Rolfe's Reflective Cycle Applied to Research

Researcher Development

1.0 Introduction

The aim of any professional is to develop skills as a researcher and use reflective models and frameworks to identify one’s development needs. The purpose of developing as a researcher is to be able to understand what is needed for success based upon a detailed personal development plan with a considered rationale (Becker et al. 2012). Some might wonder why a personal development plan is important. The answer is that writing a personal development plan as a researcher is an important exercise because it helps one to clarify the steps necessary to achieve your research goals, keeps one motivated through small, achievable milestones, and sets expectations for oneself in terms of output and quality. Additionally, such a plan serves as a benchmark against which progress can be measured (Becker et al. 2012). Developing this document should not be seen as a one-off exercise; it should be revisited periodically to measure progress and adjust targets accordingly. Furthermore, self-reflection throughout the research process can help identify areas that need improvement, e.g., time management or communication skills (Wisker 2017). Constructing a personal development plan is thus essential for any researcher who wants to have an efficient trajectory in their academic career.

For this plan, four reflective frameworks have been identified which will be used to help in this process: 1. Gibbs’ Reflective Cycle, 2. Schön's Framework, 3. Rolfe et al's Framework, and 4. Jasper's ERA Model.

Gibbs' Reflective Cycle will be used to break down each experience into its individual stages, allowing for identification of areas requiring further development and planning of development needs accordingly. Schön's Framework will be used to focus on reflection in action, requiring practice to embed this way of thinking into daily activities to enable quick adaptation to any changing situations. Rolfe et al's Framework will provide a clear three-stage focus, driving an action-oriented approach with the questions of 'what?', 'so what' and 'now what'. Finally, Jasper's ERA Model will structure the development plan into three stages: experience, reflection, and action, giving a clear structure to follow when developing the personal development plan.

Using these reflective models and frameworks, a personal development plan has been created to address development needs. This plan includes improving research skills by attending workshops and webinars, developing knowledge of the research process by reading books and articles, enhancing data analysis skills by taking an online course, and strengthening communication skills by practicing public speaking. These activities will help to develop skills as a researcher and progress in a career. It is concluded that a range of reflective models and frameworks have been used to identify development needs and create a personal development plan which will help to develop skills and progress in a career as a researcher.

1.1 What is Gibbs Reflective Cycle?

The Gibbs Reflective Cycle is a model of structured reflection developed by Professor Graham Gibbs in 1988. It is a tool often used by professionals to reflect on experiences and analyze their responses to them. The cycle is composed of six stages: description, feelings, evaluation, analysis, conclusion, and action plan (Markkanen et al. 2020). This cycle encourages individuals to think deeply about an experience, consider how they were affected by it, and how they can use what they have learnt to inform future decisions (Sekarwinahyu et al. 2019). Through this approach, researchers are able to identify problematic areas that need improvement. Engaging in thoughtful analysis of successes and failures enables individuals to identify effective strategies for future endeavors (Husebo et al. 2015). Collectively, the steps help guide an effective transformation into an even better researcher.

1.2 What is Schön’s Framework?

Schön's Framework, developed by Donald Schön, is a model of reflective practice that has been widely used in the fields of education, business, and healthcare. It is based on the idea that professionals should be actively engaging in reflecting on their own practice and the contexts in which they work in order to improve their practice and better serve their clients (Pitsoe and Maila 2013). The framework consists of three main components: reflection-in-action, reflection-in-context, and reflection-on-action. Reflection-in-action is the process of reflecting on one’s practice as it is occurring in order to adjust and improve it. Reflection-in-context is the process of reflecting on one’s past experiences and current context to identify patterns and develop new perspectives. Reflection-on-action is the process of reflecting on one’s past experiences in order to develop deeper understandings and insights (Ferry and Ross-Gordon 1998).

It begins with professionals exploring their own experiences and considering how those experiences can be used to examine a situation from another perspective. Analyzing these reflections leads to a deeper understanding of the individual’s thought process, making them more conscious of their decisions and how they can lead to negative or positive outcomes (Munby and Russell 1989). Recognizing these patterns also allows for critical evaluation and contextualization, as ideas are tested against evidence gathered during the reflection cycle to generate solutions that may help influence future action. By doing this, greater awareness is developed which can then be applied when faced with similar challenges (Rashotte and Carnevale 2004). This allows for professionals to monitor their behavior, use evidence-based methods, and achieve better results.

