as follows: 1. 2. 3. 4. 5. 6. Structure: Work-Play-Study-Worship at GFS Teacher training - curriculum development; lesson preparation; lesson presentation; performance improvement Agenda Setting - Kiama Church Committee; MANEX; staff meetings; working party meetings Procedural rules - NSW Teachers' Federation - Anglican Synod Standing Orders - no imputing motives: Anglican Synod One-text method: Annual Report 1987? Study Leave Policy 1988 Permanent Part-time work policy 1989? Building & Space Report Committee Structure Report Delegations Report Various working parties/ one-off meetings Group facilitation: 7.1 Discussion on Salary System 1996
7.
7.4.1 The Agenda

One of the problems that often dogs poorly conceived group meetings is the "working over" of old business: inordinate time rediscussing the minutes of the last meeting. I was involved, with a former Rector of the parish, in using an agenda to focus the Church Committee discussions on substantive issues. This was attempted by categorising agenda items to aspects of ministry, and indicating a prospective time frame to work through the agenda. The minutes of the last meeting then tended to fall into their rightful place - documenting the past (group memory) but not
Reflections
dictating, directing or diverting the current meeting from dealing with the agenda before it.
7.4.2 Group Comfortableness

One of the frustrations I have had (until I realised what was going on) with the Council's MANEX meeting, was the inability to deal with matters quickly. The sense of frustration was exacerbated by the almost universal, underlying critique, of a pressured management, that time was being wasted in these meetings. The MANEX (Management Executive) group was formed in 1985/6 as a result of the new Town Clerk/ General Manager's attempt to put into place "corporate management". It was: the Town Clerk; the Deputy Town Clerk; the Chief Engineer; the Chief Health & Building Surveyor; the Chief Town Planner; the Chief Librarian (me); the Treasurer (when the position was clearly separated from the jurisdiction of the Deputy Town Clerk). It convened, in the early stages, weekly. The agenda was issued beforehand, and when I became secretary the compiling of the agenda was a matter of following up unfinished items and gathering new concerns from any/ all of the participants. There were times when the meeting had clear, new substance to deal with, and was quite productive. There was one meeting which stands out in my memory for the following reason. * The agenda was big. * The group generally worked in a desultory way through it. * Finally the meeting was formally closed. * As the participants stood up and began to move out, one of the senior staff mentioned a matter not raised on the agenda. * It was at that point that the real business of MANEX of that week commenced to be dealt with. It seemed to me, that on the strength of that meeting, in the context of past meetings (and the phenomenon repeated itself in future meetings) that the individuals in the group needed about two hours to "get to know one another again", before they were comfortable enough with one another to risk raising a difficult and sensitive issue that needed to be dealt with.
7.4.3 Procedural Rules

My experience of the use of procedural rules to facilitate group deliberations is also interesting. At the local group of the Teachers Federation, the "procedural" motion: "that the motion be put" invariably created confusion. There were some members of the group who then delighted in diverting debate to debate the procedural material. When the Chair eventually put that matter,
Reflections
those who hadn't been involved in "playing the game" then voted as if the substantive matter was being dealt with. At the Annual Conference of the Teachers Federation, likely to have been of the order of 1000 people, the use of tight procedural rules kept the debate on track. The experienced Chair knew how to "gag" the nonsense and the bigger group daunted uninformed participation. At the Anglican Synod, a group of over 500 at its busiest/ most controversial stages, the use of a "procedure" called the "formal motion" allows matters where there was not any real opposition to be disposed of "formally", in the early part of the day's proceedings. A second Standing Order, which allows a challenge of "imputing motives" to rule a speaker "out of order" means that "personal" attacks or misrepresentations can be controlled in debates where there was significant controversy, with strongly held and defended positions. For Synod, the procedural motion to gag debate or "go on to the next item of business" takes a different form to that used at the Teachers Federation Conference. The wording of the form is of itself not clear: it is called "the previous question". But for the experienced participants its use has a significantly different purpose: when the "previous question" motion is carried, there is no vote, and the motion before the chair falls to the ground. It is used in two different ways: 1. to hear the mover of a motion, and let them say their piece/be heard on the matter of concern to them, but, if there is support for the procedural motion, to gag any other debate that might become personal, divisive, or irrelevant to the primary synod task/ responsibilities, etc to round off debate on a divisive matter by not, at the end, putting the substantive motion to the vote and so polarise positions to clearly divide the synod
2.
7.4.4 The One-Text technique

