This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.

1. INDEPENDENCE AND REFLECTION: THE INGREDIENTS FOR
SUCCESSFUL LEARNERS
PRESENTED BY
Michelle: -4123596
Munir: -4343622
Tanvir: -4325352
Yvonne: -4160764
Esha: -4095053
DEVELOPING BUSINESS PRACTICE301

2. Introduction
"Tell me and I will forget. Show me and I may remember. Involve
me and I will understand" – Confucius (Cited by Ryan, 2007:61)
 Learning is an important aspect to enhance skills, knowledge and
the way of thinking.
 It is a continuous life long process and human beings learn in
group as well as individually – both of which is crucial.
 Growth mind-set is essential and learning becomes more
relevant if managed, identified and action plans are drawn.
 Reflective learning - working with meaning and transformative
learning.

3. Fayol's Five Elements of Management
PLAN
ORGANIZE
COMMAND
COORDINATE
CONTROL
Fayol regarded the
elements of management
as the functions of
management. He said that
management should be
viewed as a process
consisting of 5 elements

4. Planning
Examine future
Draw the plan
Organising
Build up the structure, material and resources
Commanding
Maintain activity among the personnel.
Coordination
Bind together, unify and harmonies activity and effort.
Controlling
To see everything occurs in conformity with policy and practice
Fayol's Five Elements of Management

5. SMART Objective
Specific:objective should specify what they want ti achieve
Measurable: you should be able to measure whether you are
meeting the objective or not
Achievabe: Are the objective you set achievable and attainable?
Realistic: can you realistically achieve the objective with the
resource you have?
Time: when do you want to achieve the set objective.

6. Example
 Specific: I want to get my overall exam result exceed 65% in
this 9 months in Coventry
 Measurable: 65% overall result in 9 months that means each
month exam targets can be measured against a specific goal.
 Achievable: Is the 65% overall result achievable? The
university provide good education for us,and i do the revision
every week.
 Realistic: Is the 65% overall result over a 9 months period
realistic or does i need longer? I have skills and resource to
achieve this over the time period set
 Time: I should take my overall result exceed 65% in this 9
months

7. Motivation
Maslow’s Hierarchy of Need
Physiological needs
Food, shelter, sexual
satisfaction i.e. those
needs needed for basic
survival.
Safety needs
The need to feel safe
within your environment.
Also refers to emotional
and physical safety.
Social Needs
The need for love,
friendship and
belongingness
Esteem needs
The need for self
respect, status
and recognition
from others.
Self actualisation
The point of reaching
ones full potential. Are
you capable at excelling
yourself?

8. Intrinsic & Extrinsic Motivation

9. Vroom’s Expectancy Theory
Expectancy: Belief in do betterInstrumentality: The thought of an individual performs well,
then a valued outcome will come to that individual.
Valence: Valence means "value" and refers to beliefs about outcome
desirability (Redmond, 2010). There are individual differences in the
level of value associated with any specific outcome.

10. Tuckman’s Five Stages of Team Development
Forming
• Team building.
• Shaping
Individual Roles.
• Developing
reliance and
communication.
• Build up
Norms.
Storming
• Realize
difficulty of task.
• Fluctuation of
behavior
towards the
achievement of
task.
• Maybe
challenging to
the task.
• Have poor
teamwork.
Performing
• Recognize
strengths and
weaknesses of
other members.
• High level of
involvement
with the team
and be
prepare to
deliver.
• Obtain
confident to
resolve
conflicts.
Norming
•Individuals start
to work more
effectively as a
team. They are
no longer focused
on their
individual goals,
but rather are
focused on
developing a way
of working
together
(processes and
procedures).
Adjourning
• Performance
can be low if
task get
monotonous
• Team desires
to reorganize
on the
changing
status.

11. Advantages and disadvantages of Team Working
Advantages Disadvantages
•Individuals have the opportunity to learn
from other for working as a team.
•Some individuals are not compatible with
team work.
•Potential exists for greater work force
flexibility with cross-training.
•Individuals must be selected accordingly
for the team as well as requisite job skills.
•Opportunity provided for synergistic
combinations of ideas and abilities.
•Some members may experience less
motivating jobs as part of a team.
•Communication and information
exchange may be facilitated and increased.
•Conflict may develop among individuals

12. Mindset
Fixed Mindset
People believe their basic qualities, like their intelligence or
talent, are simply fixed traits. They spend their time
documenting their intelligence or talent instead of developing
them. They also believe that talent alone creates success —
without effort, but that might be harmful in circumstances.
Growth Mindset
People believe that their most basic abilities can be developed
through dedication and hard work brains and talent are just the
starting point. This view creates to be diverted of learning and
a flexibility that is essential for a vast achievement.
Virtually all great people have had these qualities.

