Analisys Jurnal Management Education

Self-Awareness and Leadership: Developing an Individual Strategic

Professiona Development Plan in MBA Leadership Course

Lecture : dr. Ali Akbar Jono

By :Yuni Rolita Utami

NIM :1611230030

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TADRIS

STATE INSTITUE FOR ISLAMIC STUDIES

(IAIN) BENGKULU

2018

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PREFACE
Thanks to almighty God who has given this bless to the writer for finishing the the final of
the last task Management Education especially Alanisys Jurnal Management with the title
Self-Awareness and Leadership: Developing an Individual Strategic Professiona
Development Plan i n an Mba Leadership Course. The writer alsowish to express their deep
and sincere gratitude for those who have guided in completing this paper. Hopefully this
paper can help the readers to expand their knowledge aboutManagement Education.

Bengkulu, january, 2018

Writer

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 TABLE OF CONTENTS

REFACE .......................................................................................................... II

TABLE OF CONTENTS ................................................................................. III

CHAPTER I. INTRODOCTION .................................................................... 1

ABSTRACT ................................................................................................. 1

INTRODUCTION .........................................................................................1

CHAPTER II. DISSCUSION

A. Review: Leadership Education, Self-Awareness and Job Market ....... 8

B. The Assignment .................................................................................. 11
C. Use in Class........................................................................................ 18

CHAPTER III. CLOSING

A. Advantages .......................................................................................... 19
B. Weaknees ............................................................................................. 19
C. Suggestions...............................................................................20
D. Coclusion ............................................................................................ 20
E. Comparison Of Journal Research With Indonesia..........................21

REFERENCES

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 CHAPTER I

INTRODUCTION

1. ABSTRACT

The journal analyzed entitled "The International Journal of Management Education

Self-awareness and leadership: Developing individual strategic professional development
plans in an MBA leadership course" This journal explains the task of the MBA course,
"Strategic Individual Strategic Development Plan". Individuals undertake to develop
leadership skills by performing industry and occupational analyzes, exploring, benchmarking
and developing their leadership skills and developing personal strategic plans to guide and
attain leadership abilities for their career goals. In this journal it is desirable for students to
reflect on their own identity (to know who they are) by considering important routes so that
they can become effective leaders of the organization.

2. INTRODUCTION

In this journal also explains what leadership is and also describes the importance of
leadership for a country and individuals and describes the seriousness of government to
improve leadership basics through education at various levels of university because for the
American community leadership is the basic foundation of the business world that creates
graduates who are competent, educated, experienced and have the ability to manage resources
effectively and efficiently Then most of the classes in the Master of Business Administration
(MBA) program have theories that form the basis of leadership and management that have
different levels. This journal explains that in many levels education does not provide the
focus needed to offer essential skills, such as self-reflection and self-awareness. This journal
also compares with previous studies where earlier journals further supported a positive
relationship between self-knowledge and self-awareness and overall leadership success
(Ashley & Reiter-Palmon, 2012; Goleman, 2004). Van Velsor, Taylor and Leslie (1993), this
can lead to leadership failures such as interpersonal relationships, lack of goals, team

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leadership disorder, and inability to adapt to transitions and changes. These four areas are
closely related to the adaptation of the individual to changes that are closely related to the
issue of self-gap and leadership that is part of the soft skills keterbapilan as supporting
individual success. In this journal self-awareness and ability to self-assess the basis of having
an emotional intelligence that plays a role in leadership and determinant of success is also
reinforced by the author by attaching the theory of ancient Greece, where the inscription at
the Temple of Apollo in Delphi states: "Know Thyself '(Oracle), Delphi (Delphi), 2017. Why
self-awareness is in need because of research the authors state that many post-graduate
students in the MBA program are not really through quantitative and qualitative assessments
as evaluating their own strengths and weaknesses for the preparation of future professional
positions. While MBA students often learn to analyze strategic and assess the strengths,
weaknesses, opportunities and threats of the company. On the other hand they do not do the
same introspective judgment on themselves. Self-awareness is vital for the future of the
economy and the business of this journal enclose a single reset in 2008 and 2009 that explains
the rise in unemployment and job losses in the US and Europe. This is the discussion in this
journal the future uncertainty of the MBA students caused by the increasingly competitive
and technological world of competition. Another case against individuals with business
graduates who do not get a job back to business school to get an MBA. But this is very
contrary because graduates of MBA programs who already have professional jobs often have
no clear future career goals.

