Reflective Essay on Pass

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According to the knowledge which I have possessed over the years is that the education system in United Kingdom was based on practical application of theories. Surprisingly, the Professional and Academic Skills Support (PASS) module of MBA course in Staffordshire University helped me to gain the experience of applying the acquired theoretical knowledge for the accomplishment of the assigned outdoor activities in the Buxton Residential trip. Although, the module was meant for learning from those outdoor activities to develop one’s managerial skills, I have seen it as a continuous learning process that started from my under-graduate course, where I had the opportunity to come across some theories of leadership and team management.

According to Knowles (1975), “We must learn from everything we do; we must exploit every experience as a learning experience…. It is a lifelong process.” Keeping all these in mind, the PASS module has arranged its courses accordingly and thus gave us the opportunity to go through various outdoor tasks in Buxton Residential, with the help of which we can analyze and assess our personality to work accordingly in an organization. Also, the indoor task of Poster Peer Assessment did the needful in understanding what team work is in an organizational background. The purpose of writing this essay is thus what we learn from this module and accordingly how can we improve on it, so that we could fit properly in our respective career jobs in the world of management.

According to Schein (1980), group can be psychologically stated as a number of people who communicates with one another, mentally conscious about each other, identify each other as a cluster or group and corresponds objectively towards attainment of pre-determined goals. Within the first few days of commencement of our course, we were divided into 3 Poster Groups with the help of a psychometric test that we went through on the first day of our induction classes. The reason was that a group can easily act on complicated tasks by generating innovative and varied type of ideas and implement quick decision, where needed (Schein, 1980). Also, this was the way to know each other better as we came from different cultural backgrounds. Grouping helps us to learn how to work in a group in an organization and thus how we can establish in our positions and develop our personality. Also, it helps us to reduce the feeling of insecurity (Schein, 1980) and thus grow our confidence.

When we started to do our poster work, unknowingly, we fell into the different stage models of group development, proposed for the first time by Tuckman (1965) that is Forming, Storming, Norming and Performing. In the initial stage of ‘forming’ (Tuckman, 1965), though we were not strangers to one another within the group, we came to know each other better by this time. We were concentrating more on understanding each other’s concept of thinking about the poster, but could not decide upon a single topic that we would like to work on. Thus, there was very little focus on completion of our task, because at that point of time, we did not have a clear view of what was needed to be done in the poster.

In the second stage of ‘storming’ (Tuckman, 1965), we became psychologically aware of each other about what we actually want, and thus tried to impose our respective views over the other, which led to a small conflict between us. Fortunately, as a part of the same group, we agreed to a common topic and decided on its content at last, although in the formal stage, it was not preferred by me at all. Thus by mutually settling on the topic, we naturally fell into the ‘norming’ stage of Tuckman’s third phase of group development (1965).

In the ‘norming’ stage (Tuckman, 1965), all the differences were settled in between team and we headed towards a common goal. As time was running out, we strongly focused on completion of our task more than we did before. The methods of building the...
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