Business People Can Learn Nothing from Science, Only Experience


 


I Provisional Title


              Theory versus Experience: Perspective of Managers in Tesco Plc.


II Brief Review of Literature


            Learning is considered as an important aspect for individual, particularly those who are in the business industry.  In addition, managers are considered as those important people or entities in the business industry to be more focused on the aspect of learning. At the beginning, this manager’s focus on the different theories that are connected to their future works and positions includes the aspect of organizational and individual behavior, together with the different important theories that are important in managing the current business environment which is being affected by different factors including globalization or culture.


As Sims (2006) pointed out, the implications of the changes in the workforce are immense. Inherent to a diversified workforce are issues relating to ethnicity, cultural and language barriers and the prejudices associated with the integration. Developmental opportunities should focus not just the organizational learning per se but also the acculturation process between expatriate and old employees. The steadfast participation of women also calls for dramatic changes when it comes to issues of equal opportunities; women are usually the target of climbing the corporate ladder debates. For such group, the interest of the women in seeking position and their vulnerability shall be protected. The ageing workforce also calls for the attention that HRD programs must be flexible enough to cater to younger and older workers (pp. 14-15).


            Building the organization hence is an imperative for the existence and survival of modern organizations. Consistently, companies are investing on their internal customers or employees thus taking advantage of the human capital management. Sense of ownership is also important, requiring HRD professionals to develop strategies that will ensure superior knowledge, skills and experience to settle within the workforce.  Learning activities shall put skills enhancement and development assignments at its core as well as empowerment and career development. This is lifelong learning which guide the organizations particularly HRD to make an ongoing investment with organizational members and help them build their competencies (Sims, p. 19). 


            However, the question focuses on the aspect of learning process which pertains on the theory-based and experience-based. According to the adage Experience is the best teacher, experience teach individuals regarding the different factors that are connected to the theory. Furthermore, it enables individuals, particularly managers to become more knowledgeable and skilled.


            This is connected to the experiential learning theory which offers a holistic model of learning process and multilinear model of adult development, both of which are consistent with how people learn, grow and develop. The said theory was called the Experiential Learning which emphasize on the central role of the experience in the learning process (Kolb & Boyatzis 1999).


            The said theory suggest that there are four important states which focus on following each other such as concrete experience, followed by reflection that are connected on the personal basis. This may be followed by reflection on that experience on a personal basis. As a result, it can be followed by the derivation of general rules which describe the experience or the application that are known theories, then to the construction of way of changing the next occurrence of the experience which lead to the concrete experience. The said event can happen in a flash, in an hour, over days, weeks and even months and can be dependent on the subject or topic (Learning Teaching n.d.).


            The said theory focuses defines learning as the process where in knowledge, ability and skills are all created via the process of transforming experience. Knowledge is the result of combination of grasping, at the same time, transforming experience (Kolb 1984, p. 41). Aside from that, it also focuses on the four-stage learning cycle which assimilate and distill into abstract concepts from where in new implications for action can be drawn. The said implication can also be actively tested, at the same time, serve as guides in the process of new experiences. Therefore, it can be said that learning process require the abilities that can be considered as polar opposites, thus, the learner must continually choose which set of learning abilities he or she will use in a given learning situation.. Aside from that, the aspect of grasping experience, some of the people believe that new information through experiencing the concrete, tangible, felt qualities of the world, which relies on the senses and immersing in the concrete reality. Others, tends to perceive, grasp or even take hold of new information via the process of symbolic representation or abstract conceptualization which focus on the process of thinking, analyzing, systematic planning, rather than application of sensation as a guide (Kolb & Boyatzis 1999).