So they continue to be encouraged to consider trends and changes in the work

environment and must incorporate strategies to develop self-potential and to know the
strengths and weaknesses of other people's leadership and to understand the strategies one
uses to achieve future professional goals and students must also be required to consider long-
term success towards their careers. But the fact is that MBA students have not done an
objective analysis to assess and analyze the markets and environments they are pursuing for
their career positions. Therefore in this journal students given the task described in this paper
are from the MBA Leadership Course at an AACSB accredited college at a public high
school in the southeastern United States. For over ten years, students from this course have
completed the 'individual strategic professional development plan' as part of the course
requirements even these aspects of the task have been included as one of the stated learning
objectives (AOL) for AACSB college accreditation. Most of the leadership classes in the
Master of Business Administration (MBA) program include leadership theory, leadership and

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management concepts, and varying levels; student learning on some managerial skills;
However, many of these classes does not provide the necessary focus on developing essential
skills, such as self-reflection and self-awareness (Hobson, Strupeck, Griffin, Szostek, &
Rominger, 2014). Previous research has generally supported a positive relationship between
'self-knowledge and self-awareness' and overall leadership success (Ashley & Reiter-Palmon,
2012; Goleman, 2004). Van Velsor, Taylor, and Leslie (1993), in reviewing the causes of
leader derivation, reported four major areas of leadership failure:

(a) the problem of interpersonal relationships,

(b) does not meet the objectives,
(c) team leadership disruption, and
(d) inability to adapt to transitions and changes.

These four areas are closely related to the adaptation of the individual to change that is
closely related to the issue of self-gap and leadership that is part of the soft skill kepermapilan
as supporting individual success. In this journal self-awareness and ability to self-assess the
basis of having an emotional intelligence that plays a role in leadership and determinant of
success is also reinforced by the author by attaching the theory of ancient Greece, where the
inscription at the Temple of Apollo in Delphi states: Know Thyself '(Delphi), Delphi
(Delphi), 2017. Why self-awareness is necessary because from the research the authors state
that many post-graduate students in the MBA program are not really through quantitative and
qualitative assessments as an evaluation of their strengths and weaknesses for the preparation
of professional positions in the future, while MBA students often learn to strategize and
assess the strengths, weaknesses, opportunities and threats of the company.On the other hand
they do not do the same introspective judgments on themselves.The self-awareness is
essential for the future of the economy and business ju It attaches a reset in 2008 and 2009
that explains the rise in unemployment and job losses in the US and Europe. This is the
discussion in this journal the future uncertainty of the MBA students caused by the
increasingly competitive and technological world of competition. Another case to individuals
with business graduates who do not get a job back to business school for get an MBA. But
this is very contrary because graduates of MBA programs that already have professional jobs
often have no clear future goals or career plans. The tasks referred to in this journal are tasks
that have the potential to add to the educational management literature factors such as:

1. completeness of the task

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 2. an integrated and sequential approach to the development of a semester
3. specific theoretical leadership focus of the task (this is an important part of the
MBA leadership course)
4. its application to real-world career goals.

This is done to improve students' reflection on their current strengths and

weaknesses in skills related to leadership in journals as well as to require students to
develop skills development plans, leadership, identify opportunities for leadership
skills as they apply to relevant management practices and consider industry
employment and occupation post-graduate they will get at graduation. This paper
provides an overview of issues relating to: leadership education; the concept of
increasing self-awareness and emotional intelligence; learn to be independent; and the
development of a core set of vital leadership competencies, all intended to prepare
students for today's dynamic and future job market. In addition, the task gives
students a model for creating strategic strategic development plans that can not only
be a guide for completing the MBA program, but also for future planned career
success. This paper offers a detailed overview of the assignment and its potential
benefits, along with the practical class recommendations.

