This week I spent a lot of time prioritising all the major pieces of work I am yet to complete in order to finish this semester. In this process I realised that I was placing too much importance on the MikesBikes simulation and not enough of these weekly reflective journals. We all know that eventually the journal will be worth a ridiculously huge percentage of our finally grade and that passing and succeeding in the course is completely dependent on the journal… not only this, but also, the MikesBikes simulation forces us to learn narrow problem solving skills by pushing us to solve the issues we witness in our companies so that they may perform better in the imaginary world. This is what Argyris (1991) describes as single-loop learning and considering that success in the real world depends more and more on our ability to learn, we must engage in double-loop learning. By my understanding, the easiest way for us to do this is to reflect introspectively. the weekly journal is a platform where we can make connections between the theory and our experiences and so true learning happens here. Why have I been so naïve as to neglect the importance of the journal and focus majority of my time on MikesBikes? Argyris (1991) gave me the answer again. My education has conditioned me into thinking this way. I have spent four years applying theory to solving problem, either in assignments, case studies or simulations similar to this course. Again, the journal helps here; usually it is easier to take criticisms and ignore them but here the critiques are regular and make us think about why we go about learning in the way that we do, how and why we make assumptions in the way that we do.
In the past I have made the mistake of prioritising haphazardly without thinking about the true worth of the projects I am placing into a hierarchy. In the future, I will try to assess both the grade weighting of each assignment as well as how valuable it will be for my own development. We are at university to learn after all.
Argyris, C. (1991). Teaching smart people how to learn. Reflections, 4(2), 4-15