1.3 What is Rolfe et al.’s Reflective Framework?

Rolfe et al’s Reflective Framework is a reflective model designed to help practitioners and students of health and social care to critically reflect on their practice. It encourages practitioners to reflect on their practice in terms of three questions: What? So What? and Now What? This framework helps practitioners gain insight and develop an understanding of their practice, in order to make improvements and enhance their reflective skills (Soundiraraj and Babu 2022). It is based on the three key elements of reflective practice: reflection-on-action, reflection-in-action, and reflection-for-action. The purpose of the framework is to provide a structure for reflecting on practice and learning from experiences (Heckemann et al. 2015). It is a useful tool for professionals as it helps them to identify, analyze, and learn from their experiences in order to improve practice.Ultimately, this framework strives to help professionals navigate through challenging experiences in order to gain greater clarity and understanding of both their actions as well as the outcomes of those actions (Joyce-McCoach and Smith 2016).

1.4 What is Jasper’s ERA Model?

Jasper's ERA Model is a three-stage approach to developing an effective learning experience. It consists of the stages of Experience, Reflection, and Action. During the Experience stage, the learner engages with the material, the Reflection stage involves analyzing and reflecting on the experience, and the Action stage involves taking what was learned and applying it to real-world situations (Ryder and Downs 2022). This model helps to create an effective learning experience by encouraging the learner to think through their experience and apply what they have learned (Jasper 2003).

The idea behind the model is that in order for individuals or organizations to increase their capacity for successful intervention and/or change, it is important to create space for purposeful reflection on previous experiences as a part of their development process (Jasper 1999). This includes identifying successes, areas of challenge, and concrete steps needed to move forward. As such, the model sees experience, reflection and action as interconnected processes, whereby reflecting meaningfully upon current practice enables individuals or organizations to responsibly take informed risks by pursuing new courses of action while using existing resources more effectively. Ultimately, this cycle creates learning opportunities that enable innovation in problem solving initiatives (Ryder and Downs 2022). It applies to research in the same way as it does for an organization: becoming a better researcher is about understanding one’s experiences with research, reflecting on them—including the successes and failures—and taking action to overcome challenges and improve.

2.0 Reflective Practice

Gibbs' Reflective Cycle has been used to reflect on the research experiences and identify areas for improvement. For example, the need to work on data analysis skills was identified and a plan to attend some additional training was made. Schön's framework has been used to reflect on the research processes and identify how they can be improved. For example, being more organised and making notes at each step of the research process was suggested to ensure no key details are missed. Rolfe et al's framework has been used to focus on the future implications of the research and identify what actions need to be taken to achieve the goals. Jasper's ERA model has been used to analyze the research experiences and identify how the learning can be applied in the future. For example, it was suggested that being more rigorous in the research and using a more structured approach when designing experiments should be done.

2.1 Gibbs’ Reflective Cycle

Gibbs' model has six stages and allows for separation of aspects of an experience. 1. Description: The experience has been written down in a clear and concise manner. 2. Feelings: The emotions during the experience have been reflected upon and how they may have affected the research. 3. Evaluation: The positives and negatives of the experience have been identified, such as how successful the data analysis was and what could have been done differently. 4. Analysis: The underlying cause of any issues that arose has been considered, such as lack of understanding of the data analysis process. 5. Conclusions: Potential solutions to the problems that were experienced have been identified, such as attending additional training. 6. Action Plan: The steps to address the identified development needs have been planned out, such as attending additional training.