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 CHAPTER II

DISCUSSION

1. Review: leadership education, self-awareness and job market

a. Leadership education

In this journal also gives specific to leadership where in this journal Babylonia
and China (Saatci, 2014). For example, Egypt contributed to our understanding of the
structure and development of the organization, and the management of human
resources, within its temple buildings, while Babylon spoke of administration and
bureaucracy during the reign of Hammurabi (1792-1750 BC), which produced the
Book of Hammurabi (Saatci, 2014). Then besides, the Greek "Academy" was founded
around 386 BC by the Plato philosopher aimed at developing the leadership ability of
future statesmen (Korac-Kakabadse, Kouzmin, & Kakabadse, 2002). Although
leadership is widely taught and studied in academia and business circles, with more
than 12,000 self-published books on the subject in recent years (Martin, 2002), the
concept of leadership remains a growing topic. Traditionally, understanding and
learning leadership theories are the main focus of leadership education. According to
Harvard's "Handbook for Leadership Teaching" (Snook, Khurana, & Nohria, 2014), it
was not until 1985 that the first comprehensive textbook on teaching leadership -
Leadership in Organizations (1985) - was developed by the Department of
Knowledge of Behavior and Leadership in the West Point. In the late 1980s and
1990s, students in leadership courses in business programs, began to move beyond the
main focus on leadership leadership theory and also included the development of
managerial skills: "the application of theories, techniques, and behavioral guidelines,
which, if applied correctly, will improve managerial practice "(Bigelow, 1996, p.
306). Based on these theories, this journal focuses more on real-world skills in
teaching skills such as case studies, simulations and entrepreneurial endeavors of

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students with clients. The journal focuses and emphasizes that not just understanding
certain theories and skills and how a leader performs a particular scenario varies
according to the situation and often relies on many contextual factors, including
leaders' perceptions of others, themselves, and the environment around them (
Osborn, Hunt, & Jauch, 2002). However, truly understanding the "art" of leadership
requires experience learning through an enhanced analysis of individual, socio-
cognitive, psycho-cognitive, and ethical dimensions (eg, McHann & Frost, 2010).
Therefore, for students to become more capable of adopting and modeling the
behavior of established leaders, the pedagogical approach not only has to address
cognitive knowledge, but also fundamental values and emotions. In this journal the
tasks are given also befungsi unutuk offer approaches that teach leadership knowledge
and skills, but also provide the emotional impact and perception on the personal life
of students in a longer period of time. Within one semester limit, pedagogical design
is meant to give students a better understanding of themselves and the world in which
they live.

b. Self-awareness:

In this journal self-awareness as a very underlying subject of leadership

studies that can determine the success of a person where in this journal defines self-
awareness as a heart-focused evaluative process in which individuals make
comparisons of themselves or standards with the goal of better knowledge and self-
improvement (Ashley & Reiter-Palmon, 2012). In the early 1900s, Charles Cooley
(1956), American Sociologist, talked about human nature, self, and the role of a
person in society. His self-concept of glasses illustrates how one grows and evolves
from the interpersonal interactions of society and the perceptions of others. Similarly,
Duval and Wicklund (1972), speak of self-awareness and sense of self as a social
evaluative object. . Together this theory shows that individuals must use reflective
processes in seeing themselves from a different point of view: "how they see
themselves and how others see it" (Duval & Wicklund, 1972). Based on the theories
expressed in this journal self-intelligence is a soft skill that determines the success of
the individual because in self-awareness we can understand things as proposed by
Fenigstein, Scheier, and Buss (1975); namely: sensitivity to inner feelings;
recognition of a person's positive and negative attributes; introspective behavior; the
tendency to imagine or imagine oneself; awareness of one's physical appearance and

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presentation; and concern for the judgment of others "(p. 523). Goleman (1998)
describes EI as a person's capacity to demonstrate competencies that are self-
awareness, self-management, social awareness, and social skills, at the right time and
manner and in sufficiently effective frequency In this situation, Goleman's emotional
intelligence model (1998) includes five groups of 25. Each group (self-awareness,
self-regulation, motivation, empathy, and social skills) is based on knowing who you
are and being able to judge yourself and others etc. Therefore, rather than intellectual
intelligence or analytical skills, leaders must be able to understand and recognize their
own emotions, and from here they can respond to the needs of others and build the
necessary relationships within the organization (Goleman, 1998). Skills that include
interpersonal relationships, socializing with others, communication, sneezing
contents, and teambuilding (Hurrell, 2016). In this journal also states that the author
found more than 140 papers on this issue. based on several theories presented in this
journal there is one theory that can represent what is the meaning of self-abuse of
Chinese philosopher Lao Tsu who said: "Knowing the other is intelligence, Knowing
yourself is true wisdom ... controlling others is power. itself is the true power
"(Popular Quotation, 2016).