Much of the activity of local government rests on the adoption, by Councillors, of an officer's report, with its action recommendations. Consequently, in acting to "coordinate" a number of "corporate reports", especially in the period 1985 to present, I have "naturally" used what amounts to the one-text technique: 1. 2. A meeting is convened of the "recognised" interested parties. Initial discussions are held on the scope of the problem to be dealt with in the report. An initial indication is sought of available information, likely contributors of necessary information etc.
3.
Reflections
4.
After the meeting, the discussion is "minuted" by the formulation of a draft report, by me. The draft report indicates the thrust of the argument, the information at hand - or its likely source; notes any unresolved issues, etc. The draft is circulated and becomes the agenda for the next meeting. Meetings, with discussion, challenging the content of the draft, followed by additional drafting/ redrafting, gathering in other information, etc are held until the group is essentially satisfied that the report reflects their "best advice". For some issues there may be a secondary circulation, to a wider range of interested parties, when the draft is closer to its likely final form, to see if there is any additional input needing to be taken into account.
5.
6.
7.4.5 Group facilitation:

One of the groups where my role includes giving technical advice, and operating as the "honest broker", is as an ex-officio member of the Award Restructuring Consultative Committee. This Committee was formed under the auspices of the Local Government (State) Award, 1991. It is a consultative committee, with representatives from staff (unions) and management (Divisional Directors and Councillors). The primary purpose of the Committee was to consult on elements of the process of implementing the new award, with a new structure for remuneration based on skills (as distinct from a single classification rate). The process is part and parcel of the thrust for change in the industrial landscape moving from centralised award agreements to enterprise based agreements in the context of the federally encouraged micro-economic reform 28 . In mandating the formation of consultative committees (a significant departure from "usual" practice for most local government bodies) the Unions and the Local Government & Shires Association (the peak employer body) also sought to provide support to the industry, by way of initial (and later support) training for consultative committees.
Over the period since the formation of the Committee, there has been a number of devices used to assist participation and consultation at various levels of the process. These include: 1. 2. 3. 4. Briefings with external experts Discussions related to the briefings, facilitated by the external expert The formation of Subcommittees to meet separately, and discuss, in depth, issues, and come back to the full Committee with recommendations The provision of a pre-meeting gathering of staff to discuss amongst themselves concerns: there are five different segments of the workforce represented, with
Material drafted May-August 1996, for Facilitation assignment for Advanced Mediation.
28
Reflections
5.
eight individuals, and at this stage little signs of any coordinated effort to achieve common goals At least two "facilitated", open discussions: 5.1 in March 1993 to consider options of enterprise bargaining versus the "technical approach" of a refined skill-based job evaluation in May 1996 to consider alternative options in defining ways of progressing within the salary structure
5.2
For the March 1993 discussions, which I facilitated, a four stage process was adopted: 1. Initial report/ debate discerning that a more extensive discussion than usually applies at the general meeting was needed to assist the committee determine the best way to go A detailed briefing of one of the subcommittees, augmented by interested parties, with the external expert providing information on the most probable option A night meeting of the whole Committee, augmented by alternates, any interested Councillors, any interested Directors or Line Managers. The structure of this session was: 3.1 3.2 Overview of progress to date, summary of information from the external expert Division into ARCC Subcommittees and a committee of General Manager and Councillors (not members of subcommittees), with specific discussion questions to address Reporting back of Subcommittee deliberations Gaining of general indication of preferred way forward
2.
3.
3.3 3.4 4.
Formal report back to the whole Committee at its next meeting, with a recommendation for ratification, together with a proposed process and timetable for its implementation.
For the May 1996 meeting which again I facilitated, the process involved: 1. the raising of the issue in general terms, with some options identified, at an ordinary Committee meeting, together with the recommendation that a special meeting be convened for the purpose of discussing the matter; and that staff be canvassed for any other suggestions they might have there were a number of staff meetings held when the matter under consideration was raised, together with the basic concerns related to time to undertake the process, resources, and likely outcomes, and the invitation for suggestions to be formally put one written staff submission was received; comments of options/ concerns made
2.
3.
Reflections
at other staff discussions were collated 4. a business paper indicating the nature of the question before the Committee, options at hand a week before, the openness of the meeting to receive any other options, the task on the day of further brainstorming to create other likely solutions, suggested criteria to evaluate options, and the fact that the meeting would not be making a decision, but providing information for a further report/ formal decision-making meeting (to allow for any necessary reporting back to constituents, gaining authority to settle on their behalf etc) was circulated the Committee on the day was augmented by any other interested parties: alternates; Union Representatives; a Union Organiser; additional management/ Councillors, according to interest a room was prepared with 6.1 6.2 an open U-shaped tables and chairs for the participants; three coloured boards 1. "Status Quo" 2. "The "Anglican" Position" (for the middle ground); 3. "Radical Change".
5.
6.
The boards were placed in the above order from left to right as seen from the seated positions of the participants. 6.3 6.4 7. the notified options were placed on paper on one or other of the boards the established criteria were noted on another board to the side
The options on the boards were spoken to briefly to explain their import. I did this to allow for " no ownership" of one or other of the positions by either management or staff Additional options were then raised. These were drafted and placed on the appropriate board When the group was satisfied that it did not want to add any more options the discussion then sought to identify which options did not meet the current criteria and two additional criteria were developed: "timeliness" and "capacity to measure productivity gains" Eventually, close to the end of the meeting's scheduled time of closing, some eleven (from a recorded 25) options remained under consideration. These were then identified by numbering 1-11; and the numbering was done from left to right: from board 1 to board 3. Then to give the meeting some sense of "closure" to the discussion, to find if there
8.
9.
10.
11.
Reflections
was enough common ground to proceed - but on the clear understanding that the question of any binding decision was held over to the next meeting - the participants were asked to nominate their top three preferences as 1, 2, 3. These preferences were then collected and collated 12. From that poll it was evident that the "Present Course" Option, with or without the "Similar Approach [to a Previous Stage]" was most favoured. Two participants chose not to nominate their choice/s. The matter was then reported back to the full committee: reporting all the options, and the poll results. One participant raised the question of a "contrived" result. It was not contrived [by me] since the selected option was not the option which I personally considered to be necessarily in the best interests of the council at this stage. However, on reflection: the left to right order, the 1-11 numbering from left to right, and the possibility of the pejorative nomination of the boards "status quo"; "radical", etc could have been construed as "directing" the decision making. Since this issue was raised, the report to the full Committee made particular effort to raise the question of the Committee's satisfaction with the process and its nominal outcome, and if there was concern to keep the matter open for further debate. This report also noted that further effort on creative problem solving and effective consideration of the various party interests could yield a collaborative effort to develop an option better than any of the options considered on the day. Even on the day some had noted that the options considered were not necessarily "mutually exclusive". On the day of the decision-making meeting the matter was not further challenged and the recommendations which implemented the "straw poll" result were then adopted without further debate. The Committee accepted a process that was promised to be at least two years in the accomplishment. There was the formation of a separate Special Sunset Committee to consider, within that general option, which of a number of particular ways forward, might best accomplish that option.
13.
14.
15.
16.
Reflections
7.5 MY FRAMEWORK IN UNDERTAKING STUDIES IN DISPUTE RESOLUTION 29

