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research method learning journal

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Learning Journal Learning Style Before I can proceed with a critical evaluation of my skills development, it is imperative I reflect on and determine my predominant learning style. I have used Kolb's et al (1984) Learning Style Inventory (LSI) theory and the Myers-Briggs Type Indicator (MBTI) theory (1998) in order to evaluate my learning styles and abilities. 'Appendix 1' illustrates my results of these self-completion tests. Kolb's learning style model is illustrated in 'Appendix 2' The LSI is simply an indication to how I view myself as a learner (Kolb et al, 1984). The inventory showed I have a main orientation towards Active Experimentation (AE), illustrated in 'Appendix 3 '. The characteristics of this style suggest I focus on influencing people, am good at getting tasks accomplished and that I value having an impact and influence on the environment. The combination scores from this inventory describe my learning style more accurately since everybody's style is a combination of the four learning modes (Kolb et al, 1984). These scores, shown in the grid in 'Appendix 4', suggest I have an Accommodative learning style that emphasises AE and Concrete Experience (CE). The greatest strength of this style is explained by Kolb et al (1984) in that it involves 'doing things' by seeking involvement in new experiences and being adaptable to changing situations. Kolb et al (1984) mentions those with this style are found in action-oriented jobs usually in marketing. This is encouraging as (degree) is my chosen programme of study. The Myers-Briggs Type Indicator has also been used for assessing individual differences and determining learning style (Sirmans, 1992). The results for my MPTI complement the LSI scores. As two of the four scores in this inventory were rather close, as shown in 'Appendix 1', it suggested I am predominantly two personality types both in the Extrovert category. The ESTJ sensing type proposes I quickly move to implement decisions, like to organise projects and people and am forceful in implementing plans. ...read more.


I incorporated techniques to build my self-confidence similar to those suggested by Eales-White (2003). I created affirmative statements by reminding myself of my main strengths and what Ealers-White refers to as 'building a ring of confidence'. This involves recalling and visualising all positive emotions I have had on previous occasions, so I did not worry and foresee myself making mistakes. I also performed extra training to improve my (sport) skills to become more confident in game situations. This further complements my preferred learning style in that I learnt enormously through being part of sport based experiences. With reference to the assessment period, I used these techniques to give me more confidence prior to the exams so I avoided feeling nervous about the thought of performing badly. 4) Time Management, Stress Management and Essay Writing skills As the first semester progressed in the second year, the assignments for my degree and the work in general became more demanding particularly during October and November, as expected. I also had substantial sport commitments with the university (sport) team during this time having to attend training (number) nights a week with a match on Wednesdays. With the pressures in my degree to achieve good results and to continue playing my sport, I had to adapt my lifestyle to cope and manage my time efficiently and effectively. During this period, my time and stress management was exceptional in countering stressors. Cameron and Whetten have define stressors as "stimuli that cause physiological and psychological reactions in individuals" (2005, p.654). Cameron and Whetten (2005) identify four main sources of stress: Time, Situational, Encounter and Anticipatory stressors. In this example and in general, time stressors, such as work overload and lack of control, are usually the more prominent source of stress for me. However, I counter these stressors by having good time management. I effectively manage my time using a planner, generating to-do lists and efficiently use my time by reading selectively, prioritising tasks and setting personal deadlines. ...read more.


247-251 Fisher, S. G., Hunter, T. A., MacRosson, W. D. K., (2001) "A Validation Study of Belbin's Team Roles", European Journal of Work & Organizational Psychology, Vol. 10, Issue 2, pp.121-144 Garner, I., (2000) "Problems and Inconsistencies with Kolb's Learning Styles", Educational Psychology, Vol. 20, Issue 3, pp. 341-349 Gibson, S. K., (2004) "Social Learning (Cognitive) Theory and Implications for Human Resource Development", Advances in Developing Human Resources, Vol. 6, Issue 2, pp. 193-211 Greiner, L. E., (1998) "Evolution and Revolution as Organisations Grow", Harvard Business Review, Vol. 76, pp. 55-67 Grover, R. A., Walker, H. F., (2003) "Changing from Production to Quality: Application of the Situational Leadership Transtheoretical Change Models", Quality Management Journal, Vol. 10, Issue 3, pp. 8 Hare, B., (1988), Be Assertive: The Positive Way to Communicate Effectively, Vermilion, London Hutchinson, G. E., Mercier, R., (2004) "Using Social Psychological Concepts to Help Students", Journal of Physical Education, Vol. 75, Issue 7, pp.22-27 Jeffery, C.R., (1990), Criminology: An Interdisciplinary Approach, Prentice Hall, NJ Kilpatrick, M., Hebert, B., Bartholomew, J., (2005) "College Students' Motivation for Physical Activity: Differentiating Men's and Women's Motives for Sport Participation and Exercise", Journal of American College Health, Vol. 54, Issue 2, pp. 87-95 Kolb, D. A. et al, (1984) Organisational Psychology. An Experiential Approach to Organisational Behaviour, Prentice-Hall, New Jersey Krathwohl, D. R., (2002) "A Revision of Bloom's Taxonomy: An overview", Theory into Practice, Vol. 41, Issue 4, pp. 212-219 Lecture Notes, (2005/6) Personal Management and Development, University of Hull, Lewin, K., (1997) Field Theory in Social Science, DC: American Psychological Association, Washington Mainemelis, C., Boyatzis, R. E., Kolb, D. A., (2002) "Learning Styles and Adaptive Flexibility: Testing Experiential Learning Theory", Management Learning, Vol. 33, Issue 1, pp. 5-34 McCrimmon, (1995) "Teams without Roles: Empowering Teams for Greater Creativity", Journal of Management Development, Vol. 14, Issue 6, pp. 35-41. Quinn, R. E., (2004) Building the Bridge as you walk on it, Jossey-Bass, San Francisco Rojas, V. M., Kleiner, B. H., (2001) "The Art and Science of Effective Stress Management", Management Research News, Vol. 24, Issue 3/4, pp. 86-90 Salter, D. W., Evans, N. J., Forney, D. S. ...read more.

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