The second week of MGMT 300 has been the most exhausting and challenging week for me. I think a combination of the readings, MikesBikes deadline, team formation and reflection is a bit too much content for one week. Being given only a week to familiarise myself with the simulation is not enough time for me to reach the $25 deadline that was given. I think not only myself but plenty of other students (the people I study with) were struggling also which made me feel even less confident in myself and about the course. Broadly speaking, trying to manage the work load for this course along with my 3 other papers was a total disaster this week.
At the start of this week I was quite confident with managing my time and reaching a share price of $25 before the deadline but as soon as I started my rollovers on MikesBikes I realised that it was going to be much harder than I anticipated. Thinking I was the only one who was finding it hard, I approached my class mates and was surprised to find out they were in the same position as me. I spent hours and hours trying to create a strategy and raise my shareholder price but nothing seemed to be working. I think I finally reached $25.93 just about 5 hours before the report was due which is crazy in my opinion. I had to sacrifice my study time that I would have put into my other papers this week to get through the work load for MGMT 300. For the amount of time and dedication that went into the simulation this week, I think it's worth a percentage of our grade to be very honest. One thing that really got on my nerves is the fact that we were told that if we didn't get a shareholder price of $25 before 4:00pm on Wednesday we would have to un-enrol from the paper yet the people who got below $25 were still put into teams yesterday in class. This made me question, what about the students who didn't hand in their reports because they didn't reach $25 and thought there would be no point in even handing them in? It made me feel as though even I had worked so hard yet people who didn't meet the requirements were being privileged.
Aside from my massive rant about how much of a disaster this week has been, if I was to follow Daudelin's reflection process, it would be hard to relate my problem to the readings this week as we only formed our teams yesterday in class. But the readings have given me a heads up about steps to guide me through the team work over the next few weeks which I am glad about. Walking into class yesterday I was quite scared about what kind of group I would end up in but later on when I connected my expectations to the reading I realised my group would be a good team because we all came from different background each bringing different skills and abilities to our team, we had a common purpose to be successful over the next few weeks and we all had the same agreement about the level of commitment we are going to bring to the team (Katzenbach & Smith, 1992). The second reading helped me understand the process that the Peter and the selected people in class took to create our teams. For example, if students were to select their own teams they would tend to leave the weaker students to shift for themselves which wouldn't benefit anyone so this helped me realise why our lecturer and the selected people chose our teams instead of leaving the decision upon us (Oakley, Felder, Brent & Elhajj, 2004).
If I was to act upon any of the problems I have discussed I would probably make the decision to familiarise myself with MikesBikes even more from now on and come up with a proper time management strategy to make sure I get everything done on time each week. This will enable me to make sure I finish work for my other papers as well. I think setting a day for readings, a day to work on the simulation with my team and a day for my reflection will help me overcome my fear of failing the course because of workload and ensure I get through it steadily.
Katzenbach, J. R. & Smith, D. K. (1992). Why teams matter. McKinsey Quarterly, (3), 3–27
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of student centered learning, 2(1), 9--34.