Table of Contents
2.0 Intrapersonal Effectiveness
2.1 Jackson’s Learning Style Profiler
2.1.1 Goal Oriented Achiever
2.1.2 Emotionally Intelligent Achiever
2.2 Personal Developments
2.3 Social and Cultural Considerations
3.0 Interpersonal Effectiveness
3.1 Belbin’s Self Perception Inventory
3.2 CATME Analysis
2.3 Personal Developments
3.4 Social and Cultural Considerations
In this portfolio, I will be reflecting on my experiences and learning stages within this unit, BSB124 –Working in Business. Throughout this report, I will be focusing on a number of intra and interpersonal competencies relevant for my professional performance as an Indigenous Marketing Manager. Reflective practices will be an essential element within my expertise. As research has shown, this skill will lead to refining my performance on different scales, such as my job performance and organisational commitment.
During the semester, I completed a range of questionnaires in tutorials and have come to the conclusion of focusing the first section of this report on my Learning Style using the Learning Style Profiler (LSP) in relation to Jackson’s hybrid model of personality and learning. My results have indicated that I am most deficient in the two following characteristics; Goal Orientation and Emotional Intelligence.
Secondly, I will discuss my interpersonal effectiveness by using Belbin’s Self-Perception Inventory (1981) and reflect on my CATME ratings in relation to my role, and experiences I encountered from working within a group. More importantly, I will consider my experiences with the social and cultural differences and will focus on my personal developments that will assist me for my future career and this will be done through SMART criteria.
2.0 Intrapersonal effectiveness
Intrapersonal Effectiveness can be defined as having an understanding of yourself including your goals, strengths, weaknesses, styles, biases, and improving your self-management skills, such as time management and stress management (De Janasz, Wood, Gottschalk, Dowd and Schneider 2006, p. 3). Therefore, I will demonstrate understanding of myself by choosing two characteristics that I need improve by using the Jackson’s (2005) hybrid model which will be outlined in the section below.
2.1 Jackson’s Learning Style Profiler
Jackson’s hybrid model is used to measure approach and avoidance learning in personality and is designated to span biological, cognitive, and experiential foci. The model argues in favour of both functional and dysfunctional biologically based scales of sensation seeking. (Boyle, Matthews & Saklofske, 2008, p. 82). This means, that peoples desires are driven the same way through cognitive mechanisms referred to in Figure 1; however, the results will indicate whether the person will become a functional learner or result in dysfunctional learning (Jackson, 2005). More specifically, I will be using the LSP to provide an evaluation on my personal stages of learning and reflect on the two characteristics that need improvement. As outlined in Figure 1: Results of Natakka’s Learning Styles. I have been scored out of 100, in accordance to my learning styles from five cognitive mechanisms.
As outlined in Figure 1, the two lowest mechanisms that I have been scored are Goal Orientation and Emotional Intelligence. Research has indicated the rationality of emotional intelligence is expressed in terms of low goal orientation (Boyle et al., 2008, p. 83). Furthermore, by achieving a low goal orientation it has affected my chances of being emotionally intelligent. Therefore, I will summarise intrapersonal effectiveness on focusing on my strengths and weakness of being a goal oriented achiever and emotionally intelligent...
References: Belbin Self Inventory. (n.d.). Belbin Team Roles. Retrieved October 30, 2013, from http://www.belbin.com/rte.asp?id=null&pressid=54
Boyle, J. G., Matthews, G., & Saklofske, H. D. (2008). Personality Measurement and Testing (2nd ed.). California, USA: SAGE Publishing.
Cymeon Pty Ltd. Learning Style Profiler (LSP). 2013 October. [cited 2013 October]: 1- 10. Available from: Cymeon Pty Ltd
De Janasz, S., Wood, G., Gottschalk, L., Dowd, K., Schneider, B., (2006). Interpersonal Skills in Organisations (1st ed.). Boston: McGraw Hill.
Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon: Australia.
Jackson, C. J., Hobman, V. E., Jimmieson, L. N., & Martin, R. (2009). Comparing different approach and avoidance models of learning and personality in the prediction of work, university, and leadership outcomes. British Journal of Psychology, 100(2), 283-312. doi: 10.1348/000712608X322900 F
Marketing manager role offers food for thought. (2006, July 1). South China Morning Post. Retrieved from http://search.proquest.com.ezp01.library.qut.edu.au/docview/266483064
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