Introduction

Reflection is a prime component of learning (Moon, 2013) and when used purposefully and
effectively, reflection tends not to only create but also develop practitioners capable of demonstrating
their progression towards learning outcomes and required standards (Heyler, 2015). Reflective practice
can considerably help (future) practitioners to acquire experience about: their selves, their education,
job, the extent to which they engage themselves at work and at home, important others and socio-
cultural environment; the way of life and cultural formation (example, how establishments) are built and
regulates people. Indeed, having the ability to reflect is a key element of employability in today’s
professions (Wharton 2017). Taking a step further is Critical Reflection as Murray & Kujundzic
(2005), defined it as the process of analysing, reconsidering and questioning experiences within
a broad context of issues. This reflective report will concentrate on my strengths and weakness
and plan actions for improvement and ways to develop in the CIPD behaviour courage to
challenge. This report will however draw on diverse information from my previous work experience,
past weeks reflective log, Belbin team role report and current education .
Reflection on Courage to Challenge

The core of the CIPD Profession Map is the foundation of great HR capability regardless of role, location or
stage of career (CIPD, 2015). Courage to challenge is a professional behaviour that predicts the “courage
and confidence to speak up skilfully, challenging others even when confronted with resistance or unfamiliar
circumstances” (CIPD, 2015, p.43). Ultimately, Clarke (2010), buttress the idea and argues that the courage
to challenge is of critical importance to the stewardship role that HR should be playing at the heart of the
organization particularly in the wake of the financial crisis. Courage to challenge on the CIPD map is an
essential field I would like to develop my competencies and skills.

From childhood I was considered as an ambivert person which tend to hinder my personal and professional
growth as well as my social relationships with others. From childhood I was unable to talk fluency in speech
and communication which made me exert much effort in written communication instead of oral
communication. During my first degree, I mostly would not challenge colleagues’ answers during group
studies because I lacked the confidence to point colleague’s errors so not hurt our social relationship. This
again translated to the numerous workplace when I was working as I could not challenge managerial
decisions with concrete alternatives and make my voice heard during meetings or when my input needed
most. I generally felt disappointed and helpless of myself as it seemingly affected me psychologically. There
was however a reinforcement in my performance appraisal feedback to be very assertive, confident and fair
and firm in my decisions and speak up to issues as and when desirable. I have been quite an inactive person
upon the start of the programme with less valuable contributions to group tasks and class discussions with
the notion that my colleagues are much more enlightened than me so they know better per their country
background and moreover having joined the class late was trying catch up.

When I consider my learning style with reference to Honey & Mumford (1986), I can say I am a reflective-
pragmatist person and I display all the characteristics therein. I most of times prefer to remain aback and
picture scenes from various points of view before acting as a reflector and as a pragmatist I experiment with
new strategies, arguments, and ideas to check validity and reliability. This displays some contra indicators
of courage to challenge (CIPD, 2015).

That notwithstanding, in the past seven weeks, my confidence level has gradually shooting up by the day
as I feel settled in the university culture.

I can now say I feel quite comfortable to contribute my knowledge and ideas during group tasks and class
discussions and probing the ideas of colleagues to enhance my understanding and development.

This is evident that, at a recent development skills day, I naturally found myself active than before and
making concrete suggestions during group tasks, discussions, and encouraging my other colleagues to
contribute in my group as I was a perfect reflection of the Belbin behaviour on that day. I did come to
understand the need to interact more with people to build my courage and take advantage of opportunities
that comes with it and not being adamant to such opening. Another essential area is my style of
communication which makes me feel uncomfortable when people tend not reciprocate that same channel
of communication. When I reflect on my communication style with reference to the transactional analysis
model by Berne (2016), I can say I prefer to speak or write in anger, quarrels, disagreement one on hand,
and fun, agreement and co-operation using my child channel of communication. This was not the case
however as I encountered ‘parent communicators’ whose choice of words were very discouraging and
commanding. This presents me with a challenge for personal development as I want to become a good
communicator in speech and writing. I believe both styles of communication are not ideal in the ‘courage to
challenge’ behaviour, as I would need to address disagreeing viewpoints and agree with others using
Berne’s prescribed Adult-Adult channel of effective communication. This is an essential area of development
I want to tackle moving forward.
Conclusion