            There are different factors in terms of experience that are connected to learning. The current job role is considered as the fourth level of factors which influence the learning style. This is because of the fact that it demands and pressures of a job which shape the adaptive orientation of a person. Furthermore, different executive jobs, which include general management, which focus on strong orientation to the task accomplishment and decision making in uncertain emergent circumstances require an accommodating learning style. Aside from those personal jobs which include counseling and personal administration which require creation of personal relationships and effective communication with other people that is demanded by diverging learning style. On the other hand, those information jobs which include planning and researcher which require a data gathering and analysis, together with the conceptual modeling, have an assimilating learning style requirement. Furthermore, technical jobs which include bench engineering and production which require technical and problem-solving skills which focus on convergent learning orientation.  Aside from that, it is also important to consider the different adaptive competencies which are considered as the fifth and most immediate level of forces which shapes the learning styles is the specific task or problem the person is currently working on. Each task that individual face requires a corresponding set of skills for effective performance. Thus, the effective matching of task demands and personal skills results in an adaptive competence (Kolb & Boyatzis 1999).


            This is also connected to the accommodative learning style which encompasses a set of different competencies which can be best termed acting skills including, leadership, initiative and action. The diverging learning style is also connected to the valuing skills such as relationship, helping others and making sense. Furthermore, the assimilating learning style focuses on the thinking skills which include information-gathering, information-analysis, together with the theory building. Above all, the converging learning style focuses on the decision skills like quantitative analysis which focus on the use of technology and goal-setting (Kolb, 1984).


            In growing in accordance with the changing times also requires that learning must be aligned with the technical and technological requirements. The needs for more knowledgeable, experienced and skilled workers are therefore crucial. Technological trends such as: demand and growth of more knowledge-intensive goods and services, changes in human core competencies, global networks, business streamlining, rapid response, quicker innovations, quality improvement and industrial revolution. These are the things which proved that companies of today are increasingly becoming interconnected and so the response is must be synergized. Such conditions, however, requires that the HR shall continue to assess its role and how it deals with organizational and employee development (Sims 2006, pp. 17-18). 


            In that case, it can be said that managers tend to become more knowledgeable by experience, and not because of different theories that were taught in schools and other academic organization.  Science can be somewhat useful for the company because of the fact that it enables the individual to have a background information or knowledge about the real world. Therefore, it enables the business individuals to be more prepared about what he or she to be done in the future. On the other hand, it can be useful because, theory has a huge difference from the real world. It is important to consider that theories cannot be applied in all situations. This is because the principle of one size fits all is no longer used and applied in the industry of business.


            Above all, it is also important to focus on the important aspect which are connected on the business industry, which are connected on culture and behavior, considered as vital or complex factors in business and human resource management.


 


III Aims and Objectives


            The aim of the study is to analyze the learning process of people involved in the business industry in the aspect of different theories compare with the experience in the actual or the real world. It will focus on the data gathered using questionnaires answered by the respondents. The study will try to obtain the following objective.



  • To know which is more important learning process, learning from theory or learning by experience;

  • to recommend a sound conclusion that is based on the findings and literature review gathered.


IV Statement of the Design and Methodology


The descriptive research method uses observation and surveys. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, this study will use the descriptive approach.  This descriptive type of research will utilize observations in the study.  To illustrate the descriptive type of research, Creswell (1994) will guide the researcher when he stated: Descriptive method of research is to gather information about the present existing condition.  The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opted to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.


The researcher will make sure that all surveys that will be conducted will be approved by the concerned authorities and will respect the decisions if ever the request for the interview might be rejected.


V Sources of Acquisition of Data


Quantitative research will be used in the study. A total of 50 Tesco managers will be surveyed and will be asked about their views on their learning by theory and experience. Convenience sampling will be used and data gathering will be made with a use of a semi-structured questionnaire. Data will be analyzed with standard deviation and Pearson’s correlation coefficient.


This study will also employ qualitative research method because it will try to find and build theories that will explain the relationship of one variable with another variable through qualitative elements in research. Through this method, qualitative elements that do not have standard measures such as behavior, attitudes, opinions, and beliefs within the organizational domain will be analyzed.


