1.1.

Introduction

After extracting the research conclusion, there is a need to return to work and reflect on both the process and content of the dissertation. Reflection on learning is the ability to make reflective judgements, and it is the highest stage of intellectual development the individual can reach (Moon, 1999). The main point about it is that it is a mental process aimed at a specific goal or result, which allows the individual to learn from experience. Hence, it should be structured and recorded.

I used to maintain a research diary regularly, which has assisted me to record all the experiences and skills I had gained during my MBA course and the dissertation process. However, discussing these experiences and skills in detail is out of the scope of this chapter. Therefore, this chapter aims at reflecting on the course and the dissertation stage by referring to knowledge and skills gained from them, and the context in which these capabilities were gained, rather than mentioning situations in which they occurred. After it is commenced with the introduction, it focuses on identifying what I have learned, in which it demonstrates in detail the specific knowledge and skills I gained from the course. Then it explains how the learning of these skills and knowledge took place, with reference to Kolbs Learning styles model. Finally, it analyzes how the learning can be applied to my workplace.

1.2. What I have learnt from the course

During my study of the MBA course in Liverpool Business School, I acquired a fair amount of knowledge and learned many skills. However, some of them were gained throughout the course and classes, others from being in the UK, and the remainder was gained during the dissertation stage. Adding these capabilities to my cumulative experience throughout my work and own life will help me to achieve my personal, academic, and career objectives. The knowledge and skills obtained are important, plentiful, and various. Therefore, they could be divided to general, interpersonal, and academic capabilities. However, the most significant of these are highlighted below in more detail.

Generally, studying in a multi cultural environment taught me how to comprehend others, understand their perceptions, and avoid the cultural shock. It also granted me the opportunity to acquire leadership skills, the most important of which is the management of different cultures. In addition to these general skills, I learned how to adapt to new systems and people, perform under pressure, be committed to deadlines, set priorities in my life, and how to behave in the most critical situations. I learned also how to understand, evaluate, and analyze why we me and the others think and behave the way we are thinking and behaving. Moreover, I realised how to motivate people around me, manage conflicts with or between them.

In terms of interpersonal skills, I learned all forms of communication skills such as verbal, written, and online communications. For example, I learned how to plan and conduct effective presentations as well as formulate the best teamwork based on members characteristics and contribute in workgroup meetings. In addition to listening skills, time management, negotiation and persuasion skills, I acquired the skill of how to be emotionally intelligent, for example how to use body language to demonstrate my care and empathy to my audience. Furthermore, I learned many academic skills, but the most important was gaining skills of doing effective academic research. This granted me the opportunity to learn abundant research skills such as deciding a research approach, setting a research strategy(s), and adopting the most suitable data collection and analysis method(s). I also captured significant academic proficiencies such as reading styles, academic writing, using the university and online libraries, quoting and referencing. Moreover, I learned how to be an effective reader. For example, in order to manage the limited time in my project, I had to acquire skills of evaluating the source (book, article, document, etc.), hunting what I needed by speed reading and scanning, how to compare between different authors ideas, and organise and analyse what I have read or researched. The above-mentioned skills were gained from the research process. However, I have captured substantial knowledge from my dissertation content. For example, I acquired a fair amount of knowledge about the meaning of performance management and motivation. I also became aware of their history, processes, best practices, status in developing countries, and the relationship as well as the impact on each other. Moreover, I have learned how to apply performance management and motivation theories on the ground.

1.3. How have I learnt

When it comes to explaining how I learned the knowledge and skills mentioned earlier, it is important to refer to Kolbs learning cycle model. The model set four distinct learning styles and four stages learning cycle that applies to all people (Kolb, 1984). In terms of the course and dissertation context, I could classify myself as an Assimilating learner, because I tend to prefer watching the task rather than doing it and thinking about the experience rather than feel it as it is illustrated below in Figure 7.1.

