The Managerial Skills and Concept subject will reflect on the ideas like personal development model, Maslow Hierarchy of needs, Johari window model, a model of collaboration which will help students to learn and become the upcoming Chief Executive Officer (Evertson and Weinstein 2013). The students will learn the leadership and managerial skills and will explain what has been taught through group activities, individual assessment and work practice.
This report will showcase the required managerial concepts in details presented in the Managerial Skills and Concept subject and will focus on the learning outcome of the students.
The original ideas of what can learn about this subject
The Managerial Skills and Concept subject elaborates the concepts of Organisational Based Self Esteem model, personal development model, Senge model, Maslow Hierarchy of needs, Johari window model, a model of collaboration, innovation, creativity. All these concepts are required to know for acquiring the leadership qualities, managerial skills and understanding behaviour of humans (Evertson and Weinstein 2013). These concepts will prepare the students for the role of the Chief Executive Officer in the course of time.
Three things that have been learnt to undertake this subject
One can learn many concepts from the Managerial Skills and Concept subject, out of which, the Johari Window Model, Maslow’s Hierarchy of Needs, a model of collaboration will be discussed in this report.
The Johari Window Model
The Johari Window model (Refer to Appendix C) is a tool which is used to develop self-awareness, it also helps to grow a good rapport between the individuals within a specific group. This model focuses mainly on soft skills, behaviours and mutual development (Saxena 2015).
The Johari Window consists of four distinct regions; the first region demonstrates a person’s details about which everyone is aware of, the second region demonstrates a person’s details those are unknown to everybody, the third region demonstrates what the person knows about himself or herself that is unknown to all others, the fourth or the last region demonstrates a person’s details which are not only unknown to him or her but also to everyone (Saxena 2015).
Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs (Refer to Appendix D) can be classified into three categories which can again be categorised into five more models. The three categories are self-fulfilment, psychological needs, basic needs. Self-fulfilment can be divided into self-actualization. (Niemela and Kim 2014). Psychological needs can be divided into two parts-esteem needs and social needs. Esteem needs mean respect, status and feeling of accomplishment. Social needs involve intimate relationships among family members and friends. Lastly, basic needs can be divided into safety needs and physiological needs, safety needs deal with security and safety of oneself and physiological needs involve basic needs to survive that is food, water, bathing, warmth and rest (Lester 2013).
A model of collaboration
A model of collaboration (Refer to Appendix B) illustrates that individuals in a particular team must be responsible, the individuals must have proper knowledge of the products to deal with, should be respectful to each other, must be trustful, should have an intimacy, that means the individuals will have to work hand in hand, have to help each other in needs. Therefore, all these collaborations together form a great team work (Sein-Echaluce et al. 2015).
The most valuable learning outcome of this course
The Johari windows model helps to learn to share information, to build trust and belief and build up mutual relationships in a team. The model enables people to connect each other and coordinate with each other. Overall, this model allows identifying one’s competence, priorities and attitudes (Costa, Passos and Bakker 2014). On the other hand, Maslow’s hierarchy of needs motivates the people to fulfil the lower level needs along with the higher level needs. The lower level needs need to be satisfied first as the lower level needs are the elementary needs. The other four top levels are the complex ones and can influence behaviour or nature and these are all the necessary aspects. A model of collaboration helps people to work together, it basically integrates people to get the required job done (Costa, Passos and Bakker 2014).
The value of in-class activities
A model of collaboration is already being discussed in class and so it can be stated as in class activities. A model of collaboration aids people to work in a team, it also aids people to share each other knowledge, it also enables people to respect one another, to trust one another and to create intimacy among themselves (Mumford 2014). A better intimacy means better understanding among themselves, all these collaborations are required for better team work. The passing balls exercise is one sort of team work, a team can be successful only if all the players have the knowledge of the game, if the players show respect towards each other, if they trust each other a help each other in needs. The student has the experience and has applied the model in real (Mumford 2014).
The value of workshop activities
The workshop activities involve the implementation of the proper strategy, measurable, assignable, realistic measures and time bound. At first, the specific intention of a particular goal needs to be addressed, then measures will have to be taken to achieve the desired goal. After all planning and strategies, it is the time to implement the plan in real, so, one has to take the responsibility to assign the task. The assignee will have to be vigilant to make all the plans realistic (Tough 2014). The assigner will also have to know the time frame within which the specific task can be completed. Let us assume, Mr and Mrs AN decide to make a trip to Thailand (Refer to Appendix E). That is a strategy, after that Mr and Mrs AN will have to make plans and have to prepare a budget that is less than $5,000, so that comes under measurable; between Mr and Mrs AN, one will have to assign the task, have to be watchful to make the whole task realistic within a specific time frame (Mumford 2014).