13. Experience
 At University
 We are researching individually and as a group.
 We are exchanging information between us
 Help each others to understand theories better.
 Planning, organising and implementing our studies and group work. i.e.
we keep communicating with each other to perform our group activity
for effectively.
 At Work
 Implementing time management. For example, at work be on time. As I
am doing retail job it is very important.
 Communicating with my colleagues by email, text, one to one
conversation.
 Motivating my colleagues from my learning.

14. Kolb’s Learning Cycle
Experiment:
•DBP Presentation
Experience:
•Blackberry presentation
Theorise:
•SWOT
•Need rehearse as much as possible.
•The skill of making PowerPoint
•How to work with colleagues well
•Time management
Reflect:
•Rehearsal
•PowerPoint
•SWOT
•Relationship with
colleagues
•The duration of the
presentation
Kolb’s learning cycle
gives importance for
reflection/self evaluation.
Which in fact becomes
the basis for other
experiences in the future.

15. Honey and Mumford
Subsequently, Honey and Mumford, building on Kolb's work, identified four learning styles:
Activist (enjoying the experience itself), Reflector (spending much time and effort in
reflection), Theorist (good at making connections and abstracting ideas from experience), and
Pragmatist (enjoying the planning stage). Here is the model expressed graphically:

16. JoHari Window Model
Another effective
framework that
can be used to
carry out Self-
evaluation is the
Jo-hari model.
Gathering
feedback from
peers will help in
reducing the
blind area as well
widening the
public area over
the Hidden area.Halpern (2009:11)

17. Cameron Model (Practical Academic Based Reflection on Experiences)
1. How did that go?
The International Business Strategy presentation went well, but could
have rehearsed more for better outcomes.
2. How do I feel about the experience?
It was a wonderful learning experience, which provided practical
knowledge and development of my presentation skills.
3. What did I learn from it? What did I fail to learn from it?
I learnt to conduct group as well as individual research & investigation on
different topics. I also learnt to keep up time and complete work
before deadlines. I failed to learn numeracy and quantitative skills.
4. How might I have learned more effectively?
Should have completed learning each weeks learning outcomes that
weekend itself.
5. What will I do differently in the future to help me learn better?
Manage the time properly so that coordination among the group can
become more effective. Developing my cognitive skills also will help me
in my academic and professional career.

18. Cameron Model (Practical Work-based reflection on experience)
1. How did that go?
The meeting with clients went well but could have provided clear details
regarding the import strategy.
2. How do I feel about the experience?
To positive feedbacks from colleagues was motivating.
3. What did I learn from it? What did I fail to learn from it?
I learnt to co-ordinate with team members so that as a group we could
work effectively for the organisation and the client.
I failed to learn time management and personal management skills.
4. How might I have learned more effectively?
Should have used a learning journal to write down my personal
experiences/feedbacks so that I could have reflected on them effectively.
5. What will I do differently in the future to help me learn better?
Improve team-working and coordination skills, so as to draw a better
strategy for imports from overseas.

19. Conclusion
Thus it can be concluded that:-
 The competitive and dynamic real business world makes
individual and group tasks essential for success.
 Academic based group activities will definitely improve
effectiveness for future situations.
 Self-evaluation & reflection is crucial to stay competitive in
today’s business scenario.
 Feedback from colleagues and peers enhances self-awareness
and helps in the holistic development of individuals.
 Reflecting on past experiences also helps in developing sense
of what went well and what didn’t, and in experimenting new
methods to make learning more effective.

20. References
 Carol S. Dweck, PH.D. (2006) 1st edn. Mindset: The New
Psychology of Success. United States of America: Random House,
Ballantine Books.
 Expentancy Theory:
https://wikispaces.psu.edu/display/PSYCH484/4.+Expectancy+The
ory
 Fayol's Princle of management:
http://dilipchandra12.hubpages.com/hub/General-Principles-of-
Management
 Fayol's graph:
http://vectorstudy.com/management_schools/administrative_manag
ement.htm
 Halpern, H. (2009), ‘Supervision and the Johari window: a
framework for asking questions’, Education for Primary Care, 20,
Pg. 10-14

21. References
 Intrinsic and extrinsic:
http://mmrg.pbworks.com/f/Ryan,%2BDeci%2B00.pdf
 Intrinsic and extrinsic: Pictuer source:
http://www.planetofsuccess.com/blog/about/images/
 Maslow's Hierarchy of Needs:
http://www.learnmanagement2.com/maslow.htm
 McClelland, The Achieving Society: http://www.strategies-for-
managing-change.com/acquired-needs-theory.html
 Ryan, N. (2009), International Perspective on teaching and
learning in Higher Education, Ireland:NAIRTL
 Tuckman, B.W. & Jensen, M.A.C. (1977) Stages of small group
development revisited. Group and Organizational Studies, 2, 419-
427