c. Job market and future trends

After explaining the various concepts of leadership and leadership basics of

this journal also provides an appreciation of leadership in the real world by providing
the concept of a study that states: Keep business and we will take care of you. You do
not have to be a star; just loyal, obedient and only competent-and this will be your
home for as long as you want - you are family. However, we can now say there is a
'New Testament': If you are productive and add value - if you keep learning and your
skills fluently, you will be fine. Actually, half of the bargain of the organization is to
continue to create opportunities for you to achieve it. I mean here as an analyzer
explain that what we try then we will be able to. A company is not a human but
intellectual capital. A person can not guarantee his or her future if they continue to
think about surviving for an entire lifetime in an organization but the individual must
constantly strive to improve their ability to move the company forward and stay in a
company. Why is that because by improving our ability we will be able to survive in
the middle of heating up the global economy and consider dirita as part of the global
economy. So it is expected that graduate MBA students not only compete with

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 workers in their local markets, but also workers around the world. Graduating MBA
students will be subject to a business environment characterized by this economic
disruption, the emergence of new automation, ongoing technology and improvement,
globalization, and shifting patterns in work migration. This trend will challenge
business graduates worldwide to continue assessing and re-evaluating the current job
market and their relevant expertise. Thus, today's MBA graduates must be
environmentally, nimbly, and strategic in their approach to the future, and they must
be prepared and willing to continue to update their professional career plans.

2. The assignment

In this journal provide assignments with Online and Manual techniques, with a
term During the regular period of 16 weeks at the beginning of the MBA course. The
tasks assigned to students can be used Using some skill-based leadership texts,
Assigning a complementary handbook for business practice Follow basic leadership
texts such as: Jim Collins, "Good for Great," Warren Bennis, "Leading for Life, Case
Studies and Exercises Leadership This task aims To teach students basic theories,
practices and leadership skills, as well as provide cases and materials that give
students the opportunity to learn from other leaders' experiences, develop student-
specific skills related to leading and managing people To teach the basics For many
years we have used a number of 'skill-based' leadership texts: "Leadership in the
Organization" Gary Yukl, "Leadership: Theory and Practice" Peter Northhouse,
Robert Lussier's book: "Leadership: Theory, Implementation, & Skills Development"
, and David Whetten and Kim Cameron's book: "Developing Kete Management Skills
". as well as a complementary handbook for business practice. Follow basic
leadership texts such as: Jim Collins, "Good for Great," Warren Bennis, "Leading for
Lifetime," etc. to introduce additional leadership thinking and perspectives.

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a. Task overview

In this journal The task of individual strategic professional development

planning requires students to complete:

(a) industry analysis and organizational role assessment.

(b) self-assessment and skills practice
(c) a strategic plan to continue self-development and career management.

In journals The three parts of this different task are generally completed
throughout the semester with opportunities for students to submit additional
components for development feedback before final delivery, or three separate tasks
culminating in one final report.

b. Part one:

Industry Assessment The industry assessment consists of a preliminary

examination of this work and / or career plan and an in-depth analysis of the industry,
company and position they wish to attend in the future. Figure 1 shows an industry
assessment model, which highlights the initial initial analysis, moving toward a
specific examination of the desired job position. This figure is used in the classroom
as a means to illustrate the focus required.

a. Introduction.
The task begins with a brief introduction of the current student position, the
industry in which they are currently employed and their career goals and
direction they wish to follow. Students provide detailed information relating to
current positions, roles, tasks and responsibilities (ie job descriptions).
b. Industry analysis.
For industry assessment, students are required to introduce industries and
changes that occur in this specific business environment. The situational
assessment of the student choice industry usually takes into account important
historical, financial, and situational factors. This process requires students to
initially examine industry widely, and then narrow their focus (as much as

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 possible) to the particular job / job they want to pursue in the future (1-5 years
after graduation). Specific steps or recommendations for this task include:
Industry. Students start with a broad industry overview, including industry
historical developments, as well as major competitors in the market (national
databases and industry databases considered in this review). This broad
overview looks at the industry, but also includes an external overview of the
wider environment, including forecasts of growth in the field, potential for
change and opportunities, and future trends.

