Report For Business Rovor Mentor Program

Using and developing Victoria University Graduate Capabilities

Describe about the Report for Business Rovor Mentor Program.

According to Schon, the capacity to reflect on the actions requires in engaging with the continuous process of learning and paying critical attention to the practical values and theories related to the practices at workplace (Moon 2013). The Graduate capabilities during the learning process at the Victoria University have helped me in developing my skills as a Finance Officer during my course. In addition to developing knowledge, skills and the applications of the same, the learning course has enabled me in developing the capabilities which are described below.

Graduate capabilities 1: “Adaptable and capable 21st century citizens, who can communicate effectively, work collaboratively, think critically and solve complex problems”

This Graduate Capability program has helped me in gaining new knowledge and understanding of the complex local and global problems. It also helped me in enhancing my capability to solve the complex problems by implementing my critical thinking skills. The capability incorporated the organizing, planning and executing of the business plans, case studies and business plans which helped me in assisting knowledge development to complete my assessment tasks with efficiency. This capability has helped me in developing my communication and interpersonal skills which are required to work collaborate in the business environment as a 21^st century citizen (Vaughan et al. 2014).

Graduate Capabilities 2: “Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and learning”

The Master of Business (Finance) course at the VU included the Graduate Capability learning program of infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration (Chahal 2015). The various assessment tasks as incorporated in the learning process required to initiate and develop ideas by using my creative skills that I had acquired during the course.

Graduate Capabilities 3: “Responsible and ethical citizens who use their intercultural understanding to contribute to their local and global communities”

The VU has helped me in developing my knowledge, skills and abilities throughout my Master of Business (Finance) course. It also helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers. This graduate capability has helped me in developing my skills such that I am capable enough to supervise my team members who are responsible for accounts payable and receivable, record keeping benefit processing, payment processing, generating bill receipts, and other finance related works (Officer 2016). This developed capabilities of supporting my peers has helped me in understanding more about the global and local communities and has enabled me in contributing to a more sustainable and equitable world.

Graduate Capabilities 1: Adaptable and capable 21st century citizens

Concepts of Graduate capabilities 1:

1. “Determining, anticipating and solving the problems that range from simple to complex and important to unpredictable problems”

While working in a business environment, I would be tested on my abilities and challenged to be resilient and adaptive towards making a project successful. This unit of the learning program has helped me in enhancing my critical thinking and problem solving ability such that I feel the confidence to solve complex problems at ease (Nguyen et al. 2013).

1. “Accessing, evaluating and analyzing the information”

In a business environment, I would be required to think critically and rigorously analyze and evaluate information, use statistic and data to establish facts (Giacalone and Promislo 2013). I would also be required to display my abilities and skills in this regard which I have learned from this unit.

1. “Effective communication using tools in the various contexts”

This capability program has helped me in developing my communication and interpersonal skills which are required to work collaborate in the business environment as a 21^st century citizen (Funston and Lee 2014).

1. “Using effective interpersonal skills to influence work and community networks both locally and globally”

This unit of the learning program helped me in developing my interpersonal and effective communication skills. These skills would help me in ensuring the delivery of a quality project by exploring my critical thinking and problem solving ability throughout the project.

1. “Understanding of the role of culture, values and dispositions in affecting achievement of goals”

The graduate capability learning program helped in infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration.

1. “Understanding how to initiate and develop new ideas”

The various assessment tasks as incorporated in the learning process required to initiate and develop ideas by using my creative skills that I had acquired during the course.

1. “Planning and organizing self and others”

The learning program also helped me in developing an inter cultural understanding by valuing and respecting diversity amongst peers. This cultural understanding would be helping me in obtaining a better understanding about organization self and others.

1. “Decision making”

The critical thinking skills that I have acquired during my learning process at the VU would be helping me in arriving at an effective decision related to any project in the business environment.

1. “Respecting and valuing diversity”

The graduate capability helped in developing the concept of the diversity through the illustration of modern Olympic Games where I learned to respect and value the diversity and cultural practices in a global exposure.

1. “Developing capacities required to contribute to a more equitable and sustainable world, including courage and resilience”

The course at the VU included the graduate capability of infusing confidence and creativity within me that helped in developing my understanding about the cultural values throughout my course duration.

1. “Understanding the workings of local and global communities and individuals’ responsibilities within these”

The course has helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers wherein I learned more about the global and local communities which has enabled me in contributing to a more sustainable and equitable world.