Figure 7.1: Kolbs learning styles. Source: Businessballs.com (2010)

Therefore, I need good and clear explanation rather than practical opportunities, I am more interested in ideas and concepts rather than people, and talented in understanding wide-ranging information and organising it in a clear logical format. I am also more attracted to logically sound theories than approaches based on practical value, in which I prefer readings, lectures, exploring analytical models, and having time to think things through.

Since I belong to the Assimilating learning style, I learned the bulk of the skills mentioned above through my participation in the lectures, reading books and other resources, working in teams, and brainstorming. Also via exchanging experiences and how to apply best practices of what I have learned, as well as through studying case studies that simulate the real fact. However, I was linking between what I hear, observe, learn, or read and my personal and practical past experiences, and I was always reevaluating my thoughts, behaviour, perceptions, decisions, or experiences when it is compared with what I learn or hear. Moreover, I obtained some skills through practicing the task. For example, the group coursework in the project management module assisted the gaining of skills such as building effective teamwork, assigning the roles to the members according to their competencies, leading the workgroup, and reporting to the module leader about my teamwork progress and achievements.

1.4. How I will apply the learning at work and my life

Regarding the application of the knowledge and skills I gained from my study of the MBA course in the UK, I have applied some of these skills during the course or dissertation process, and the others, however, shall be applied in my workplace and future studies. As an Office Manager in a public healthcare organisation, I used to face many problems in my workplace regularly. Some of these problems were related to culture management, so if I face such problems in the future, I will apply the leadership and culture management skills I have gained during my course of study in order to solve these problems.

Moreover, I will employ the acquired knowledge and skills not only to solve problems, but also to develop processes in my workplace. For example, I will use my interpersonal skills such as communication and presentation skills to communicate effectively with my managers as well as my colleagues and subordinates. I will also apply skills such as teamwork skills, listening skills, time management, negotiation and persuasion skills, and emotional intelligence skills in my workplace, to enhance the productivity and performance of employees from different cultures, and to stimulate them to better to achieve the organisation's goals and fulfil work towards strategic objectives. During my MBA course, I made links between the management problems in my workplace and the knowledge and skills that I have obtained from lectures, assignments, workshops, and the dissertation. For instance, in terms of the knowledge gained on performance management and motivation, I will apply the principles of these two significant concepts on myself, as I will maintain my raised motivation and keep my performance high. Then I will use the obtained knowledge, the best practices, and benchmarking to solve all performance management problems in my workplace. For example, I will ensure that all line managers have buy in and are committed to a performance management system for success. Moreover, I will apply my academic skills that I have acquired from my course and dissertation such as research skills, critical reading, academic writing skills, and analysis skills to my PhD. research and continual self-learning. These skills could also be used effectively in my workplace. For example, if I encountered a problem in my work related to business management, I will apply any of the aforementioned skills if needed to search for a systematic approach for how others solve this problem, what is mentioned in the literature, and what are the most suitable solutions for it.

7.1 Introduction

This chapter focuses on what has been learnt personally whilst attending the Executive Master of Business Administration programme at Liverpool John Moores University, how the learning took place and how the learning is being applied in the work place. By undertaking the programme the author expected to learn enhanced conceptual and analytical skills that could be applied to increasing performance in his complex workplace area of international operations management. Whilst this goal has certainly been achieved it was the unexpected development of academic thinking in the form of greater understanding of the higher levels of strategic business management that has produced the largest impact upon the authors workplace and career. During the taught modular stages of the programme, time management became the fundamental skill that would become essential to allow part time attendance and studying to be manageable and compatible with the authors full time work and personal commitment. Due to the long gap since undergoing any previous studies the authors initial lack of some practical academic key skills was addressed by attending additional tutorial workshops in order to improve the authors performance with presentations, Harvard referencing, academic writing and information

technology skills. As the learnt skills developed through the taught aspects of the programme the application of this knowledge to the workplace became intrinsically linked as academic thinking also developed. Confidence in the value of the skills being progressively learnt increased as new challenges in the workplace developed; for example prior to the performance management module the authors understanding of this vital area of management was limited, however reality mirrored the theory as the learnt skills became increasingly important as performance management was implemented for the first time in the authors workplace. Similarly an existing problem with a particular customers supply chain was solved by applying basic process mapping to the factory, supply chain and customer relationship, a skill learnt during the operations management module saved the authors company approximately 10,000 per year in bogus shortage claims, and improved the relationship with the customer.