c. Situational Analysis.
After extensive industry reviews, students were asked to narrow their reviews
to focus on the examination which are targeted towards the particular
company that they are currently working on and / or want to do in the future.
As students begin to narrow down the reviews to the particular companies they
see, students are asked to include, if possible, their finances. statements and
other supporting data on the selected company. Items such as the company's
annual report and SEC filing are recommended for consideration in this
review. For situational analysis, students are also required to perform external
and internal SWOT analysis. The analysis of the external environment
includes the industrial structure of the company, the drivers of industry
change, the value chain, the position and strategy of competitors, and others.
Internal analysis may include corporate strategy, strategic intent, structure,
culture, and leadership. With industry and company reviews, students will use
outside sources from public library databases, such as, Industrial Norms Dunn
and Bradstreet, Value Line Investing Survey, Standard and Poor Industry
Surveys, and Standard Research and Poor's Insight. In addition, students are
asked to review articles from major news sources, such as, Fortune, Business
Week, and The Wall Street Journal, both at the company of choice and its
main competitor. With regards to changes in companies and industries,
students are asked to illustrate how these changes will affect the role of senior
leaders, and affect opportunities within the industry and for targeted
companies. The identified changes should be based on students' impression of
the industry and which are disclosed through existing public information. It
seems this format gives students a valuable opportunity to build their own

13
 arguments as it explains the changes taking place in their industry with a solid
foundation of what others are saying through empirical evidence (research),
professional communication, and public forums.

d. Job / Position Analysis.

Students are then asked to further narrow their analysis further, to a certain
position they see themselves working in the future. To better understand this
position, its requirements and responsibilities, the student will conduct in-
depth interviews with a person or person (students are encouraged but not
required to do many interviews) in this industry who are current holders for
this position. Students are given detailed guides and sample interview
questions, which they instruct to suit their own needs, and which help students
best understand position positions. Interviews are designed to assess typical
working days for relevant positions, and identify important troubleshooting
activities, required leadership skills, and expectations for the job. Students are
encouraged to spend time overshadowing their interviewees, if possible, and
encouraged to build ongoing mentoring relationships. Appendix 1 provides
instruction in-depth interview assignments. The interview assignment
describes the interview process / shadow and provides a series of rich
interview questions that will be submitted by the interviewee / manager. In
addition, interviewees were asked to rate and describe a list of key managerial
/ managerial skills and behaviors.

c. Part one:

Part one of this journal contains industry assessment, examination,

introduction of current employment and career plans and in-depth analysis of the
company's industry and positions to be achieved in the future. As shown in the table
above shows an industry assessment model starting from the initial analysis, then the
specific examination to be achieved This number is used in the classroom as a means
to illustrate the required focus.

a. Introduction.

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 this introductory section contains the tasks that students begin introducing to the
industry into which they are currently positioned and contains briefings and
information about their positions
b. Industry analysis.
In this journal also contains the division of tasks for students such as industry
analysi s which is the core of the task in the MBA as students are required to
introduce the industry and the changes taking place in this specific business
environment. The situational assessment of the student choice industry usually
takes into account important historical, financial, and situational factors. This
process requires students to initially examine industry widely, and then narrow
their focus (as much as possible) to the particular job / job they want to pursue in
the future (1-5 years after graduation). Specific steps or recommendations for this
task include:
a. Industry
Review wider industries such as historical development, market competition and
external reviews of the wider environment
b. Situational Analysis
Students conduct a narrow analysis of their reviews to focus on the targeted
checks on the particular company they are currently working on or are looking to
achieve in the future. The task at this stage as students are asked to include, if
possible, their finances, the company's annual report and SEC filing is
recommended for consideration in the review, students are also required to
conduct external and internal SWOT analysis covering the industrial structure of
the company, the drivers of industry change, the value chain, position and strategy
of competitors, and others. Internal analysis may include corporate strategy,
strategic intent, structure, culture, and leadership
c. Job / Position Analysis.
Then in this journal students also analyze their work by narrowing down their
analysis to see themselves working in the future and To better understand this
position, its requirements and responsibilities, where students will conduct in-
depth interviews with a person or person (students are encouraged but not
required) to do many interviews) in this industry which is the current position
holder for this position. The interview assignment describes the interview process
/ shadow and provides a series of rich interview questions that will be submitted

