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This reading felt all too familiar. Learning but not really developing often is the way for me in my life outside of my group. Taking in information, learning it, but not really using it to develop from it. Examining the reading to start with – the study showed the differences with Company A and B, where company A reported a higher incidence of self reported “development” 27% when its employees came from non university backgrounds and public school education. In comparison, Company B constituted of engineers reported an incidence level of only 11%. Also the level of “turbulence” will determine opportunities for managers to learn from. Developing and non-developing cultures also appeared to influence the incidences. Development may been due to the type of role the manager has.

 

This development or non-development is evident in my group. As above, with different roles, different members have experienced more or less turbulence and have had to learn and then depending on circumstances, develop from there. In terms of our backgrounds, I do not know where my other group members went to school but this may also be a determining factor. Given our culture within the group where we want to learn and then develop, we have shared knowledge and assumptions, conclusions and ideas to make the next week better. We know the essence of our decisions prior to our group meetings, and then we share our knowledge based on our own learning and development throughout the weeks, and then learn and develop as a group. Again, I would say roles are a factor in who has developed most and can bring the most knowledge from development.


The analysis of Mintzberg’s “New Job Pattern”, using Katz’s naming of the stages presented a critical analysis of managers and their development after they have been in their job for some time. This is something we may be able to see in our final rollover, however, the theory itself suggests years before the decline takes place.

2 Comments

  1. Hi Sophie,

    Your problem identification is that you learn but don't develop from it which was a good start. You then gave a quick summary of the results from the study in the readings - I'm not convinced that this was relevant and needed to be included in your journal. However your second paragraph had some really interesting points in it, specifically the point about culture and our past learning experiences. To improve your journals in future, after writing it you should ask yourself: Have I demonstrated that I have learnt something new here? It seems in this case the answer would be no (even if you had actually learnt something it's hard to tell from what you have written). By putting more thought into your abstract conceptualisation and action phase you would be able to explain how you might be able to start developing rather than just learning - what are you now going to do different? 

  2. By your journal it seems that you have done the required readings and thought about the main ideas which is good. However, I think it would be better for you to extract the main ideas/quotes from the readings that relate to what you've learned this week to show that you understand the concepts and can relate them to your own experiences. Also, you may want to explain key concepts of the reading, such as what development and non-development mean and what the difference is. You haven't fulfilled Daudelin's reflective learning model and I would suggest revising both this an Blooms taxonomy to improve the structure of your journal and to fulfill the criteria! Good luck for this week (: