MGC1010:Learning Reflection Guide Assessment 3

Introduction

The Learning Reflection assignment for MGC1010 – Introduction to Management is designed to help you connect weekly class concepts with your personal development as a future manager or leader. Rather than summarising content, this task requires you to reflect deeply on how your understanding of management has evolved and how in-class activities have shaped your skills for creating sustainable futures for people, organisations, communities, and the environment.

Managing your own learning, your team, and your personal life mirrors the role of managing an organisation. Every concept learned is relevant to your reflection.

You must reflect on Weeks 7, 8, 9, 10, and 11.

Format and Submission Requirements

• Submit a reflective essay.

• Word count: 1500 words (+/- 10%)

• Use clear headings for each week and section.

• Use personal pronouns.

• Ensure your reflection is:

  • Well-organised

  • Coherent

  • Supported by specific examples from in-class activities

• Incorporate at least 5 academic references with proper citation.

• All in-class content must be accurate.
  Falsifying activities = plagiarism, leading to academic misconduct penalties.

Four Essentials for Reflective Writing

1. You may use personal pronouns.

2. Plan your essay before writing.

3. Demonstrate genuine learning.

4. Cite all your sources appropriately.

Submission

Submit electronically via Moodle.

Requirements 

Use the DAO Framework to structure each week’s reflection:

1. Description 

Provide:

• Attendance date and time

• Team members present/absent
  (This attendance information is NOT included in the word count.)

Then briefly describe:

• The in-class activities for that week

• Your role and involvement

• How you interacted with your team or classmates

Important:
Markers can verify details with attendance records and other students’ reflections. Do not invent activities. Fabrication leads to academic integrity investigation.

2. Analysis

This section demonstrates:

• How your understanding evolved

• How specific activities supported your knowledge

• How your thinking changed or was challenged

• How the activities align with weekly concepts and readings

This is the core of your reflection.
Use academic literature to support your analysis.

Guiding Areas (not to be used as Q&A format):

2.1 Understanding Your Own Learning

• How does the activity connect with theories from that week?

• How does it build on your pre-class learning?

• Did it change or affirm your views about management?

• Does it relate to concepts from earlier weeks?

2.2 Co-learning With Your Team and the Class

• How did team discussions influence your understanding?

• How did your peers’ ideas challenge or extend your thinking?

• Did other teams’ conclusions reshape your interpretation of the weekly topic?

3. Outcome or Action)

Connect your learning to your future career as a manager.

Consider:

• Why the concepts learned matter for managers

• How these insights will influence your future leadership approach

• Specific strategies or lessons you can apply in your professional life

Using the DAO Framework Education Student Example

Description:
Thinking back to my primary schooling, I see myself as an excited and conscientious learner motivated by discovering the unknown. I loved exploring concepts through imagination and hands-on activities. My curiosity drove me to question how things worked and to experiment with objects and systems. I believe curiosity is central to childhood learning.

Analysis:
This aligns with Piaget’s (1954) view that learning emerges from the interaction between individuals and their environment. Piaget argued that knowledge forms as people engage with and manipulate the world around them. His theory helps explain my learning experiences and supports the idea that active interaction and inquiry are essential to knowledge construction.

Outcome or Action:
Recognising the importance of inquiry-based learning will inform my future teaching approach. Encouraging students to ask questions and test ideas will remain a key strategy in fostering deep and meaningful learning experiences.

Evaluation Criteria

Your reflection will be assessed on:

• Accuracy and clarity of descriptions

• Depth and sophistication of analysis

• Integration of relevant academic literature

• Quality of writing, coherence, and structure

• Application of learning to future management practice

• Academic integrity and authenticity of reflections

Summary of Assessment Requirements

The Learning Reflection assignment for MGC1010 – Introduction to Management requires students to write a 1500-word reflective essay based on weekly in-class activities from Weeks 7, 8, 9, 10, and 11. The reflection must demonstrate how classroom concepts contributed to the student’s understanding of management and their development as a future manager.

The reflection must follow the DAO Framework:

1. Description

• Record attendance date/time

• Note team members present/absent (not included in word count)

• Provide a brief description of in-class activities

• Explain your involvement, role, and interaction with team/classmates

2. Analysis

• Discuss what you learned, how your understanding evolved

• Connect in-class activities to management theories and concepts

• Integrate insights from pre-class readings

• Analyse how team discussions shaped your thinking

• Support reflection using academic literature

3. Outcome or Action

• Identify key lessons for your future managerial career

• Explain how you will apply these concepts professionally

Additional Requirements:

• Use personal pronouns

• Use at least 5 academic references

• Follow reflective-essay structure with headings

• Ensure authenticity (no fabricated attendance/activity details)

• Submit through Moodle

How the Academic Mentor Guided the Student

The academic mentor approached the student’s reflection process using a structured and supportive method to ensure clarity, academic integrity, and strong reflective depth.

Understanding the Task

The mentor first clarified the purpose of the reflection:

• It is not a summary of weekly content.

• It must show how the student’s thinking evolved.

• It must link experiences to management theories.

The mentor ensured the student understood the DAO Framework and its expected structure before writing.

Breaking Down Each Week into DAO Sections

For each selected week (7 to 11), the mentor guided the student to:

Write the Description

• Record attendance details

• Summarise activities factually and briefly

• Identify personal roles (e.g., presenter, facilitator, note-taker)

• Describe interaction with teammates

The mentor emphasised keeping this section short and factual to maintain word count.

Conduct a Deep Analysis

The mentor helped the student connect each weekly activity with:

• Pre-class readings

• In-class theory (e.g., leadership, motivation, teamwork, sustainability)

• Academic research (e.g., management models, organisational behaviour theory)

The mentor encouraged the student to:

• Explain why certain activities were challenging or insightful

• Reflect on how team discussions influenced learning

• Compare personal beliefs with classmates’ viewpoints

• Integrate at least one scholarly reference per week

This ensured the analysis section met academic expectations.

Formulate Outcomes or Actions

The mentor prompted the student to identify:

• Lessons learned

• Practical managerial applications

• Strategies for professional development

The mentor guided the student to keep this section short but insightful, focusing on how weekly concepts contribute to effective future management.

Building the Essay Structure

The mentor helped the student map out the full essay with:

• Introduction

• Week-by-week reflection (DAO framework)

• Conclusion

• Reference list

This ensured coherence and logical flow.

Ensuring Academic Rigor

The mentor reviewed referencing requirements and helped the student:

• Integrate academic sources

• Apply theories from management literature

• Avoid plagiarism by documenting sources correctly

The mentor reinforced authentic attendance reporting.

Final Draft and Polishing

The mentor guided the student in:

• Improving clarity and academic tone

• Strengthening theory-to-practice links

• Ensuring proper formatting and headings

• Reviewing coherence and reflective depth

This step helped refine the final submission to meet grading expectations.

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