Ultimately the most rewarding moment of the developed thinking and learning process occurred in the early stages of this research dissertation. The author had originally planned throughout the taught modules to analyse this workplace based dissertation from a practical nuts and bolts perspective to understand the role of resources in relation to performance of the company. However a light bulb moment occurred during the academic research and reading for chapter two, the literature review, when it became clear that all the issues the author wished to investigate had their foundations in strategic management. From that moment the focus, direction and structure of the dissertation became much clearer, and the research objectives became completely real and relevant to the authors workplace, to the extent of actually implementing some of the recommendations developed during this process.

7.2 Reflective Learning Theory and the MBA Masters level management study in Europe is rapidly catching up with the USA wherein lay its origins. However few current MBAs follow the traditional Harvard model which emphasised quantitative analysis and economics; most modern MBA programmes including the one undertaken by the author, have moved learned focus away from being heavily (historic) case study based to provide a more flexible approach to knowledge development. This change of learning is reflective upon the dramatic changes that have occurred within modern business management and as a result of criticism by academics such as Mintzberg (2004) who suggested that the traditional (case study) MBAs were seriously damaging US business. Therefore critical thinking as opposed to exceptional memory has become the key developed skill of the MBA programme, and the taught management theory now encompasses a wide range of concepts, frameworks and models, which can help to generate insights into the issues that managers are faced with in these times of rapid change. The changes to the taught MBA programme also reflects the changing role of business management theory itself, which has evolved from observations based on available evidence to become more of a starting point for knowledgeable thinking in order to deal with the complex modern management environment.

Thus it can be seen that theoretical changes have been similarly extended to the process of learning, whereby the old boundaries between reflective, experiential and student learning are blurring as educational practice also changes. Reflection, according to Moon (1999:10) is: a basic mental process with either a purpose or an outcome or both, that is applied in situations where material is ill-structured or uncertain and where there is no obvious solution. Reflection seems to be related to thinking and learning. Moon (1999) considers that professionals should use reflection as a technique for aiding and reinforcing learning, and when used it becomes a powerful tool in their development, by concentrating mental processes to a particular purpose thereby taking intellectual development to its highest level. Moon (2009) developed a five stage map of learning and representation of learning to illustrate the different stages of learning and there corresponding best possible representation of learning (BPR). Stages of Learning Best possible Representation of Learning (BPR) Transformative Learning Meaningful, reflective, restructured by learner Working with Meaning Making Meaning Making Sense Meaningful, reflective, well structured Meaningful, well integrated, ideas linked Reproduction of ideas, ideas not well linked Noticing Memorised representation

Figure x: Map of Learning, adapted from Moon (1999:138) Reflection, according to Moon (1999:21), is presumed to have a key role either in experiential learning or in enabling experiential learning, and the development of this field can be linked largely to the work done by Kolb in the 1980s and the publication of his model of experiential learning.

Kolb (1984) developed the experiential learning cycle, a theoretical model based on a four stage circular cycle of experience, observation and reflection leading to the formation of abstract concepts, and planning and testing.

