Portfolio Assignment Part 1
Portfolio Assignment
Part 1
Diploma
Working in business
Semester 1
March 30, 2013
Teacher name: Erin Barclay
Student ID: 8558019
Student name: CHEN Yang
Student prefer name: Summer
The professional definition of intrapersonal effectiveness was “Understanding yourself (and your goals, strengths, weaknesses, style, biases) and improving self-management skills, such as time management and stress management”(De Janasz, Wood, Gottschalk, Dowd & Schneider, 2006, p.3).
In this portfolio I will describe and discuss my intrapersonal effectiveness with using the feedback of questionnaires which is about Schutte’s Emotional Intelligence Scale and Kolb Learning Inventory Quick Activity. These questionnaires are based on the following two theory concepts; Experiential Learning Theory (ELT) (Kolb, 1984) and Emotional Intelligence (Fineman, 2003) These theoretical concepts will also be involved throughout the whole portfolio with the result of these two questionnaires to provide evidences for my further comments and justifying my scores. My emotional intelligence score was 30.2 which show that I have certain high emotional intelligence. In regard to Kolb Learning Inventory Quick Activity, two highest scores I got are 11 and 16. They are in CE and RO which mean concrete experience and reflective observation. These two theoretical concepts explain what types of personalities I have and offer me many meritorious suggestions for my future development, especially in how to deal with interpersonal relationship.
As reported previously, my scores from Schutte’s Emotional Intelligence questionnaire indicate that I have high emotional intelligence. EI includes “abilities such as being able to motivate myself and persist in the face of frustrations, to control impulses and delay gratification, to regulate my moods and keep distress from swamping the ability to think, empathise and to hope.” (Goleman, 1995, p. 34) my scores in a certain extent show that I can manage these
Part 1
Diploma
Working in business
Semester 1
March 30, 2013
Teacher name: Erin Barclay
Student ID: 8558019
Student name: CHEN Yang
Student prefer name: Summer
The professional definition of intrapersonal effectiveness was “Understanding yourself (and your goals, strengths, weaknesses, style, biases) and improving self-management skills, such as time management and stress management”(De Janasz, Wood, Gottschalk, Dowd & Schneider, 2006, p.3).
In this portfolio I will describe and discuss my intrapersonal effectiveness with using the feedback of questionnaires which is about Schutte’s Emotional Intelligence Scale and Kolb Learning Inventory Quick Activity. These questionnaires are based on the following two theory concepts; Experiential Learning Theory (ELT) (Kolb, 1984) and Emotional Intelligence (Fineman, 2003) These theoretical concepts will also be involved throughout the whole portfolio with the result of these two questionnaires to provide evidences for my further comments and justifying my scores. My emotional intelligence score was 30.2 which show that I have certain high emotional intelligence. In regard to Kolb Learning Inventory Quick Activity, two highest scores I got are 11 and 16. They are in CE and RO which mean concrete experience and reflective observation. These two theoretical concepts explain what types of personalities I have and offer me many meritorious suggestions for my future development, especially in how to deal with interpersonal relationship.
As reported previously, my scores from Schutte’s Emotional Intelligence questionnaire indicate that I have high emotional intelligence. EI includes “abilities such as being able to motivate myself and persist in the face of frustrations, to control impulses and delay gratification, to regulate my moods and keep distress from swamping the ability to think, empathise and to hope.” (Goleman, 1995, p. 34) my scores in a certain extent show that I can manage these
References: List Goleman, D. (1995). Emotional intelligence. New York: Bantam. Kolb, D.A.(1984).Experiential Learning, Englewood cliffs. NJ.: Prentice Hall. P256. Barrick, M.R., Mount, M.K., & Judge, T.A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9, 9–30. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey, USA: Prentice-Hall. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193-212.