Wiki contents

Journals

2019 Learning journals
2018 Learning journals
2015 Learning journals
2014 Learning journals
2013 Learning journals

Blog updates

Recently Updated

Recent updates

Recently Updated

All updates

Skip to end of metadata
Go to start of metadata

A university education is basically obsolete by the time we receive it. Daudelin (1996) puts this nicely by explaining that business environments are so dynamic that by the time they are understood and can be taught, new and possibly more pressing challenges have immersed. Lucky for Daudelin, I believe that her article is still relevant. If I am to succeed as a manager, now and in the future, I have to learn as I go because every-day challenges are the most accessible and practical sources of learning. Mintzberg (as cited in Daudelin, 1996) and Kolb (1976) agree that managers emphasise action over reflection – doing over thinking. Put that way, it makes sense why managers can repeatedly make silly decisions. They aren’t learning from their past experiences to guide the future ones. But the trend has already begun… HP, GM and Motorola are some of the big names that engage in Action-Reflection Learning (ARL) where they actively encourage and engage with reflective activities to evaluate situations and plan for the future, leading to innovations that have direct effects on business profitability and the satisfaction of the workers. Even my simple sales job at Whitcoulls has reflection built into the general business practices in the form of 360 degree reviews and customer input processes like their selection of the Top 100 books. If only head office was more supportive of (or paid any attention at all to) the ideas that we come up with in our performance evaluations then this type of reflection wouldn’t be a complete waste. And that has been my issue with “professional” reflection in the past. There has been no four stage, no ACTION! I come up with the problem, where it stems from and even think of possible solutions but no active experimentation occurs. Woah! I think it’s my fault.  Breakthrough! It’s my fault. After all, reflection is introspection: making personal connections (Daudelin, 1996). In future I will have actually executed my ideas.

My final semester, with assistance from this course and others, promises to help me break through the learning barrier once and for all (Nentl & Zietlow, 2008). I can push towards the higher levels learning in Bloom’s Taxonomy (as cited in Nentl & Zietlow, 2008) where learning is dynamic and useful knowledge is acquired. The MikesBikes simulation will hopefully be complex enough to help us all build on the experiences and theories we have stored deep in our brains from our time at university. In this first week the other courses I am enrolled in have proven to be very traditional and structured based of huge amounts of essays relying on secondary research. But I shouldn’t dismiss these courses invalid to my new-found desire to learn AND execute. I think Bloom’s model is far too simplified but provides an adequate starting point in my own evaluation of which level I have reached in the four years at university.  Nentl & Zietlow (2008) show that conducting a little bit of extra work using Herrick’s criteria can help me to reach Bloom’s higher orders. Something to keep in mind. This ties in with Kolb’s (1976) assertion that good managers are defined by their ability to learn because we will deal with situations in a consistent manner based on our individual learning styles. Using Kolb’s (1976) Learning Styles Inventory (LSI) to understand my strengths as a learner, it was surprising to realise that I most value feeling (concrete experience) and watching (reflective observation). I sat down for a while to contemplate how I ended up in a business major when generally people who prefer doing (active experimentation) over watching (reflective observation) are managers. They are action-oriented and excel at adapting to the now. They are perfect for the changing environments that we hear about at the start of every bloody class. I sat there thinking for a good 20 minutes and decided to be optimistic. My interest in people and culture could be an exceptional asset as a Human Resource Manager. More thought is needed here because I still wonder about Kolb’s (1976) idea that my chosen field should be shaping my learning style, and yet after four years… maybe it hasn’t.

So WOW! Week one and without even having touched the simulation, I have a lot swirling around in my mind. To clarify: although we are given some opportunities to reflect, the responsibility is a personal one, action is an essential step in learning, learning makes great managers and I’m an outlier in the business discipline in terms of my learning style. Hopefully by next week I have some of these rather personal and internalised dilemmas resolved.

 

Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36--48

Kolb, D. A. (1976). Management and the learning process. California Management Review, 8(3), 21--31

Nentl, N., & Zietlow, R. (2008). Using bloom's taxonomy to teach critical thinking skills to business students. College & Undergraduate Libraries, 15(1-2), 159--172. 

4 Comments

  1. I found the journal has successfully addressed Dandelions four step process with strong examples from personal experiences. However, I found that journal wordy it could be cut down in some places. Your analysis of the reading is well written and displayed throughout the journal.  

  2. Your journal has been written exceptionally well, with great use of the resources at hand to support your thinking. For example, your opening sentences have been structured well, with use of Daudelin's theory to reinforce your initial statement. You have managed to use all learning resources for the week and cover a wide-range of ideas, which is not necessarily bad. However, to improve the quality of your learning journal, I would recommend focusing on one or few key ideas in-depth, rather than skimming over many interrelated concepts. Not only will this provide the reader with the key objective of the journal; 'what you have learnt for the week', but it should also provide a deeper insight into your train of thought.

  3. Hey Marina,

    I don't know why I'm the third person to be commenting...? But hey, I'll just follow the instructions and go with it. 

    I found your reflection really stimulating and thought provoking! Awesome that you are considering such profound ideas and considering such important questions. Also useful that your reflection process provided you with clarity on what may be a constructive practical outcome. 

    In terms of room for improvement, I wonder whether useful to also consider applying the reflection/learning process to your practical experience with the course last week? For example, was there a problem or issue with the process of forming your team that could be analysed using Daudelin's model? I really hope that we all continue to ask deep questions which move us to apply what we are learning in this course to various aspects of our lives. But also I think we will benefit from applying the reflection process directly to the course as we can then hopefully come up with coherent reflective summaries at the end of the course. 

    All the best,

    Jeffrey

    1. Jeffrey, 

      You are the third person because this is my first week's journal entry rather than the second week. I noticed on my emails that Peter moved this one to week two. I can't be sure why... no matter though because your comments will still help me in moving forward

      Thanks