Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
B830 day school 1 09 k
1. B830 Making a Difference Day School 1 Welcome 31/12/10 12:51
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8. 31/12/10 12:51 Successful managers are those who manage every aspect of the Kolb learning cycle… B830 requires you to cycle through it many times over… B830 learning process Experience Observe / reflect Conceptualise and generalise Active experimentation
9. 31/12/10 12:51 So throughout the duration of the course you need to consider explicit aspects of practice, theory and learning and how you integrate these. You need to do this in the context of addressing the dual aspects of making a difference: how to firstly improve your own personal management practice and through secondly influencing and improving the workings of others. B830 learning process Making a difference Theory Practice Learning
10. 31/12/10 12:51 Stage 3 Day School 3 Stage 2 Day School 2 Stage 1 Day School 1 Don’t forget to consult your guides and assignment booklet! The EBI is the accumulation of everything you undertake as part of the course. Today we focus on Block 1 / TMA 01 as the first phase of your EBI B830 learning process Evidence based initiative TMA 3 TMA 2 TMA 1
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14. 31/12/10 12:51 Making a difference through integrating practice, learning and theory Making a difference Theory Practice Learning What do you as managers do and what typical challenges do you face? What learning objectives do you have and how can you sustain them as a practicing manager? How do you handle the relationship between theory and practice in management as students? And as practitioners?
15. 31/12/10 12:51 Activity 2 a) Can you put forward a robust argument? b) Are there any issues in your current management practice, your approach to management theory and your learning that makes it hard to make the argument? c) If so, how can you address these issues as part of B830? Drawing on your own experiences including your current strengths and weaknesses, discuss how you would demonstrate (e.g. to colleagues or future employers) that the programme of study you have undertaken enables you to make a real and significant difference in your organisation. Making a difference Theory Practice Learning
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Notes de l'éditeur
Have you figured out what this course is all about yet? Tell me a little about your learning style Where are you with the 12 month study/work plan? Where are you in the material compared to where you think you should be on the course calendar and where you expected to be?
Tutors understanding of why the course exists and the value it offers Activity to review the course and summarise its values and risks Discussion of the course’s concept pf practice, learning and theory
Short discussion on the role of the themes and theories Key TMA activity Review of resource options to sup[port the study programme Sum up = TMA01 review Housekeeping Fire Comfort Health
Knowledge of cost of MBA and time cost as well Introductions and first thoughts on B830 B830 is an opportunity to step outside of a taught framework and to develop behaviours which influence your management or work practices forever B830 is an opportunity to teach MK something It could be as valuable as your MBA itself
5 It is course material applied to real life and work 5 It explores and reinforces continuous learning and development 6 It is essentially up to you when you do the work for the 30 points (flexible is relative) 7 It uses many activities to promote reflection, guiding to reflective practitioner The course is demanding (as seen by results to date) but is the course interesting? Discussion of MBA criticism, value and accreditation This course is not easy, it is actually quite difficult to do very well and fairly easy to fail due to the discipline needed to stay on track
THIS IS FROM PAGE 7 OF THE COURSE GUIDE A performance improvement project- qual, quant or both Course Guide, use the P13 summary and p15 “what difference should it make” Why is critical and independent learning important? The two doctors example Discussion of the Pfeffer&Fong article
Activities G-P17, G-P19 Has the MBA been devalued by its popularity? Should theory and learning stop at graduation? Learning through doing is powerful - but needs to be theoretically contextualised Theory without practice is useless? Discussion on assessing our strengths and weaknesses with and without a theoretical framework
P18 of the guide Observation and reflection takes discipline but is key Examples of formal and informal classes of Kolb learning SuDoku Dancing Navigation skills Review of “action learning” from p22 of Guide
On practice; it can be uncomfortable to describe our management role, more easy to say what we do than what we achieve Unit1P52; many problems don’t have “KPIs” Discussion; is management a profession is estate agency a profession? qualifications and ongoing learning define a profession
The three stages are described on pages 11 and 12 of the guide. The course is well designed to build through the activities into the TMAs, the ECA The TMAs are hard without the activities The EBI will not be evidenced without good TMAs The ECA will be impossible without adequate TMAs 10 minute group review of the interinterpretation of the Stage 1 guidance on P 9 of the guide.
What evidence are we looking for? Students have done the work Students have met the learning objectives of the course, including “learning to learn” EBI examples discussion Unit1P26 & activity on p35 on organisational issues, discussion U1P59 last paragraph Guide to EBI Stakeholder identification P60
Student’s discuss in group for 15 minutes before 30 minute plenary discussion What will B830 potentially give you? What might go wrong? 11:30am
Reflective learning can modify instinctive behaviour, introducing control - eg diving emergency Discussion of “habitual competence” from U1p41 Do managers look for “prescriptive best practice” (U1p43) How important is it that we evaluate that a theory doesn’t fit? - this is valid for the EBI
MK – CHANGE APPROACH TO THIS NEXT TIME How can you defend (value) your management education? Review Van Strien’s regulative cycle 12:30pm & lunch
Not a detailed review but enforcing the point of the provision of these handles for theory and starting point for further research all must be addressed and at least four used effectively in TMA01 presented systematically to encourage systematic thinking Use other OUBS course material and other sources also Show research and knowledge evidence, showing learning capability post MBA
Short coffee break following 15 minutes of group work Then students randomly present challenges and opportunities of a cohort Emphasis on the dual aspect, self and organisation Discuss & compare work plans for the presentation for later usage Review different types of theoretical models - Conceptual (Mintzberg strategy) - Analytical (Porters forces) Any models or theories identifiable at this stage to help with the issues? 14:15pm MK – REVIEW TIMING OF THIS ACTIVITY
Remember that you are developing independent self-directed learning Use “our” conference and the buddy system for communication don’t be a “desert islander”
Draw up a project plan for the course - schedule - resources - milestones To 15:30 plus 15 MK – REVIEW THIS AS SOME DID NOT UNDERSTAND THE TIMELINE PRINCIPLE
Tips: Read and re-read the assignment booklet and undertake the tasks as laid out therein Communicate; desert islanders can struggle or lose direction easily - but remember OU rules on plagiarism, publishing TMA and PT3 material
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