Reflection on your personal learning process (400 to 500 words)
This essay will be based on your personal learning process during the MG916 class. The essay should be 400 to 500 words and must be submitted on MyPlace by the date you have been advised. A guide is provided to assist you with this task.
You started the MG916 class with a forum post “You and Operations Management” that asked you to discuss what you knew about operations management and what you hoped to get out of the class. (There was no ‘right’ answer to this, of course.) Please revisit this, if it helps you with this brief essay.
There are a number of things that are worth noting in this essay that tend to be different from the ‘normal ’reports you may have already written:
- This is an opportunity to be honest about your personal experience – to illustrate fears, doubts and issues. What went well and what did not, how you coped (or didn’t!) and how you are going to use this experience to deal with a similar situation in the future.
- An aim of this report is to influence what you do in the future, hence the element in the last section of the essay referred to as a learning agenda.
- The use of ‘first person’ – unlike typical reports you can use first person in reflective learning essays/reports (but do not do this elsewhere!).
- While we are interested in your feedback, this is not the place to write about how you rated the learning environment or quality of teaching. Please use the class evaluation form for that.
- There is no requirement to use academic literature in this section.
- This essay will be put through TurnitIn, and the usual rules for academic honesty apply.
- Please refer to the Reflection Essay Assessment Rubric.
Reflection Essay Writing Guide
The Individual Reflection Essay asks you to outline your learning journey. It consists of three parts: Reflex action, Reflection in action and Reflection on action. Each part is marked equally.
Reflex action: Initial reaction
What was my initial state of knowledge of Operations Management? What was my initial reaction towards learning about Operations Management theories and framework?
Prompts for thinking; What did I already know? What did I think and feel about learning in Operations Management?
Reflection in action: Case Analysis using Operations Management theories, concepts & framework
How did I change my thinking towards analysing and examining operations management of businesses? What might have prompted this re-think?
Prompts for thinking; What was I trying to do? What changed in my thinking? What might have changed my thinking?
Reflection on action: Thinking after the completion of the course
Upon completing the class content and the other Operations Management assessments, carefully think about what you have experienced. Reconsider what you learned, and your learning process. How would you do things differently and consider your future learning agenda.
Prompts for thinking; What went well? What will I continue to do? What will I stop doing? What will
I start doing?
Reflection Essay Assessment Rubric
| Critical Reflection | Reflection | Basic Understanding | Non-reflection | |
| Excellent | Good | Satisfactory | Weak | |
| 75% or more | 61-74% | 50-60% | Fail: 49% or less | |
| Reflection on | Critically reviews | Active and careful | Makes use of | Automatic/superfici |
| existing | existing knowledge, | consideration of | existing knowledge | al responses with |
| knowledge | questions | existing knowledge | without an attempt | little |
| assumptions, and | and articulates new | to | conscious/deliberat | |
| articulates new | understanding of | evaluate/appraise | e thought or | |
| perspectives as a | knowledge as a | knowledge; | reference to | |
| result of experience | result of experience | demonstrates | existing knowledge; | |
| understanding but | responses are | |||
| does not relate to | offered without | |||
| other experiences | attempting to | |||
| or personal reaction | understand them | |||
| Connection to | Demonstrates | Demonstrates clear | Connects | Connections are |
| Operations | superior connection | connections | experience with | not drawn between |
| Management | between | between | class content | experience and |
| theories, | experience and | experience and | (concepts/theories) | class content |
| framework & | class content | class content | but remains | (concepts/theories) |
| concepts | (concepts/theories) | (concepts/theories); | superficial or | or literature |
| and evidence of | evidence of | abstract; | ||
| application of | application of | |||
| theory and | theory | |||
| reconstruction of | ||||
| perspective | ||||
| Evidence of | Articulates | Articulates new | Limited/superficial | No evidence of |
| development | transformation of | understanding/insig | insight about self or | insights about self |
| their perspective of | hts about self or | particular | or particular | |
| themselves or | particular | issue/concept/ | issue/concept/ | |
| about a particular | issue/concept/ | problem as a result | problem as a result | |
| issue/concept/ | problem as a result | of experience | of experience | |
| problem as a result | of experience | |||
| of experience |
Postgraduate (PGT) marking guide
| MARK | Descriptor |
| 92, 100 | Exceptional demonstration of the learning outcomes Exceptional in most or every respect, the work demonstrates all of the characteristics noted for First class in the Outstanding range below and is also well beyond the level expected of a highly competent student at their level of study, and could not be bettered for the level of study. |