15
 by the interviewee / manager. In addition, interviewees were asked to rate and
describe a list of key managerial / managerial skills and behaviors.

d. . The second part: self-development assessment and skills training

in this journal in the second section of this strategic strategic development plan
is the assessment and analysis of a series of self-directed personal-oriented leadership
skills throughout the semesterThe part of this strategic strategic development plan is
the assessment and analysis of a series of self- completed students throughout the
semester. Using Whetten and Cameron, Developing Text Management Skills
(Whetten & Cameron, 2016) for example, the second part follows the basic theory of
experimental learning and self-learning (Kolb, 1984 ;; Knowles, 1975). Therefore,
they can learn management and leadership skills, practice these skills, and then can
apply these skills independently with sustainable development. The second part of the
strategic strategic development plan consists of three parts

a. Skills Assessment Survey.

Part of this assignment combines self-assessment tests of current student
development skill levels. Most skills-based assessment comes from one of the
skill-based textbooks assigned to the course (eg, Lussier & Achua, 2013;
Northouse, 2016; Whetten & Cameron, 2016). Additional assessments were
also drawn from independent sources.
b. Learning Skills.
For example, students are asked to use STAR techniques (eg, Situations,
Tasks, Measures taken, Results achieved) to illustrate instances when they
apply leadership skills to their work and / or personal life and then provide
assessment and reflection results on lessons learned
c. Comprehensive Summary.
And the last part of the second part of this journal contains personal
assessment requiring students to summarize their findings from
selfassessments, new skills development activities and skills. For example,

16
 students may consider perceived advantages and disadvantages with respect to
relevant skills areas, developing important learning objectives based on their
performance. This task can be completed by students either paper-based or
web-based versions.

e. Part three:
In the third or later section of this journal the strategic plan for continuous
improvement Strategic planning is an important managerial concept that
determines where organizations are led in terms of short-term and long-term
goals, and how leadership intends to achieve those goals (Thompson, Peteraf,
Gamble, & Strickland, 2015). Specifically, at the end of the assignment, students
create their own strategic plans for professional development and continuous
improvement. Students begin by writing their personal mission statement and then
creating targeted strategic goals that they expect to achieve in three to five years.
Specifically, the last part of strategic strategic development plan includes:
a) Self-Reflection.
In this section students are required to provide an overall overview of their
professional careers and the development of their leadership skills before
enrolling in the course. Students should assess the extent to which their current
position "fits well"
b) The Mission of Life.
This section contains an explanation of the purpose and reason of one's
existence. For example, although a person may succeed in his career as an
accountant and have achieved significant promotion within his company, the
mission of life can highlight the values that may be (or may not) correspond to
this career progression; Perhaps spending time with family is the most
important core value for this individual
c) Strategic Objectives
the development of specific objectives helps students focus on their goals in
three to five years. The goals of this action include work / career and personal
goals.
d) Implementation Plan.

17
 This section is a key part of the overall strategic strategic development plan.
Each of these development plans should include:
1. Self-evaluation, which is based on students' own perceived
strengths and weaknesses of skills assessment
2. Objectives in this field are complemented by "gap analysis", where
students identify their current skills, and the skills required,
3. Feelings and benefits felt to achieve each goal.
4. Dealing with Uncertainty and Change.
In this section students are required in a continuous direction to focus on how
students will respond to changes in the industry with a particular focus on
environmental trends and environmental uncertainties. Essentially, this section
requires students to be involved in some basic-level scenario planning to change
strategy personally to their potential. In short, the strategic plan for continuous
improvement is a realistic peak of the two previous sections of the strategic
strategic development plan, which links and reflects on findings in the student
industry analysis, as well as the strengths and weaknesses identified based on the
student's personality. To the attainment of their career and personal goals and
clarify the path they will follow to achieve in the next 3-5 years.

3. Use in class
In this journal The tasks described for MBA students are from scary and
challenging beginnings. Students are confronted with comprehensive exercises
requiring extensive research on their industry (both from the macro and micro
levels), extensive self-evaluation and reflection, as well as class and classroom
work, culminating in a paper covering 60-120 pages and many MBA students
acknowledge that they never critically evaluate industries / markets that focus on
the industries they work for or want to work for, nor critically assess their own
leadership skills, or develop the details. plans for their personal and professional
long-term success. But they realize that the reviews they do are very important
that they ever get in the graduate class. In this journal provide proof of the task
given to the MBA class by attaching some alumni opinions as follows:1

1
file:///C:/Users/Hp-r203tu/Downloads/Documents/1-s2.0-S1472811716301732-main_2.pdf

18
 CHAPTER III

CLOSING

1. Advantage
In managing the tasks over three different time periods is to require students
(and motivate) students to do tasks throughout the semester and also give
instructors time and structure more to provide guided feedback for each part of the
task.