Figure x : Kolbs Learning Styles Map (Source: www.effective.leadershipdevelopment.edu.au) From Kolbs model it can be seen that reflective observation follows a real (concrete) experience or event, thereby creating a conceptualisation thought process, resulting in active experimentation. Central to Kolbs idea is that the learning process perpetuates itself into a continual cycle, in that the quality of reflection should progressively increase which in turn increases the quality of the following phases of the cycle. An example test taken by the author confirmed a diverging learning style; defined by Kolb (1984) as someone who likes to brainstorm ideas, gather information and use imagination to solve problems, and who prefers working in groups, listens with an open mind and likes to receive personal feedback. A person with the diverging style of learning is inclined to adopt an interpretivist research philosophy, which has been adopted by the author during this research, developing a theory from the results of data analysis from a relatively small number of sources, following a flexible structure

that allowed change during the research process. This flexibility can be illustrated in the change of context of this research from operations to strategic management, which occurred directly as a result of the authors increasing academic thinking and knowledge in the early stages of this dissertation.

7.3 Personal Reflections of the MBA programme Upon embarking the MBA programme the author anticipated two pathways of learning; firstly to be taught tangible subject competencies in the core management areas of resources, control, finance and strategy, and secondly to be receptive to the intangible experiences and emotions resulting from the overall Masters level journey. Given the non academic background of the author, all initial concerns about the programme centred on fundamental intellectual ability to cope with the various aspects of the taught core modules, and apprehension about the amount of time that would need to be dedicated to study. However the continual negative emotional hurdle the author has had to compete against throughout the programme is the mental strains and stress that authors daily work produces which tend to impose an all consuming daily drain on ones intellect and thought processes. To enter a three hour lecture during the most frantic time of the business day with ones thoughts still mindful of the workplace problems combined with missed business telephone calls which require instant operational decisions in order to either make or loose large sums of money is not conducive to a clear mind for high level discussion and learning. This aspect of mental focus has required the most significant personal effort to overcome in order to remain committed to long term part time study and is perhaps the one area of adversity that the author is most proud of being able to control throughout the process. Having identified this quite destructive negative emotional pressure and in keeping with the reflective cycle of learning the author realised that the only way to control this situation was to create a fastidious attention to time management in relation to attendance to university and work in progress, and developed the mental strength to compartmentalise workplace problems on entering the university in order to free up faculties to enable the intake of information and continue the learning process. This

technique became so consistently reliable it allowed the author to accelerate the speed of learning by increasing the number of taught modules to three per semester from two, ultimately allowing the entire MBA programme to complete one year early than is usual for part time students, a substantial achievement in itself. The most rewarding and unexpected experiences came from the people met on the MBA programme. The quality of teaching and staff support was generally very high, and once the author understood how postgraduate learning works, for example to write an assignment based on ones own question, the learned knowledge of how to play the game so to speak, allowed personal confidence in ability to progress throughout the course. The group learning projects ensured students must confront situations that are normally avoided, and these tasks provided some of the most satisfying results. The authors own aversion to making presentations, a reaction to previous criticism many years ago, was overcome by volunteering to make the effort to make a presentation at every opportunity, resulting by the end of the programme in much less anxiety normally associated with this activity which in turn led to more confidence when having to give presentations in the workplace. Team working in groups turned strangers in the classroom into friends with whom one can discuss ideas and quickly learn to explore each others strengths and weaknesses in order to gain the most value for the task in hand, rather as one would do in the workplace, by allowing people to work to their strengths rather than forcing them into areas they will perform badly in.

7.4 Personal impact of the MBA programme on life and work Dainty and Anderson (2008:1) describe the MBA experience as requiring,