The value of in-class discussions
Lots of concepts have been discussed in-class, philosophical, economic and political strategies fiduciary responsibility have been well discussed, a lots have been discussed on leadership, aligning MI, MC and EI strategies, Organisational Based Self Esteem model, personal development model, Senge model, Maslow Hierarchy of needs, Johari window model, a model of collaboration, innovation, creativity all have thoroughly discussed (Dodd 2016). It has also been taught to write a report, an argument, a deductive report, reflective writing and lots more. The students are taught to write the reports in specific formats, and the formatting styles, referencing styles have been thoroughly explained in the class. The students can get an overview of writing a well-presented report. The students can learn the project management concepts and based on the learning outcome the students can prepare reports too (Dodd 2016).
The Blue Ocean Strategy has been well demonstrated. This strategy basically involves a comparison among all the competitors in an industry and find out the best possible solution for a particular company to stay ahead of others in that industry (Kim and Mauborgne 2014). In this way, competition can be minimised and any company following Blue Ocean Strategy can have a different business strategy to earn profits and benefits (Kim and Mauborgne 2014).
The value of all assessment tasks
The personal development model proposed by Kolb, Honey and Mumford highlights the value of assessment tasks. The researchers proposed a learning and development strategy for individuals’ assessment (Refer to Appendix A). At first, comes the cognitive apprenticeship, cognitive apprenticeship is a process where one who is skilled enough in a particular subject teaches that particular skills to apprentice (Tough 2014). Cognitive apprenticeship involves exploration, coaching, fading, modelling, scaffolding; next, comes the personal development and this personal development plans involve the complicated, interspersed learning mission. Lastly, comes the experiential learning which includes successive learning cycles. Therefore, the cognitive apprenticeship, personal development plans, experiential learning all together form the three levels individual learning experience (Tough 2014).
The individual assessment provides great benefits in writing deductive reports and this individual writing assignment serves as a pillar to the experiential learning cycle, the students write good reports and get appraisals depending on merits, this encourages the students to perform well.
The value of the group assessment task and in-class activities
The SMART goal supports the students in understanding the subject properly and completes the MBA program. The SMART goals involve the creation of a Linkedin profile and creation of Curriculum Vitae to get a good job after the MBA (David 2016). The students can even get benefit from the group assessment. The group main objective generally remains to get high score or distinctions on the group assessment. That is why the students who are dedicated work diligently, complete the assessment and get distinction result (David 2016).
It can be concluded from the above discourse that the students have been greatly benefitted from the Managerial Skill and Concept models. The workshop activities and group assignment educate the students to collaborate and work together as a team. The in-class discussion and the in-class activities meet the expectation of students and the objectives of the MBA program. The students will be able to grasp the managerial and leadership skills of the course that are required to become a CEO. The most significant learning outcome is to create a SMART goal, as only a well-organised goal will help the students to learn the objectives and graduate the MBA program.
Costa, P.L., Passos, A.M. and Bakker, A.B., 2014. Team work engagement: A model of emergence. Journal of Occupational and Organizational Psychology, 87(2), pp.414-436.
David, S., 2016. Beyond goals: Effective strategies for coaching and mentoring. Routledge.
Dodd, T. (2016). Is he Australias's most successful MBA graduate?. Australian Financial Review, p.S1.
Evertson, C.M. and Weinstein, C.S. eds., 2013. Handbook of classroom management: Research, practice, and contemporary issues. Routledge.
Kim, W & Mauborgne, R 2014, Blue Ocean Strategy, Harvard Business Review. Oct2004, Vol. 82 Issue 10, p76-84. 9p. 1 Diagram, 2 Charts
Kim, W.C. and Mauborgne, R.A., 2014. Blue ocean strategy, expanded edition: How to create uncontested market space and make the competition irrelevant. Harvard business review Press.
Lester, D., 2013. Measuring Maslow's hierarchy of needs. Psychological Reports, 113(1), pp.15-17.
Mumford, A (2014, p.32). ‘A odes proposal: How we might changes the process and product of managerial research?’ Academy of Management Journal, 50, pp. 1334-1335.
Niemela, P. and Kim, S., 2014. Maslow’s Hierarchy of Needs. In Encyclopedia of Quality of Life and Well-Being Research (pp. 3843-3846). Springer Netherlands.
Saxena, P., 2015. JOHARI WINDOW: An Effective Model for Improving Interpersonal Communication and Managerial Effectiveness. SIT Journal of Management, 5(2), pp.134-146.
S?in-Echaluce, M.L., Blanco, ?.F., Garc?a-Pe?alvo, F.J. and Conde, M.?., 2015, August. A knowledge management system to classify social educational resources within a subject using teamwork techniques. In International Conference on Learning and Collaboration Technologies (pp. 510-519). Springer, Cham.
Tough, A. (2014). ‘Why Adults Learn: A Study of the Major Reasons for Beginning and Continuing a Learning Project’, Ontario Institute for Studies in Education, Toronoto.