As noted elsewhere, my background is primarily organisational. My current role (since August 1992) at Shellharbour Council is: Executive Assistant to the General Manager. That role can be defined as either assisting the executive process (decision-making); or executing the assistance (doing what needs to be done to assist) the task of general management (management of the whole, and/or generic management functions). In that role, the recent focus has been what might be called "project management" for the process of implementing award restructuring and developing personnel policy and system/s. The activity of consulting the stakeholders and cobbling consensus from the variety of viewpoints, exercises my skills in exploring information, considering options, explaining new areas (for the organisation) of the technical components of "personnel", managing difference. I am looked to to be the "honest broker" in the process. It could be considered to be part of "mediation" prior to a full blown dispute. And indeed, it is much easier to deal within that context than to consider what additional skills I might need if the process gets off the rails to the extent that a dispute displays all the normal features of a positional industrial dispute. My background also includes teaching. And it is this focus of training, as a significant input to contribute to organisational effectiveness, that is also of great interest to me personally. At this stage there is very little spare resource to apply to the task, so there has to be a very close scrutiny of what resources are deployed on what activities. Again, I trust my role and contribution has been to deliver this input in an effective and strategic way. My intellectual curiosity has been applied to the effectiveness (or otherwise) of the organisation over a significant period (20+ years now). It commenced with a reasonably intensive period of 18 months in the role of "Research Officer" (1975-1976). One of the "questions" that I sought to answer was the hypothetical: how close to the wall is Shellharbour Council? when will it "fall over"? Are there any indicators, from other local government body's experience, which might predicate such a demise? Since then, (1976-1984) my observation was more of a watching brief from the distance of the Library, where the more intensive focus was on the Library's effort and effectiveness. Then in 1985, with a change in leadership (the Town Clerk's resignation and appointment of an internal
Drafted, as noted, May-August 1996 for Facilitation assignment. My current position is "Special Projects Manager". A Human Resources Manager has been appointed to take the responsibility for personnel policy, etc, and I still have the carriage of corporate training, and more involvement in strategic planning.
29
Reflections
applicant), and an endeavour to implement corporate management, my involvement has both fluctuated and been deployed on a variety of organisational issues. Consequently, I see myself as having a role (probably a subversive one since it is not necessarily openly recognised) of "organisational development". I came to know of the formal studies in Dispute Resolution by attending a three-day workshop offered to the industry-at-large, as well as being the "Dispute Resolution in Commerce" elective unit, in November 1995. The Council's recently adopted EEO Management Plan (a mandatory requirement of the Local Government Act, 1993) included the adoption of a formal grievance procedure, something which was relatively new to the organisation. It seemed to me someone needed to know a bit about how disputes might be dealt with (more) effectively. I am more than happy to leave being a "mediator" to those with the skills and interest in being involved in helping others in that way. I am more than happy to leave the "mediation" option as an alternative dispute resolution process to assist the court system operate more effectively. The focus of my interest is: are these skills, do these procedural options have any applicability to the organisational context?: specifically to help me to help Shellharbour Council fulfil its role more effectively. So, my focus, my interest, my attention, in these formal studies, is on understanding the generic elements, and then how to apply them to the particular workplace I am dealing with. For this reason, I think, I see a wider application of the skills and process. As I look back on my occupational (and ancillary) experience, it seems to me that there is any number of places where the deliberate development of these skills, knowledge of these processes, could contribute positively to our present social milieu. So I see "facilitation" as an advancement of the skills and knowledge of mediation - having a wider, less formal, application, often in a more complex context, requiring an ability to deal effectively and equitably with more parties and to help them develop their consensus on an action decision for matters which may well be, of themselves, complex.
Dianne Allen, 1998 Documentation associated with http://www.scribd.com/doc/63358835