a range of skills, attitudes and approaches to learning, which sometimes do not become evident until well into the programmean MBA can literally change your life. Whilst this statement may appear somewhat dramatic to the initiated, to the majority of successful students it will ring true. The authors initial goal for completing the MBA was twofold; to get the qualification and to increase knowledge in management areas that were lacking, both paths aimed at underpinning a quite unique practical work experience with an instantly recognisable level of ability and commitment that would allow a career change into a more professional and strategic role either in the same sector or a complete change of direction. It may be argued that such enthusiasm for a change in ones work and therefore personal life occurs to most people at some stage in their working lives, but only those who have pursued the intense and demanding nature of a Masters studied part time along side an intense and demanding job will know the immense feeling of satisfaction that there is little more one could do in order to successfully bring a change of direction in ones career. During the learning process the author discovered that as knowledge and confidence in ability increased the level of frustration within the workplace grew in proportion. The complete experience of high level learning and meeting like minded people at university simply fuelled expectations that there may be other career directions that may be more fulfilling and nurture professional development in ways that have so far not been experienced at any career point. Whilst undertaking the MBA the author simultaneously embarked on building a complementary professional portfolio, joining the professional body for the industry sector, culminating in chartered membership status, and joining the regional committees of the industry national organisations, which again can be seen as a means of forcing change into the authors aspirations. Recognising that there is a gap in the logistics sector for very experienced mangers with a high level of strategic thinking the author has taken the view that this pathway should be pursued, and reality has coincided with this research as the authors employer has allowed the author the freedom to make some quite dramatic strategic changes within his area of business with a view to creating a new division within the overland group. This is currently work in progress.

7.5 Undertaking the Dissertation The lowest and highest points of the programme have certainly been during the dissertation process, this much anticipated final stage of the programme has proved to be the most difficult by far, and the seemingly simple process of writing becomes a symbolic mountain to climb at each new chapter, before taking on a direction of its own often in unexpected ways. Reflecting on the dissertation process however it is clear that this is the stage were the level of learning really takes a new direction, and it is easy to understand why almost half of all MBA students never complete their dissertation. The dissertation is the essence and the core of the MBA programme, giving one the opportunity to work in an independent and critical way to address a well defined research issue. This phase is a time consuming and challenging learning experience largely due to the amount of academic reading required in order to formulate a conceptual framework that is necessary to undertake the research work at masters level. The topic of research is a somewhat metamorphic process; the initial idea for this research came from an attempt to examine some operational problems in the authors workplace, which then focused upon the concept of implementing a strategy planning framework in order to address these problems, which ultimately led to this research which examines the implementation of strategic management in the authors workplace. The practicalities of carrying out the research work became apparent once the research proposal had been accepted by the project supervisor. An initial project plan to complete a chapter per month was agreed, which involved an initial meeting with the research supervisor to discuss and determine the focus of each new chapter. Once a significant amount of material had been written a draft of each chapter was submitted for critique, and the resulting feedback was incorporated into the work, and so on until both supervisor and student were satisfied that the work was ready for the following chapter to begin. The data gathering and analysis stages became the most challenging and time consuming areas of the research as the

formulation of the questionnaire and the conversion and organisation of data results into a clear format exceeded time expectations, resulting in a collapse of the original project time plan and many reminders regarding the lateness of work by the research supervisor.

7.6 Conclusion and Future Goals It is clear that all taught skills of the MBA have been transferred progressively into the authors everyday work place, which has increased performance in many otherwise weak areas such as human resource management and financial management, and perhaps more importantly the authors outlook on personal life has changed dramatically due to the self imposed organisational skills that allowed completion of the MBA.

Organizational Impact

Professional Impact

Personal Impact

Research

Academic Impact

Social Impact

Figure x: Summary of the differing impacts the MBA can have on ones life Figure x indicates the various areas of impact that an MBA can have on ones life, which in turn can influence a new direction in both personal and professional goals. This occurs directly as a result of the entire learning process experienced during the MBA programme; the nature of the work forced the author to become more organised in general life, and the meeting of new people directly or indirectly as a result of the research and studies undertaken created a new social circle of friends

and business contacts. During the studying the author developed an interest in academia and has considered if this is a pathway that may be continued further. On completion of the MBA it is anticipated that the authors professional and personal goals will continue going through a transitional phase, whilst full resources are channelled into new workplace projects, the author must consider that the work undertaken by this research may lend itself to be developed further at a higher level again, and could also be developed to determine future competitive strategies for the largest companies in the international transport sector as both the industry and the environment it operates in undergoes the current period of extreme speed of forced change. Existing practice in the current ultra competitive international transport market will fail and the new challenges the industry will face will only be addressed by the emergence of new strategies to enhance competitive advantage.