1. “Understanding the intricacies of balancing individual and public good”

Graduate Capabilities 2: Confident, creative lifelong learners

The cultural practices in the global exposure as taught in the learning program had explored the rights of the individuals, communities and balance with public good.

Description

The Graduate capability development program during the learning process at the Victoria University has helped me in developing my skills as a Finance Officer during my course. In addition to developing knowledge, skills and the applications of the same, the learning course has enabled me in developing the capabilities to work efficiently in the business environment (Papadopoulos and Armatas 2013).

During my Master of Business (Finance) course at the VU, I gained more insightful knowledge of business as a whole. During the learning process, I found myself more comfortable in approaching the issues that were required to be addressed related not only to finance, but also to controls, database management, strategic outline and revenue generating areas of the business environment. 

The Victoria University has helped me in enhancing my capability to solve the complex problems by implementing my critical thinking skills during the entire course. The various Graduate Capabilities as incorporated in the extended program of the University has helped me in the organizing, planning and executing of the business plans, case studies and business plans which in turn helped me in assisting knowledge development to complete my assessment tasks with efficiency. The learning program also helped me in developing the inter cultural understanding by valuing and respecting diversity amongst peers (O’Brien et al. 2013). This graduate capability has helped me in developing my skills whihc would be helping in enahancing my capabililty. This would help me in developing my skills such that I could be able to supervise my team members who are responsible for accounts payable and receivable, record keeping benefit processing, payment processing, generating bill receipts, and other finance related works.

One of the main reasons why I decided to study at the Victoria University is due to the extensive Graduate Capabilities learning program that it incorporates within the learning modules. This learning program runs for the full two year of the Masters in Business (Finance) course which helps in the continuous self-assessment of the individuals.

Conclusion

Thus, I could have done nothing but to dedicate myself into extensive learning program of the VU to transform my unconscious incompetence into conscious incompetence. This dedication and hard work of mine has played a part, but I wonder what impact of the learning program and its reflection mechanism is having on me.

As opposed to the isolated incidences, I have learnt to view my life in a systemic control wherein, I believe, every thought of mine would be having an impact on my life. Hence, I am going to apply my knowledge, skills and abilities as acquired during the entire duration of course, into further development of my communication and interpersonal skills such that to complete my assessment tasks efficiently and also help in developing the inter cultural understanding by valuing and respecting diversity amongst my peers.

This reflection has been analysed on the basis of the framework as provided by Schon (Farrell 2012).

References

Chahal, D., 2015. The Student Rover Mentor Program: Inclusion, satisfaction and perceived impact. Journal of Academic Language and Learning, 9(2), pp.A46-A61.

Farrell, T.S., 2012. Reflecting on reflective practice:(re) visiting Dewey and Schön. TESOL Journal, 3(1), pp.7-16.

Funston, A. and Lee, N., 2014. The graduating project: A cross-disciplinary inquiry-based capstone in arts. Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher EducationTeaching and Learning, Volume 1) Emerald Group Publishing Limited, 1, pp.223-241.

Giacalone, R.A. and Promislo, M.D., 2013. Broken when entering: The stigmatization of goodness and business ethics education. Academy of Management Learning & Education, 12(1), pp.86-101.

Moon, J.A., 2013. Reflection in learning and professional development: Theory and practice. Routledge.

Nguyen, D.M., Truong, T.V. and Le, N.B., 2013, March. Deployment of capstone projects in software engineering education at duy tan university as part of a university-wide project-based learning effort. In Learning and Teaching in Computing and Engineering (LaTiCE), 2013 (pp. 184-191). IEEE.

O’Brien, K., Moore, A., Hartley, P. and Dawson, D., 2013. Lessons about work readiness from final year paramedic students in an Australian university. Australasian Journal of Paramedicine, 10(4).

Officer, A.C.F., 2016. Accounts Receivable Management. Policy.

Papadopoulos, T. and Armatas, C., 2013. Evaluation of an ICT skills program: Enhancing graduate capabilities and employability. International Journal of Electronic Commerce Studies, 4(1), p.93.

Vaughan, B., Florentine, P. and Carter, A., 2014. Introducing a portfolio assessment in a pre-professional osteopathy program. International Journal of Osteopathic Medicine, 17(2), pp.129-134.