Reflective Research of Practice Reflections On My Practice Appendix

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MDR RESEARCH PROJECT 77781:Dianne Allen (Student No. 96027747) p.

1 REFLECTIVE RESEARCH OF PRACTICE: APPLIED TO THIRD PARTY INTERVENTIONS - Part 1

1. REFLECTIONS - INTRODUCTORY AND EXPLANATORY REMARKS:

2. MY REFLECTIVE INTERACTION WITH KRESSEL'S ARTICLE

at p.147 adding to the remarks above

DEVELOP A LIST OF OPTIONAL/ ALTERNATIVE VIEWS OF CONFLICT ...

?? standard tests for these, I have seen ?? 1 & 2 in Whetten/ Management

3.2 THIRD PARTY INTERVENTION PRACTICE

3.3 Other elements of my practice

Argyris, C Reasoning, Learning and Action. San Francisco: Jossey-Bass, 1982

3.4 My learning style

1. Music and study & work

2. Deliberately not thinking about it

3. Internal verbal scenario testing

4. Walking and thinking/ testing thinking and other kinesthetic elements

3.5 New Exploration Versus Documentation

3.6 Reading and Meaning of Words

3.7 Reading and First Sources

3.8 Writing and Vocabulary

DeBono, E Simplicity. London: Viking, 1998

4. REFLECTIVE THINKING & LEARNING

4.2 My Reflectiveness - What alerts me to start thinking, querying: why is that?

5.1 Case Study Research Method

5.2 Action Research Method

6.2 Reflective Research

6.3 Research of Practice

1974 - Candidate for Senate

7.3 PERSONAL EXPERIENCE OF GROUPS

7.4 PERSONAL EXPERIENCES OF APPROACHES TO INFORMALLY FACILITATING GROUP EFFECTIVENESS

7.4.1 The Agenda

7.4.2 Group Comfortableness

7.4.3 Procedural Rules

7.4.4 The One-Text technique

7.4.5 Group facilitation:

7.5 MY FRAMEWORK IN UNDERTAKING STUDIES IN DISPUTE RESOLUTION 29

Dianne Allen, 1998 Documentation associated with http://www.scribd.com/doc/63358835

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