Self completed questionnaire will be used for data collection, which will consist of close and open questions. According to Saunders et al (2003), the choice of questionnaire is influenced by the research questions and objectives, as well as the resources, available, therefore, a researcher must know precisely, prior to designing a questionnaire, what data is needed to be collected in order to come up with answers that will address the research questions and objectives. In addition, in designing a questionnaire, one should consider the wording of individual questions prior to order in which they appear, and the order and flow of questions should be logical to the respondents. (Saunders, Lewis & Thornhill, 2003)


Survey questionnaire will focus more on the views and opinions of the managers in the company. For this data collection, a structured questionnaire will be developed. The questionnaire will contain mainly of items that ask the employees regarding their opinions in learning via theory and learning by experience. In this questionnaire, a 5-point Likert Scale will be used. In the Likert technique, the degree of agreement or disagreement is given a numerical value ranging from one to five, thus a total numerical value can be calculated from all the responses. (Underwood, 2004) The equivalent weights for the answers will be:


Range                                                            Interpretation


            4.50 – 5.00                                                    Strongly Disagree


            3.50 – 4.00                                                    Disagree


            2.50 – 3.49                                                    Uncertain


            1.50 – 2.49                                                    Agree  


            0.00 – 1.49                                                    Strongly Agree


Secondary data will be obtained from related literatures. The data will be analyzed using qualitative analysis.


VI Method of Data Analysis


Data will be analyzed using the frequency analysis. The following will be the formula:


Percentage – will be used to determine the magnitude of the responses.


            n


% = ——– x 100        ;           n – number of responses


            N                                 N – total number of respondents


1.     Weighted Mean


            f1x1 + f2x2  + f3x3 + f4x4  + f5x5


x= ———————————————  ;


                        xt


where:            f – weight given to each response


                        x – number of responses


                        xt – total number of responses


VII Form of Presentation


The dissertation will be presented in written form with the addition of data charts which will present the project’s results. Pie charts and network charts will be needed to illustrate some of the analyzed data. This cannot be confirmed, however, until the research data have been analyzed.


This study is composed of five chapters.  The First Chapter will present the background of the study, the objectives, research problems, the study’s scope and limitation and its significance.


In Chapter 2, literatures pertaining to theory- and experience-based learning;


In Chapter 3, the methodology used for this study is discussed.


In Chapter 4, the results of the conducted survey are presented and analyzed.


 


VIII Timetable


 


TASK


  Number of Months

 


1


2


3


4


5


6


7


8


9


10


11


12


13


14


15


16


17


18


Select topic


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Undertake preliminary literature search


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 



  • Define research questions

  • Write-up aims and objectives


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Select appropriate methodology and locate sources of information. Confirm access.


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Write-up Dissertation Plan


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Undertake and write-up draft critical literature review.


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Secondary and Primary Data Detailed



  • Sources

  • Consulted


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Research Findings:



  • Analyzed

  • Evaluated

  • Written-up


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Discussion:



  • Research findings evaluated and discussed in relation to the literature review


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Methodology


written-up (including limitations and constraints)


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Main body of the report written-up and checked for logical structure


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 



  • Conclusions drawn

  • Recommendations made


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Introduction and Executive Summary written-up


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Final format and indexing


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


Print


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


The table above shows the estimated timeframe of the study’s completion. As can be seen on the table, it is targeted that the study will be finished within a year. It shows that there are different important activities which are connected to the overall presentation of the research.


 


IX References


Creswell, J.W. 1994. Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage.


 


Kolb, D, Boyatzis, R & Mainemelis, C 1999, Experiential Learning Theory: Previous Research and New Directions, viewed 20 April 2009, < http://www.learningfromexperience.com/images/uploads/experiential-learning-theory.pdf>


 


Learning and Teaching, The Experiential Learning Process, viewed 20 April 20096, <http://www.learningandteaching.info/learning/experience.htm>


 


Sims, R. (2002). Organizational Success through Effective Human Resources Management. Westport CT: Quorum Books.


 


Sims, R. (1990). An Experiential Learning Approach to Employee Training Systems. New York: Quorum Books.


 


Sims, R. S. (2006). Human Resource Development: Today and Tomorrow. IAP.


 


Saunders, M, Lewis, P & Thornhill, A 2003, Research Methods for Business Students. 3 Saunders, M., Lewis, P. and Thornhill, A. . Research Methods for Business Students. 3rd Edition.  Prentice Hall.rd Edition.  Prentice Hall.


 



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