I feel elated to possess some skills in the CIPD’s courage to challenge on the professional map, I am of the
strong believe that a conscious development in this area would not only be beneficial to my future career in
employee relations but in other facets of the HR practice upon completion of my postgraduate programme.
I hope to have the personal qualities, core skills, and process skills to confidently make my voice heard
during decision making process and being resolute to professionally challenge decisions and suggest best
alternatives to problems or decisions should the need be. This is an area I wish to develop in line Bailey’s
(2015) view that, professional development a part of everyday HR practice and continuous participation
in professional development.
Appendix A
The CIPD Professional Map
Appendix B
Reflective logs(R.L.)
Reflective Log 1 (WEEK 3)
WHAT?
Make brief notes of what you did: the
lecture or seminar that you attended,
the reading that you have done.
WHY?
Make brief analytical notes: why did
you do it? How was it useful? What
learning outcomes did it cover? What
A very engaging day for me as it was my
first week in the third week of programme
start, preparing for Human Resource
Development in the morning at 9am,
IPASS just after HRD with half an hour
break to prepare for PPCD lecture at
2pm. All the earlier classes attended was
interesting because adequate
preparation was made for them during
the weekend and summarising the topics
in my own words and understanding.
The PPCD lecture which about self-
awareness (personality &
communication styles) was very inspiring
for me and very educative learning.
For better understanding and to get
better insight about the module and not
only attending lectures and writing
course works as a standard norm to pass
 part of the assignment question is it
helping you with? Knowing why you
are doing something helps you move
from being a passive to an active
learner.
REACTION
Make brief notes on your emotional
response to the activity: notice the
affective dimension to your learning. It
allows you to build a picture of yourself
as a learner and as a student.
NB: This reflection allows you to notice
what and how you like to learn: the
subjects and topics that you enjoy –
and the ones that you do not like so
much; whether you like lectures or
reading, whether you enjoy group work
or independent study. This means that
you can choose modules and teaching
and learning strategies that suit you.
LEARNED
Make brief notes on all that you think
that you learned from the lecture, class
the module. Very top-notch for me as a
person because I could listen to diverse
views from colleagues in my group about
diverse strategies that can be adopted in
organizational development by the HR.
During the PPCD lecture I was also able
to identify my personality and
communication much more better during
the group tasks.
To be able understand the past, present
and future organizational development
goals is something very informing and
how to get things done in the future.
However, I withdrew from the class
discussions for a while because it was
first week in the third week of school
reopening and not confident as others
were to engage in group discussions but
tried to answer questions directly posed
to me with little anxiety in me in all other
the lectures.
I learned that Organizational
Development focuses on organizational
culture and procedures, encouraging
or reading. These notes are where you
make your learning conscious, which
improves both the quantity and quality
of your learning. When we do not do
this we are in danger of leaving the
learning behind as we walk away from
that lecture or close that book. You can
make this section of your review as
detailed and/or concise as you wish.
collaboration among organizational
leaders and members, team building,
focuses on human and social side,
involves problem solving & facilitating
decision-making, among others.
The activity was about creating the
awareness for organizations to improve
their health, effectiveness and renewing
capabilities.
I completely agree because the fact the
company is making considerable profit
overtime does not mean a company’s
strategy and system is effective as there
is the need to look at all the functions or
areas of organizational development
being it leadership, culture, team work,
strategy, structure and reward system of
the organization.
I firmly came to the realization that I was
a reflector-pragmatist during the PPCD
tasks exercise carried out, this is true as
I picture scenes from various points of
view before acting as a reflector and as
a pragmatist I experiment with new
strategies, arguments, and ideas to
check validity and reliability and my
weakness in this is that I don’t involve

