Table of Contents

1 Introduction............................................................................................................... 3

2 Reflective Report Using Rolfe's Framework..............................................................3

2.1 What?..................................................................................................................3

2.2 So What?............................................................................................................ 4

2.3 Now What?......................................................................................................... 5

3 Conclusion................................................................................................................ 5

4 References................................................................................................................6
1 Introduction
My research project, "Examining the Impact of Transformational Leadership on
Employee Retention with the Mediating Role of Job Satisfaction: A Study of the IT
Industry in the UK," examined the complex relationship between leadership styles,
employee satisfaction, and retention in the fast-paced IT sector. The project was
important because it addressed the persistent difficulty of keeping qualified employees
in a competitive and technologically sophisticated setting. Job satisfaction was a key
mediator in my study on transformative leadership and employee retention.

Reflective practice has helped me grow personally and professionally. Reflection has
helped me examine my experiences, generate insights, and apply these lessons to
future situations (Gibbs, 1988). Continuous learning has improved my problem-solving
and grasp of complicated subjects. The reflective practice helped me overcome
obstacles and strategies and learn from my mistakes throughout my research project.

Rolfe's (2001) Reflective Framework helps me organise my thoughts into three stages:
What?, So What?, and Now What? This approach has helped me analyse my practical
experiences, analyse their meaning, and apply the lessons to future circumstances.
This paradigm has helped me understand my behaviours and choices, improving my
personal and professional growth.

2 Reflective Report Using Rolfe's Framework

2.1 What?
I was naturally a quick learner throughout my research project, enthusiastically engaged
and immersing myself. I designed the survey, contacted respondents, and supervised
data collection, demonstrating this. I had to be inventive and forceful to overcome poor
response rates and numerous follow-ups (Kolb & Kolb, 2017). I used a Reflector
learning approach throughout the project, analysing data and considering how to
interpret my results. I considered how the data fit or contradicted my preconceptions.
This methodological approach was also used throughout the literature evaluation and
theoretical framework phases when I combined Transformational Leadership Theory
and Social Exchange Theory to create the research framework (Bass, 1985; Blau,
2017).

My research showed how transformational leadership may promote employee retention

via work satisfaction (Yukl, 2013). Logical reasoning was essential. Finally, I took a
Pragmatist approach, applying my theoretical insights to real-world situations,
particularly in the IT industry. I advised IT companies on transformational leadership
and work happiness to retain employees (Allen & Meyer, 1990).

I improved my research, time management, and critical thinking along the way. My
extensive literature reviews and complicated data analysis improved my work’s quality
(Creswell & Creswell, 2017). My supervisor and stakeholders gave me comments that
altered my approach and analytical focus, helping me grow professionally (Moon, 2013).
By breaking down activities and defining manageable targets, I was able to organise my
approach despite workload and motivation issues (Locke & Latham, 2002). This
experience showed the necessity of resilience and problem-solving in academic and
professional settings.

2.2 So What?
Reflecting on these experiences, I realised my quick learning approach taught me
communication, perseverance, and adaptation. The need for a more reflective approach
was highlighted by my occasional action without fully evaluating alternatives (Honey &
Mumford, 2000). My Reflector approach helped me analyse data and examine other
views before making judgements, balancing my Activist inclinations. This reflective
method revealed patterns and trends that I would have missed if I had raced through
the study. It also helped me anticipate and answer criticism in my discussion, resulting
in a more regulated and thoughtful research approach (Boud et al., 2013).

My logical reasoning and systematic thinking helped me apply ideas to my research as

a theorist. I gained critical thinking abilities and research credibility using this approach.
I realised that focusing too much on theory may hurt actual implementation. This
showed that theoretical rigour and practical relevance must be balanced (Northouse,
2021). My Practical approach helped me reconcile theory and practice, making my
research useful to industry experts. Refining my thoughts taught me flexibility and
responsiveness to criticism (Argyris & Schön, 1992).

Feedback from my supervisor and stakeholders helped me improve my research, time

management, and critical thinking. This feedback helped enhance the quality of my
dissertation and inspired me to use constructive criticism to develop constantly. My
struggles with workload and motivation taught me the value of resilience and good
problem-solving (Brookfield, 2011). These experiences have underlined reflective
practice's importance in personal and professional progress.

2.3 Now What?

I want to include more reflective practices in my aggressive approach to stop, examine
my activities, and explore other choices before making decisions. This will help me
balance action and thought, resulting in improved decision-making. I also want to keep
the balanced approach I gained via my Reflector and Theorist learning styles, analysing
data and considering other views before reaching conclusions. This will improve the
quality of my academic work and keep my research relevant.

I will use my Practical approach to bridge theory and practice in future initiatives. This
requires trying new ideas, analysing their feasibility, and being receptive to criticism. I
will also focus on research, time management, and critical thinking, utilising my task
management and motivation tactics. Finally, I will continue to seek and accept
constructive criticism to better myself and professionally.

3 Conclusion
The research project emphasised IT industry transformative leadership, work
happiness, and employee retention. I learnt reflective practice, critical thinking, time
management, and adaptation on this trip. These skills helped me navigate the research
process and finish my project.
Reflecting on the project, I see that input was vital to forming my approach and refining
my technique and analysis. These comments improved my research quality and helped
me develop academically and professionally. The experience helped me grasp
leadership theories and their practical applications, which would help me in my
academic and professional future.

I will use this project's lessons for future academic and professional problems. My
reflective practice and critical thinking abilities will drive my approach to problem-solving
and decision-making. Since feedback promotes continual progress, I shall stay
receptive to it. This project has prepared me for future challenges and possibilities by
providing the skills and knowledge I need.

4 References
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective,
continuance and normative commitment to the organization. Journal of occupational
psychology, 63(1), pp. 1-18.

Argyris, C., & Schon, D. A. (1992). Theory in practice: Increasing professional

effectiveness. John Wiley & Sons.

Bass, B. M. (1985). Leadership and Performance beyond Expectations. New York: Free
Press.

Blau, P. (2017). Exchange and Power in Social Life. Routledge.

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning.
Routledge.

Brookfield, S. D. (2011). Critical Thinking: How to Survive in a Rapidly Changing World.

Wiley.

Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative,

and Mixed Methods Approaches. Sage Publications.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods.
Oxford Polytechnic, Further Education Unit.

Honey, P., & Mumford, A. (2000). The Learning Styles Questionnaire: 80-item version.
Maidenhead: Peter Honey Publications.

Kolb, A. Y., & Kolb, D. A. (2017). The Experiential Educator: Principles and Practices of
Experiential Learning. Experience Based Learning Systems.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting
and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.

Moon, J. A. (2013). Reflection in Learning and Professional Development: Theory and

Practice. Routledge.

Northouse, P. G. (2021). Leadership: Theory and Practice. Sage Publications.

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American
psychologist, 62(1), 17.

Yukl, G. (2013). Leadership in Organizations (8th ed.). Pearson.