| 84 | Outstanding demonstration of the learning outcomes Outstanding in most respects, the work is what might be expected of a highly competent student at their level of study. The work demonstrates most of the following attributes: A breadth of appropriate and focused knowledge, and a deep and critical understanding of the subject matterAn outstanding standard of synthesis and evaluation, and a critical and insightful analysisComplexity of thought, creativity, insight and/or originalityEvidence of comprehensive reading and thought of significant complexity and well beyond, but still relevant to, course/assignment materialsOutstanding use of references and exemplars, well beyond, but still relevant to, course/assignment materialsAn outstanding standard of writing and communication and/or presentation, that is clearly and logically structured |
| 72, 75, 78 | Excellent demonstration of the learning outcomes Excellent in most respects, the work is what might be expected of a very competent student at their level of study. The work demonstrates; Wide, appropriate and focused knowledge and critical understanding of the subject matterAn excellent standard of synthesis and evaluation and/or shows critical and insightful analysis Some complexity of thought, insight and/or originality – Evidence of comprehensive reading and thought beyond course/assignment materialsExcellent use of references and exemplarsAn excellent standard of writing and communication and/or presentation, that is clearly and logically structured |
| 62, 65, 68 | Comprehensive demonstration of the learning outcomes Very good or good in most respects for the level of study in displaying attainment of the learning outcomes, with marks at the higher end of this scale reflecting stronger and more consistent attainment of the learning outcomes. This work demonstrates: A very good or good level of appropriate knowledge and critical understanding of the subject matter, with only occasional lapses in detailVery good or good synthesis, analysis, reflection, understanding and/or critical evaluationEvidence of reading and thought beyond course/assignment materialsAppropriate use of references and exemplars A good standard of writing and communication and/or presentation, that is clearly and logically structured |
| 52, 55, 58 | Satisfactory demonstration of the learning outcomes The work is satisfactory for the level of study and clearly meets the requirements for demonstrating the relevant learning outcomes. Marks at the higher end of this scale reflect stronger and more consistent attainment of the learning outcomes for this standard of work. This work demonstrates: Satisfactory knowledge and a reasonable understanding of the essential material –Weaknesses in the synthesis and/or analysis, reflection, understanding and critical evaluation of material, resulting in parts of the work being overly descriptive in natureGeneral accuracy with occasional mistakes and/or reduced focus on the main issue or lapses in detailLimited evidence of reading and thought beyond course/assignment materialsA satisfactory standard of writing and communication and/or presentation, where there may be weaknesses in the clarity and/or structure of the workAppropriate use of references and exemplars, though there may be minor flaws in the referencing technique |
| PG: Fail 42, 45, 48 | Unsatisfactory demonstration of the learning outcomes The work fails to meet the minimum requirements for demonstrating the relevant learning outcomes at PGT level. Marks at the higher end of this scale reflect stronger and more consistent attainment of the learning outcomes for this standard of work, although ultimately insufficiently at PGT level. This work demonstrates: Basic knowledge and understandingA weak argument which is not logically structured or which lacks clarity or is based on unsubstantiated statementsNo relevant critical analysisInsufficient evidence of reading and thought beyond course/assignment materials Poor organisation and/or presentationA lack of references and exemplars |
| PG: Clear Fail 32, 35, 38 | Inadequate demonstration of the learning outcomes The work fails to meet the minimum requirements for demonstrating the relevant learning outcomes for the level of study. Marks at the higher end of this scale reflect stronger and more consistent attainment of the learning outcomes within this range of marks. This work demonstrates: An insufficient level of knowledge and understandingA poorly structured, poorly developed, or incoherent argument, or no argument at allAn awkward writing style or poor expression of conceptsA lack of familiarity with the subject and/or assessment methodInsufficient evidence of reading and thought beyond course/assignment materialsA lack of references and exemplars |
| PG: Clear Fail 20 | Weak demonstration of the learning outcomes The work is very weak or shows a decided lack of effort. The work demonstrates: Very poor or confused knowledge and understanding, with reference to only a few key words, phrases or key ideasNo argument or one based on irrelevant and erroneous content Irrelevant content and extensive omissionsWeaknesses of presentation and/or logic and/or evidenceInadequate evidence of learningIncomplete or inadequately presented references, if any |
| PG: Clear Fail 10 | Minimal demonstration of the learning outcomes The work is extremely weak. The work demonstrates: No knowledge or understanding of the area in questionIncomplete, muddled, and/or irrelevant materialIrrelevant or little content, extensive omissionsWeaknesses of presentation and/or logic and/or evidenceDeficient evidence of learningIncomplete or inadequately presented references, if any |
| 0 | No relevant work submitted for assessment |
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