International- MBA program--with reference to learning process and the learning process’ reflections
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International- MBA program--with reference to learning process and the learning process’ reflections

Introduction

This section of the report deals with the analysis of the learning process and the learning process’ reflection on different skills, developed by the researcher while studying an international MBA program. There are two parts in this section, the 1st part deals with the researcher’s background & the adopted learning style. The part of this section also deals with its reflection on the personality and the overall learning of the researcher from this research study. The 2nd part of this section details about the ways & means of value addition to the researcher’s skills and the ways of developing these skills by the researcher.

Marilyn Ferguson (2016) informs that learning skills (by birth) remain implanted in the brain, so does not require the individual’s conscious efforts for its calculations.  With a view to grasping the information, openness & attention are required. As we learn many things, we observe only a few so we admit into our consciousness, even though the fact is we can observe the information’s infinite size.

The Learning Style:-

Learning means, a process through which we know, understand and concentrate for not only learning but also retaining the learnt information. As every individual is different so is the different in their style of leaning, which are: their way of observation and their way of working upon it. Individuals use different learning styles, as per their situations.

Kolb (1984) informs that learning cycle has 4 stages. It starts from process concentration and retention of learned information. Kolb has penned down his experience and his reflection that followed his observation before proposing his abstract concept & its generalizations (Honey and Munford 1986) that finally ended in its active experimentation

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A learner follows the process of understanding, experiencing and acting on the experiences of learning that could allow a change in the behavior of an individual. The learning cycle encompasses all the above mentioned phases. Kolb furthers to say that a meaningful & actual learning takes place only after the learner passes through all these above phases, as has been drawn (here below) through a clockwise learning cycle flow presentation.

Honey and Munford’s (1986) and Kolb’s learning cycle have been based on by the researcher for placing himself as a theorist and to transit himself from an assimilator learner style to the style of a converser.

The strength of a converser, as have been suggested by Kolb (1984) and McCarthy (1987), lies in that approach which is practical and get applicable to those ideas that are learnt. Especially in a research process, the converser passes through a style of learning by adopting conceptual and analytical approach to that research that is in hand. This research process mostly bases on logical thinking and rational evaluation. The researcher, who follows the learner style of a converser, would learn in the course of his research how to systemize the analysis while also emphasizing on the theory to the best possible way.

All the said phases along with the reflective observation, concrete experience, active experimentation and abstract conceptualization, have been passed through by the researcher. These entire matches with the context of Kolb’s learning cycle model. Before undertaking his research study, the researcher has acquired both the professional and academic knowledge that reflects through his concrete experience.

With his M.Sc. (Electronics) Degree from India’s Jodhpur University, in the year 2003 and a B.Ed

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As already cited earlier, because of different personal issues, regular meeting the supervisor was not possible for the researcher. The lapse of time was the main reason the researcher could not properly step with the time. At the time of report-finalization, the researcher came to know that the topic’s result, which was being worked out is a known fact to all most all. By keeping the same topic, the researcher had no other way but to modify the research. Both the touché and Deloitte’s HR Manager had come up for modifying the topic. Subsequently he could get on with the research and finally completed it with success.

Conclusion:-

The international MBA program had helped the researcher to extensible develop his key skills. Various types of challenges and opportunities were provided to the researcher by this international MBA program. This is in addition to the researcher’s development of personality both individually & academically. Both the analytical skills and research capabilities of the researcher were developed to a great extent through this international MBA program. The researcher worked with a team and also individually. This international MBA program has unfolded many opportunities to the researcher for drawing lectures’ and co-researcher’s different perspectives.

Enjoying with the sagacity of accomplishments is the rarest of the moments so it is a great opportunity for learning and enjoying. The researcher also learnt about working with the deadlines while he was developing his analytical skills. The cooperative & collaboration skills of the researcher were also developed. He could also synchronize the solutions and considered peers’, lecturers’ and co-researcher’s all perspectives. A good opportunity was also availed by the researcher when he went on having through personal analysis in regards to SWOT (strengths, weaknesses, opportunities and threats) in person. The researcher’s SWOT analysis is enumerated here below.

Researcher’s SWOT Analysis:-

Strengths:-

  1. The researcher’s positive attitudes are helpful in finding solutions and alternatives.
  2. Team work with positive spirit is his other strength
  3. Trusting & believing on personal benefits
  4. Completing the task and working to the perfection within the time frame, is the other strength.

Weaknesses:-

  1. Unable to initiate any dialogue with the stranger
  2. Feeling uncomfortable within the group, before presenting any report
  3. Encountering pressure seemed to be difficult, and hence he found it rather tougher to work under pressure.
  4. He abhor being criticized

Opportunities:-

Heading towards research

  1. In his post MBA program, he is availing opportunities for occupying respectable position in the renowned companies
  2. There are opportunities to either take up management consultancy or join as a lecturer.

Threats:-

a)       Constantly under pressure for performing exclusively at the higher level

b)       Some of the family issues

c)       Peer pressures

Conclusively, it is observed that several skills have been developed by the researcher while passing through his 4 of his learning phases, which were devised by Kolb & Honey & Munford. The researcher’s successful completion of research work has improved his time, stress as well personal management skills.  In addition to these he has also learnt to be within a team by drawing a common perception, so that he could achieve the unprecedented goal.


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Comments

0 # Lakshay 2017-08-09
Hii, I am from Bangalore, plz tell me about the eligibility requirement for admission to the B. Ed course?
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0 # Jagan 2017-08-10
This course in Bangalore is offered under different specializations, To get admission to a particular specialization, applicants must have completed their higher secondary in 10+2+3 or 11+1+3 format, Both higher secondary/pre-university and degree must have been obtained from a recognized board and recognized university respectively.
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