GOAL SETTING
Make brief notes about what you will
do next… nothing will ever give you ‘all
you need to know’ on a subject.
Therefore, you should always be
thinking: What next?
myself directly because of lack of
confidence.
Today’s lecture won’t end abruptly as I
intend to read on the journals and books
attached to the week’s topic to get more
insight and wider understanding. Also,
plan to improve upon my confidence
skills.
Reflective Log 2 (WEEK 4)
WHAT?
Make brief notes of what you did: the
lecture or seminar that you attended,
the reading that you have done.
WHY?
Make brief analytical notes: why did
you do it? How was it useful? What
learning outcomes did it cover? What
part of the assignment question is it
helping you with? Knowing why you
are doing something helps you move
from being a passive to an active
learner.
REACTION
Make brief notes on your emotional
response to the activity: notice the
affective dimension to your learning. It
allows you to build a picture of yourself
as a learner and as a student.
NB: This reflection allows you to notice
what and how you like to learn: the
subjects and topics that you enjoy –
As my second week in the fourth week of
school reopening I attended both
Monday’s lecture being HRD, IPASS and
most importantly the last lecture because
it enlightened me about perception and
personal values I have not particularly
paid attention to.
It is the programme requirement and a
way to get broaden my knowledge. This
was evident from group tasks and
examples by the lecturer. Especially
knowing the difference between
stereotyping and prejudicing.
The PPCD lecture was of great of
interest to me because of the topic
especially and the insightful scenarios it
came with. The doors of perception and
influences of perception was something I
knew little or misunderstood myself but
really learned a lot. Prejudice being
about attitudes and discrimination being
about behaviour.
 and the ones that you do not like so
much; whether you like lectures or
reading, whether you enjoy group work
or independent study. This means that
you can choose modules and teaching
and learning strategies that suit you.
LEARNED I understood the external and internal
Make brief notes on all that you think factors influencing attention, the primacy
that you learned from the lecture, class and recent effect, one’s perceiver’s
or reading. These notes are where you characteristics, stereotyping and
make your learning conscious, which prejudice examples.
improves both the quantity and quality
of your learning. When we do not do
this we are in danger of leaving the
learning behind as we walk away from
that lecture or close that book. You can
make this section of your review as
detailed and/or concise as you wish.
GOAL SETTING I plan to study broadly on the topic within
Make brief notes about what you will the week so I can appreciate people
do next… nothing will ever give you ‘all more and not stereotype and prejudge
you need to know’ on a subject. them based on their characters and
Therefore, you should always be behaviours.
thinking: What next?
Reflective Log 3 WEEK (7)
WHAT?
Make brief notes of what you did: the
lecture or seminar that you attended,
the reading that you have done.
WHY?
Make brief analytical notes: why did
you do it? How was it useful? What
learning outcomes did it cover? What
part of the assignment question is it
helping you with? Knowing why you
are doing something helps you move
from being a passive to an active
learner.
It was obviously the skills development
day week after it being postponed in
week six. I went for lectures as normal
with outstanding topics on all the
modules but the skills development day
stole my attention for the week with Dr
Julie McColl taking us through the
exercise of the mind followed by two
group exercises. The group was a cagey
and enterprising one with colleagues all
giving their best as we were giving
feedback on the task and personal
behaviours accordingly. It was done to
complement our perceived Belbin Team
role exercise.
The skills development day was a
mandatory requirement of the module
but it was worth it I must say. It was
helpful and thoughtful because it helped
me to realize personal behaviours I
never took notice of and how facilitators
perceive my behaviour in a group task.
REACTION
Make brief notes on your emotional
response to the activity: notice the
affective dimension to your learning. It
allows you to build a picture of yourself
as a learner and as a student.
NB: This reflection allows you to notice
what and how you like to learn: the
subjects and topics that you enjoy –
and the ones that you do not like so
much; whether you like lectures or
reading, whether you enjoy group work
or independent study. This means that
you can choose modules and teaching
and learning strategies that suit you.
LEARNED
Make brief notes on all that you think
that you learned from the lecture, class
To begin the day was the introduction of
the workshop and reason for the skills
day. We had our first group activity which
was the creativity exercise making it
known to us that the group was selected
randomly. I was eager to see what it was
all about and later found it useful in
analysing my critical and decisive
thinking behaviour. For my group we
were a rocky stone and asked to come
up with many importance as we can think
as it was more on quantity ideas rather
than quality ideas. The ‘car park chaos’
followed as the second group activity for
the day and again we were assigned to
different groups according to our
individual roles from the Belbin team role
questionnaire completed earlier. The
task of the group was to come out with
solution to solving the problem which
was intended to know our individual
behaviours within team working and
whether such characters reflected the
Belbin team role report.
The creativity activity I must say wasn’t
something I enjoyed most because I had
a bad morning that day I was battling
or reading. These notes are where you
make your learning conscious, which
improves both the quantity and quality
of your learning. When we do not do
this we are in danger of leaving the
learning behind as we walk away from
that lecture or close that book. You can
make this section of your review as
detailed and/or concise as you wish.
consciously even though we all have
great imaginations and creative minds.
Siva observed that I was a critical thinker
and contributed to the group with quality
ideas instead of quantity required more
often when I have a good idea but I could
have contributed more because she
commented seeing me writing more on
the sheet than sharing it with team
members and switched off a times. The
car park chaos activity was very
entertaining and enterprising for me
because I had cleared my morning
trauma I was in. I set the ball rolling
during the second task by introducing
and breaking the task for my colleagues
before team members started making
suggestions which may our task quite
easily to begin with. It was very
fascinating to later realized we were all
assigned to groups as per the Belbin
team role report. The Belbin report
showed I was a completer finisher and a
planter which was in consonance with
my behaviour in the team. I still have to
work more on my courage and