2. weakness
the potential of this approach is that it may affect (not favorably) the
continuity of the final product. With three separate tasks, achieving overall
integration and conceptual linkage throughout the workout may be more difficult.
Some faculty may prefer to give full semester students to complete the entire task.
The biggest drawback of this approach is that some (if not many) students will
wait until the last minute to complete the task, and thus produce a less qualified
product. A potential solution, in this case, is to use a combination of two modified
methods. For example, the instructor may allow students to submit full
assignments at the end of the semester, but also require 'section draft' to be
completed and submitted during the specified period of this semester. This will be
a mechanism for monitoring student progress both in terms of quality and amount
of work being done. A. Rubens et al. Whichever approach is taken, the faculty
should assess and monitor students' motivation to work toward completion of each
section, offering wide opportunities for support and feedback, and communicating
regularly with students about the importance of the overall task (and its separate
components). As mentioned earlier, students have provided a modified version of
the assignment in the student EMBA class. Due to greater professional experience
and the senior nature of students in executive programs, they have EMBA
students who perform a complete analysis of the leadership roles they face in their
current organizations (tasks, roles, responsibilities, etc.). they have finding this is
helpful for these more experienced EMBA students. These people often operate in
a very turbulent and complex business environment. Therefore, they are required

19
to deal with issues that are sometimes unfavorable, unstructured and
unprogrammed; Thus, students find that the inclusion of "role assessments" is
helpful in assisting senior managers to identify and include the necessary skills
needed to respond to these unexpected problems, in a dynamic and ever-changing
environment. For the EMBA, significant results from "role analysis" in relation to
executives' self-assessment "have resulted in an awareness that, in many cases,
individuals lack the cognitive complexity and emotional maturity required to
succeed in their current roles.

3. SUGGESTIONS
Based on my analysis, the learning model in the MBA class is very helpful for
students to develop their own potential, basic skill capability and real results
through field assignment and giving the students ease in their tasks with time and
workmanship but I think this is in accordance with my weakness analysis is some
(if not many) students will wait until the last minute to complete the task, and thus
produce a less qualified product. So I really as a very stuju analyst with a potent
solution in this case, is to use a combination of two modified methods. For
example, the instructor may allow students to submit full assignments at the end
of the semester, but also require 'section draft' to be completed and submitted
during the specified period of this semester. This will be a mechanism for
monitoring student progress both in terms of quality and amount of work being
done.

4. Conclusion

leadership development MBA Strategic Profession Development Plan

students where students can get their dream job! This is not possible without an
MBA class where students have the opportunity to articulate jobs and companies
they want through job appraisal reports, interview prospective employees, and
develop the skills that the company seeks through the selection process. "Over the
years, both coverage and delivery of tasks have varied and changed.The task has
also shifted from MBA students in the classroom, to assigned in online MBA

20
 distance learning classes, and also awarded to Executive MBA students (EMBA).
instructors are different, there are many variations in how the assignment has been
scheduled throughout the semester and in terms of class activities and due dates,
for example, a faculty member may prefer to assign tasks in three separate
individual parts for a semester.In this format, the assessment the industry will
mature on a certain date in the first third of the semester, the personal valuation
section will mature about two-thirds to the semester, and the final portion will
mature at the end of the semester.