2.2 Schön’s Framework

Schön's framework guided them to consider how their own experiences and learning could inform their research. They reflected on the lessons they had learned on previous projects and identified where they could apply them in their current research. Finally, they used Schön's framework to think about how they could use feedback from colleagues and other experts in the field to inform their research. They identified areas where they could ask for more input and advice, in order to make sure they were making the most of their experience and knowledge. They also identified that they needed to develop their problem-solving skills in order to be able to think through and find solutions to the difficult questions that they may face during their research. To develop these skills, they practiced problem-solving scenarios and discussed them with their colleagues to gain more insight and understanding. They also made use of online resources such as tutorials, books and websites to increase their knowledge of research methodologies. This helped them to develop their skills in a more structured way. Additionally, they took part in workshops and seminars to gain further insight into the research process and increase their confidence in their abilities.

2.3 Rolfe et al.’s Framework

Stage 1: In this stage, they asked themselves ‘What specifically happened?’ and ‘What were the key aspects of their research?’ This enabled them to identify what worked well and what did not, and to gain an understanding of the context and their own role in the research.

Stage 2: Moving on, they asked themselves ‘What are the implications of their research?’ and ‘What have they learnt?’ This helped them to take a step back and to consider the wider implications of their research, as well as to develop their understanding of their own research process.

Stage 3: Finally, they asked themselves ‘What do they need to do now to develop their research?’ and ‘What can they do differently?’ This enabled them to identify areas for improvement and to plan how to develop their research skills and strategies. Overall, this reflective framework provided them with a structured approach to identifying their own development needs as a researcher and has helped them to plan how to move forward in their research journey.

2.4 Jasper’s ERA Model

In this model, the focus was on experience, reflection, and action. Experience was reflected on through past experiences in research by the individual.

Reflection included the successes and failures of the research and the need for improvement.

Action included creating a plan to become more rigorous, using a more structured approach, improving communication skills, developing better analytical skills, presenting findings effectively, becoming knowledgeable in relevant research methodologies and techniques, being proactive in seeking out and engaging with other researchers and professionals, paying attention to ethical considerations, and working on communication and networking skills.

Through this process, the individual was able to identify specific areas of development and define ways to improve research skills. Additionally, other resources and support networks were identified to facilitate learning.

Through this process, it became evident that the individual would need to focus on developing better analytical skills to interpret the data gathered and recognizing patterns. They would also need to be better at presenting their research findings in an effective and convincing way. In addition, more knowledge was needed in relevant research methodologies and techniques. The individual would have to become more proactive in seeking out and engaging with other researchers and professionals in the field. Further, the ethical considerations when conducting research would have to be taken into greater consideration. Moreover, communication and networking skills would have to be worked on to better collaborate with peers and colleagues (Ferreira and Du Plessis 2009). Using this framework helped the individual to identify specific areas of development and define ways to improve their research capabilities. A more systematic approach was then taken to developing their research competencies, setting specific goals and strategies for each area of improvement. Through this process, one should be able to identify additional resources and support networks to facilitate the learning.

3.0 Detailed Personal Development Plan

As a researcher, one should be aware of the need to continually develop and improve my practice (Somekh 1995). A personal development plan is based on utilizing the various reflective models, namely those proposed by Gibbs, Schon, Rolfe et al., and Jasper. This would involve researching each model in detail and developing an understanding of how they are used to reflect on practice and identify areas for improvement. In addition to this theoretical work, one should also intend to make a conscious effort to consider how the key elements of each model can be applied in one’s everyday practice. One should want to use reflective diary entries to document progress in this area and track any changes in one’s practice. A researcher should be confident that by actively reflecting on personal practice, he will be able to identify meaningful ways to keep improving as a researcher.

3.1 Steps in the plan

The researcher will identify their development needs through self-assessment and reflection using the models mentioned above. This will help them to understand what needs to be worked on and what skills or knowledge need to be acquired to be an effective researcher. They will develop objectives around their identified researcher development needs, such as developing their communication and writing skills and understanding the research process. The researcher will research the available resources and opportunities that can help them to achieve their objectives. This includes identifying training and development programmes, reading relevant books and journals, attending relevant conferences and networking with other researchers. An action plan will be created outlining the steps that need to be taken to achieve the objectives. This will include activities such as attending online courses, scheduling time for reading, and attending conferences. The progress will be monitored and kept track of in order to assess performance and ensure objectives are achieved. Milestones will be set, tracked and progress assessed.