GOAL SETTING
Make brief notes about what you will
do next… nothing will ever give you ‘all
you need to know’ on a subject.
Therefore, you should always be
thinking: What next?
confidence and engage myself more in
order to overcome this weakness.
This skills development day will be an
unforgettable experience as it has
offered me the opportunity to build upon
my courage to challenge as well as my
confidence to communicate effectively in
the nearest future.
APPENDIX C- DEVELOPMENT GRID

Competency Current Ability Contra- Interventions to Potential Potential

Indicators develop from Ass Applicatio Applicatio
One ns ns
through through
Band 2 Bands 3 &
4
Self-  observing,  avoid long  Participate
Awareness listening standing in
Competencie  producing conversati conversatio
s careful ons and n to build
e.g. considered confrontati courage
awareness, arguments ons and
assessment  slow confidence
and control of decision and
own emotional maker communica
state, tion skills
attitudes,  Increase
belief level of
systems, learning to
image and make
strengths etc decisions
on time
Self-  Completer  contributes  take risk
Management finisher narrowly and
Competencie  A planter and sits on participate
s  Specialist the fence more rather
e.g. conscious  accommoda than sitting
choice about ting on the
developing fence and
communicatio not
n skills, apportion
teamwork blames
contributions,
taking
initiative,
tolerance for
ambiguity etc.
Self-  Reflection  No direct  Critique
Development  Set personal participatio feedback
Competencie developmen n in received
s t growth decisions with
e.g .uses  Feedback or tasks concrete
feedback on from my  Lack of alternatives
strengths and peers & information  Reflect
weaknesses. professional on more to
Initiates s knowledge move and
activities to , skills, develop
enhance abilities, across
knowledge/ski and bands on
lls/ judgement CIPD map
competences s. as a
in to perform completer
more finisher.
effectively. e.g
reflection,
receiving
feedback,
setting goals
etc.

APPENDIX C- DEVELOPMENT GRID

APPENDIX D- SECTIONS OF BELBIN REPORT

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