Case study On Management | Assessment

Running head: MANAGEMENT
MANAGEMENT
Name of the Student:
Name of the University:
Author note:

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Introduction
Learning has been defined in varied ways and meanings by academic scholars. Learning
has been explained as a quantitative increase in the arena of knowledge, learning facts, skills and
techniques which can be retained and used as per its essentiality. Learning is further viewed as
inculcating the sense and implication and abstracting meaning, associating parts of the subject
individually and to the real world, thereby understanding and comprehending reality and
interpreting the world by reinterpreting knowledge. According to Driscoll, learning is identified
as a process of continuous transformation in human performance or capacity of the performance
(Gray and Coombs 2018). It should develop as an outcome of the experiences and events
encountered by learners and their interaction with the world around them. Furthermore, in the
view of author, learning is a method of being and typically referred as an ongoing set of attitudes
or perceptions and actions by the individual and groups which they tend to use in order to be
well-informed of any unexpected situations, innovation, uncertain situation, disruptions or
recurring events. Capstone elevates the stakes in the domain of higher educational learning and
enables students to focus on final project along with the continuation of learning. Capstone
projects are usually designed in order to stimulate learners to think critically and solve
challenging issues and further develop competencies, research skills along with ability to reflect
self-dependency or goal setting skills for future development and growth (Paasivaara, Vanhanen
and Lassenius 2019). The following paper is a reflective essay which would focus on capability
and learning involving knowing, being and competencies and personal reflection on learning
gathered from the capstone subject and consultancy procedure. Furthermore, it would provide
insights on the way these competencies would assist in the future career initiatives.
Discussion

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Reflective Thinking
Learning and reasoning are identified amongst the two critical contributors to the
development of human society (Paasivaara et al. 2018). As Management student, I have gained
the capacity of learning and reasoning consciously, but often unconsciously as well as sub-
consciously. As MBA students, I have noticed that our choices and activities are usually guided
by what we are aware of and what we are seeking to know. While understanding the reflective
thought as dynamic, persistent and careful consideration of any perception or supposed form of
knowledge in the arena of competence which would support it along with additional
considerations to which it would tend to incline. Morreale and Zile-Tamsen (2017) mention that
the issue of critical thinking (CT) capability is understood as the key to reflective practice and
primarily taken up by learners in the higher educational domain. Dewey on critical thinking
states that preparedness and disposition and recurrent revision views in which honest reflection
proposes that change is ascertain and is listed amongst one of the dispositions which has aided
me as a student to distinguish better life events in general. While, studying the subject of
Capstone in my MBA course, I have considered it to be an essential attribute which has
facilitated me as a learner and rethinking my ideas and experiences gathered. Such an idea is
highly integrated to the insights gathered from Dewey and his idea on reflective thinking. By
delving into the explanation of Dewey on reflective practice, I have understood that reflective
thought to be a thought which materializes after something and out of any form of creativity,
such as from some practical life and especially of science. Thus, while drawing relevance from
Dewey’s idea, there can be found no qualitative difference amongst the methods of science and
that of regular life activities (Uziak 2016). Furthermore, I believe that reflective capability and
learning is identified as the core of constructing improved educational competence with the

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purpose of being formation of avenues for effective learning. From the study of capstone, I have
understood that reflection-in-action helps pose question to the outline of assumption behind the
knowing-in-action. Additionally, I have delved into the insights of Schon’s understanding of tacit
knowledge or professional artistry which is involved in situations where learners typically show
dependence on scientific knowledge, which gets reflected in our intellectual action which is
publicly observable physical performance. Such expertise and knowledge are referred as
knowing-in-action such as spontaneous proficient execution (Palacin-Silva et al. 2017). Thus,
being a student, I have understood that critical thinking which often results in unexpected
opportunity or confrontation is consequential to the restructuring of methods and tactics of
framing of the interpretation of the phenomenon itself. Furthermore, reflective practice
recognizes Hypothesis testing that is being able to select the correct sample, size and evaluate
validity as well as accurately progress from specific to general.
Capstone essential skills
The course on Capstone throughout has focused on critical thinking skills which must be
implemented within the daily instruction of developing evaluation skills and accomplishes future
company’s demands. The particular course of capstone has facilitated us to hone and illustrate
our ability of thinking through critical approach. However, in order to accomplish this course
successfully, I have taken particular educational outcomes associated with problem-solving,
decision-making, oral communication, professional linkages and oral as well as written
communication. In addition to this, I have performed learning activities such as small group
work, projects, case studies or written evaluations along with oral communication, thorough
writing in addition to industry participation. The MBA Course 600 has offered us with