3.2 Rationale for the steps

The proposed development plan is based on the four reflective frameworks mentioned above as they provide a comprehensive approach to understanding and addressing the researcher development needs. The plan will help one to identify my development needs, develop objectives, research resources and opportunities, create an action plan, and monitor one’s progress. This is important as it will help the researcher to stay on track and ensure that he is making progress towards achieving the objectives. Additionally, this plan will allow one to gain a better understanding of the research process and develop the skills and knowledge needed to be an effective researcher.

3.3 Using Gibbs’ Model

1. Description: Here, they will describe their current skills and abilities as a researcher and identify any gaps in their knowledge and experience.

2. Feelings: Here, they will reflect on their feelings about their current research capabilities and identify any areas that they might need to work on.

3. Evaluation: Here, they will evaluate their research skills and abilities, and assess any areas where they might need to improve.

4. Analysis: Here, they will analyze their research skills and abilities in comparison to their research goals and objectives.

5. Conclusion: Here, they will draw conclusions from their analysis and identify areas of improvement.

6. Action Plan: Here, they will create an action plan to address their identified areas of improvement.

Thus, they will have created an action plan to become a better researcher, which includes developing research skills and abilities through reading research literature, attending conferences and workshops, and engaging in online learning (Cottrell 2019). It also includes the following points: Developing writing skills by completing writing tasks and engaging in peer review, as well as presentation skills by attending seminars and workshops and practicing presentations; further, developing data analysis skills by using software such as SPSS, STATA, and R (Muenchen 2012), as well as research design skills by formulating research questions, designing experiments, and collecting data; additionally, developing critical thinking and problem solving skills, communication skills, time management and self-discipline skills, networking skills, leadership skills, research ethics skills, and project management skills. If followed, this action plan will enable any researcher to become a better researcher and achieve the research goals and objectives.

3.4 Using Schon’s Framework

The researcher's need is to improve their research skills and knowledge. This includes becoming more confident in conducting research, understanding research methods, and creating effective research strategies (Becker et al. 2012). To address these needs, the researcher will commit to attending both online and in-person courses in research methods and strategies, reading widely and regularly on research topics, and researching and discussing research topics with their peers and colleagues. The researcher will reflect on their progress in their research development by setting goals and tracking their progress through keeping a journal and creating checklists, as well as discussing their progress and experiences with their peers and colleagues. All of these reflections will be used to adjust the researcher's research approaches and strategies, and Schön’s reflective framework will help them identify areas for improvement. The progress will be evaluated by setting goals and tracking the progress, as well as seeking feedback from the researcher's peers and colleagues. This feedback will be used to adjust their research strategies and approaches, allowing them to continually develop their research skills and knowledge (Wisker 2017; Elliott and Dweck 1988). Through this personal development plan, the researcher will become a better researcher.

3.5 Using Rolfe et al.’s Framework

They want to become better researchers, so their first step is to identify their current skills, strengths and weaknesses. They need to assess their knowledge and skills to determine what areas they need to develop. They can do this by conducting a self-assessment, seeking feedback from their peers, and talking to a mentor or supervisor who has more experience than them (Vidmar 2005).

So now that they have identified their skills and weaknesses, they need to evaluate how they contribute to their research. They need to consider how their skills and knowledge can be used to make the most of their research opportunities. They can do this by reviewing their goals, analyzing their research skills and knowledge, and understanding how their skills can be used to make a positive impact on their research (Mowbray and Halse 2010).

Now that they have identified and evaluated their skills and weaknesses, they need to create a plan of action to address them. This plan should include activities such as research training courses, workshops, seminars, reading, and other activities that will help them to develop their research skills. They should also be prepared to take risks and try new approaches in order to expand their knowledge (Sahlberg 2006).

The development plan they have proposed using this framework is designed to help them become better researchers. By conducting a thorough assessment of their current skills and knowledge, they can identify areas that need improvement, and then create a plan of action to address them. This plan will help them to build their research skills and knowledge, and increase their confidence in their research. It will also help them to stay focused and motivated, and to identify and take advantage of opportunities to further their research (Burton 2012).