Appendix: Personal Reflection

The author applied the following modes of learning. 1. Concrete experiences: - at this stage of the learning process, an individual is engaged in exploring a concrete or real experience, and is solely engaged in the here and now of this action. There is no sense of reflection on what the action means or its consequences, but only in the doing of it. 2. Reflective observation: - in reflective observation, the learner is attempting to rationalise the action or situation, and looking at assimilating the experience into the logical area of their brain. In other words, they are making sense of the situation, and making it fit in with their previous experiences. At this stage, it tends to be rationality rather than emotional feelings about the experience. 3. Abstract conceptualisation: - at this point, the learner is attempting to produce a theory which would cover not only the particular learning situation, but would also account for other similar learning experiences. In this way the experience is detached from the concrete action, and available to be used as a theory on its own merit. 4. Experimentation:- at the experimentation stage, the learner begins to test the validity of the abstracted conceptualisation in order to find out the range of situations it can be applied to successfully. Often the theory is modified by experimentation, possibly several times. Four learning styles given by Kolb are Convergent learning: the author was able to take the theories learn in classes and apply them to the research Divergent learning: Using imaginations the author created ideas on how to gather the research and make sense out of the data. Assimilative learning: the author relied on the powers of reasoning and logic more so than pure blue sky ideas. Next, the author structured the concepts. Accommodation: Being an accommodator, the author then puts the things into practice by executing a structured game plan (Hills, 2003)

After completing the proposal, the author spent some time examining the steps and processes taken during the course of this step. Even at this level, one can see the amount of learning that went into the experience. Learning can take upon different classifications in terms of experience and understanding how the author may take on different hats at different stages of the study. The Kolb Learning Cycle shows that there are four styles of learning that define people and their styles of learning. The author found that leadership and active experimentation take on proactive roles. Kolb suggests that the four parts are interconnected meaning that one stage leads to another but other theorists have seen how each stage reflects different areas of organisational activity and tools (Robbins, 2007). The four stages are: Concrete experience, reflection, abstract conceptualism and active experimentation. The author found strengths with concrete experience and abstract conceptualism when it came to this proposal process because it allowed them to build upon past memory of experiences

and this allowed this experience to be at a higher level of understanding. Meanwhile the stages of reflection and active experimentation remained of weakness because these were areas where the author lacked experience or confidence. This will make the authors ability to lead and communicate slightly different that than those who have high levels of these learning stages. Still the author reflects that by being considered with that of an abstract conceptualist background because of the need to thoroughly research and analyse theories also allows the author to promote accurate data and findings. This role also means on a team, the author would be an expert and someone of high value. This allows managers and leaders an understanding of how people will fit into the team and what roles are best for each learning style. Still what this highlights is how leadership can take upon different roles and does not mean that one must be an active role or experience (Robbins, 2007). While an active role captivates the team and allows one to follow, it also does mean that one must take this role to be a leader but rather have some sense of emotional intelligence. This proposal has been a daunting process that has relied about active learning. The author realised how seeing such evidence of commitment at the shop floor correlates with how intricate HRM strategies must become in order to maintain the loyalty of employees. Such evidence becomes a study into motivation and personality. Such correlations and proof into examining these angles also suggest how HRM strategies, as much as they explore the softer side of organisations, also have their own set of strengths and weaknesses in terms of employee loyalty. How HRM is seen in terms of talent, tools and resources? What makes these a reality that works for employee loyalty? The author used the conceptualist abstract way of learning as a primary strength in this proposal activity. This was used as a foundation for examining new theories to prove the correlation proposed. This allows the author to discover new tools and possible avenues of building new ones. This allows the author to have better control of the proposal and course of study. While this approach does create limitations for the process, it also controls the process of enquiry and creating a compass for new information about the happenings at the shop floor. This meant looking to case study but also observing personally the events at work as a means of creating a foundation for literature review. While this at times did not seem fruitful to the author, it was a necessary process to aid in discovering which approach worked best. It is also the thought of the author that this could change in the future with the awareness of weaknesses and new skills are acquired as a result of new experiences taking place. These steps within the proposal seemed worthwhile as they moved to completion but also fuller understanding of how each piece fits into the fuller picture. While case study remained important but also the need for an actual survey experience was proven vital to the validity of the data and findings application. A full scale survey of employees was not warranted at this time but a plan to do so was needed and feasible. Still the data collection needed to match the objectives of this proposal and possibility of how these implications impact the management of the shop floor but also HRM strategies toward peoples working relationships. From this point in the process, the author saw a need to look at different factors applying to the knowledge presented at this level of research. One needed a point of reference in understanding how HRM strategies work and can be applied to detect loyalty. As a foundation, it meant the author needed knowledge of these factors and

how they fit into the strategy, definition of loyalty. While this meant a certain amount of flexibility on the part of the author, it also meant that the learning style took upon more aspects of the Kolb Learning Cycle. The author took active experience from that of the abstract conceptualist approach, to being an investigator of sorts. All information was analysed from the point of view of not leaving a stone unturned in a way of dissecting the question in terms of qualitative and quantitative information. It was during this process of the proposal where research took a centre role, but the author also found that learning styles were converging and feeding off each step as the experience level progressed. This brought on a new level of meaning of how research works and applies to the full picture. This in turn allowed the author to ask better questions and form better study aims and objectives. What this does for the author is offer a new way of looking at the research because as it aligns to fit better with the questions, it also opens a path for better writing, a way of brainstorming and critical thinking. This allows the author to break down some of the limitations and apply new research parameters to the study as well as apply further focus on what needs to be done to complete the work. This allows the learning the process to change, to take advantage of weakness and turn that weakness into an opportunity for seeking answers but also new experiences. But what the author found is that this was not enough and they needed feedback, or some form of discussion. The author turned to other researchers, family and friends for ideas, ways of examining the work seeking other possibilities. This caused for further reflection but in seeking feedback also issues of validity became apparent and the author was able to figure new avenues of combating these issues. The feedback served to enrich the learning process but also open up the author to further resources and ways of answering the question. The author saw some correlations in this occurring in how leadership and communication will be enhanced by seeking discussion about the topic. This opened new avenues of looking at critical thinking and managing issues like stress and time. Such aspects of critical thinking remained in tune with the abstract concept of thinking but also lead to new results. This opened up a new realm of creativity and seeking innovative ways of understanding how people work together (Body, 2008). However, what happens to the author is the internal struggle for seeking creative measures instead of measurable skills that much of performance at the shop floor is about. Issues of loyalty remain difficult to measure and this highlight will serve to further the learning process. Allowing the learning process to evolve to the creative level of problem solving also allows the author to see resource management differently and this may also mean people are seen differently. How to allow the element of change a role in a situation that may not be ready or resistant only serves to redefine the strategy for communication and leadership. What it serves is a way to allow employees to understand how change works within the business environment (Robbins, 2007). Furthermore, what is interesting is how learning plays such a hung role in understanding each segment of the firm and how people are truly the ultimate resource. Companies that see change and their employees at the core will have a greater sense of competitive advantage than firms who are lost to these concepts (Body, 2008). The author sees this connection more easily now having done this reflection. The strengths in this reflection also allow the author to see more areas of interest for the final work.

References: Armstrong, M. (2009) A Handbook of Human Resource Practice, Tenth Edition, Kogan Page, London Body, D. (2008) Management: An Introduction, Fourth Edition, Pearson, Harlow Porter, ME. (2008) The Five Competitive Forces That Shape Strategy, Harvard Business Review, January, pp. 15-41 Robbins, S. (2007) Organizational Behavior. Prentice Hall, Upper Saddle River.