5. Comparison Of Journal Research With Indonesia

In the Journal of International Education Management Self-awareness and

leadership: Developing individual strategies of professional development plans in
an MBA leadership course examines that an education, even internationally-
based, still lacks, let alone one such educational vehicle. This MBA is a top-class
educational institution where many of the best graduates which they create
competent people, experience, high dedication, and really must be taken into
account in terms of their titles, the journal seeks to address these shortcomings by
applying the individual development strategy of a professional development plan
in the MBA leadership course is done in order to improve the ability students by
developing individual strategies and self-awareness of students to better compete
in the real world and have a clear future to compete in this era of globalization by
conducting analysis industry and employment, exploring, benchmarking and
developing their leadership skills; and, de velop personal strategic plans to guide
and attain leadership abilities and their career goals. This is also supported by their
country. In 2012, the American Society of Training and Development reports that
the U.S. business spent over $ 170 Billion dollars on a leadership-based
curriculum, with the majority of those dollars being used for "Leadership
Training" (Myatt, 2012). Furthermore, the Association for Improving the
Collegiate Business School (AACSB) has incorporated leadership as the core
competency required of AACSB accredited business schools2

2
http://www.aacsb.edu/). access on january 2sd 2018
21
 When compared with the education system in Indonesia is certainly very
much different where in Indonesia business-based education is less desirable by
the people of Indonesia only a few people who really focus on this study.
Indonesians usually prefer business-based education abroad why this happens
based on the research I found on this subject ie. "KOMPAS.com - Indonesia is
expected to lack of professional labor supply at the managerial level or upper
middle. In fact, the number of Indonesian workers abundant. What is the problem?

"It is rather difficult to find a workforce that meets the expectations of

companies with special skills or soft skills that fit, which has the potential to
develop the company in the future

front, "said Director of Consultant Willis Watson Towers Indonesia Lilis

Halim, as published Kompas, Thursday (21/04/2016). Wills Towers Watson's
research on Talent Management and Rewards that captured the imbalance
between projected demand and availability of labor in Indonesia was held since
2014. College graduates, Lilis continued to refer to the research, hard to be
absorbed in the industry because they do not have the skills required by the
company. For example, they are suspected of not having enough critical thinking
skills. In fact, the ability is needed to be able to work in the ranks of company
management. The results of the Boston Consulting Group (BCG) and the World
Federation of People Management Associations (WFPMA) study published in
2013 have also raised projections about the imbalance of labor needs and
availability, especially at the managerial level. According to the research, industry
in Indonesia will be short of up to 56 percent of professional workforce at
managerial level by 2020. In fact, the same research estimates, in that year there is
a jump in the needs of human resources manager level to 55 percent. According to
this research, Indonesian industry in 2020 will grow rapidly, especially those
based on services. Labor requirements are also expected to rise at all levels,
including at beginner levels expected to grow by 17 percent and senior
management up by 6 percent. In its explanation, this research found that the
failure of educational institutions to provide professional and competent labor

22
 supply as a cause of the projection of the need gap and the availability of labor in
Indonesia. "3

Based on this reset it is clear that Indonesia is in dire need of an

educational system such as the MBA why since the MBA can create leadership is
a basic foundation of the business world that creates graduates who are competent,
educated, experienced and have the ability to manage resources effectively and
efficiently Then most of the classes in the Master of Business Administration
(MBA) program has a theory that forms the basis for leadership and management
that have different levels. As well as MBA students are also required to increase
self-awareness and emotional intelligence; learn to be independent; and the
development of a core set of vital leadership competencies, all intended to prepare
students for today's dynamic and future job market. Semnetara outside the people
continue to work to improve what is good while in Indonesia is still looking how
to be good.

5. Conclusion

leadership development MBA Strategic Profession Development Plan

students where students can get their dream job! This is not possible without an
MBA class where students have the opportunity to articulate jobs and companies
they want through job appraisal reports, interview prospective employees, and
develop the skills that the company seeks through the selection process. "Over the
years, both coverage and delivery of tasks have varied and changed.The task has
also shifted from MBA students in the classroom, to assigned in online MBA
distance learning classes, and also awarded to Executive MBA students (EMBA).
instructors are different, there are many variations in how the assignment has been
scheduled throughout the semester and in terms of class activities and due dates,
for example, a faculty member may prefer to assign tasks in three separate
individual parts for a semester.In this format, the assessment the industry will
mature on a certain date in the first third of the semester, the personal valuation

3
http://edukasi.kompas.com/read/2017/02/13/07150061/gawat.indonesia.kekurangan.tenaga.kerja.level.man
ajerial access on january 2sd 2018

23
 section will mature about two-thirds to the semester, and the final portion will
mature at the end of the semester.

References

http://www.aacsb.edu/).

http://edukasi.kompas.com/read/2017/02/13/07150061/gawat.indonesia.kekurangan.tenaga.kerja.
level.manajerial

24