Between 6-8 the results did not comply with the theory

In this assignment, it is emphasized that having a lot of career opportunities compared to where one is currently and continuous practice, reviewing, and reflection will help with succeeding in life goals. The content also touches on personal characteristics such as self-confidence and positive attitude, emotional intelligence, and the importance of learning and development for effective leadership.

Table of contents
Introduction…..………………………………………………………………………………1
Core Skill one………………………………………………………………………….…….1
Core Skill two……...…………………………………………………………………………3
Core Skill Three……..……………………………………………………………….…..….5
Core Skill Four…...…………………………………………………………….…………….7
Summary and Action Plan...………………………………………………………………..9
Appendix…………………….………………………………………………………………10
References…………………………………………………………………………….……15

1. INTRODUCTION:
In this assignment I will be discussing four key skills which I have explored
throughout this module. I will be using various reflective theories and learning cycles
to identify key strengths and weaknesses followed by three key development areas
for myself through my academic life.
2.What is the core skill?
The first core skill to be discussed is Time Management. Time Management is the
planning and consciously controlling how one organises its time around time on
specific activities mainly to increase effectiveness (Cottrell, 2013).
2.2 Why is this core skill important? (use relevant theories and concepts to
support your answer)
Time Management is a vital key to success as this provides a strong foundation to
succeed in all of life’s aspects. For me as a student time management is not as
simple as arriving on schedule but more focused on how I manage my time to
complete set tasks such as assignments prior to deadlines. This is supported by The
Pareto Principle also known as the 80/20 rule, in which Pareto believes that 20% of
the input creates 80% of the result. This rule would work well when time
management is the key aspect (De Pietri- Tonelli, 1994).
2.3 How competent are you currently? (use your tool-kit findings, feedback
from peers and your tutor, plus your own reflections on your thoughts,
feelings and behaviours to answer this question)
To gather a better understanding of this core skill I will be implementing the
Greenaway cycle to my personal experience (Greenways, 1998) The Greenaway
cycle enables me to self-reflect through DO, REVIEW and PLAN.
DO:
With my first university assignment I felt I had too much time to complete the task
hence I did not put in the effort to complete it until the deadline.

REVIEW:
When looking back at this experience I found that my assignment grade was not
quite what I was capable of. This left me feeling deeply disappointed in myself mainly
knowing as I could have done so much better had I managed my time properly.
PLAN:
It was from this point I decided to use the Microsoft excel software to manage my
time properly. This gave me the visual aid that I needed to be able to analyse how I
was managing my time. Through this time I also acknowledged my learning style
was visual (Kolb, 1984). Once I actually accepted my weak area I started to make an
action plan, in which I broke down my work load which was suitable for my lifestyle.
This allowed me to have a better understanding of the set task, anything I did not
understand I was able to approach my tutor and I was able to actually think about
what I was writing rather than just write down the first thing that came to my head.
The end result showed in my end of year grades where I achieved all distinctions.
This small change had a big impact in my academic life but it also taught me to
manage my time outside of University resulting in much more free time for myself.
From my first experience I feel my time management competency has improved
drastically. Even though I may have learnt this way through my life it was only when I
was introduced to Kolb’s learning cycling (Kolb’s, 1984) I was made aware of my
learning style. My peers have also noticed how I well I manage my time and always
approach me for support as they know that the chances I am up to date with my
work very likely. These results were proven in the Johari’s Window Test (Johari’s
1995) where most my peers stated I was organised (see Appendix 1).

2.4 Can you identify any contradictions or allowable weaknesses from your
analysis?
I strongly believe that time management is very important to become successful in
life however I also believe if I must not allow time management to take over other
important aspects in my learning cycle, there will be times in life where there are
unforeseen circumstances and things can’t be done as planned. I would not want
such situations to cause me stress and anxiety which would consequently my ability
to provide work of a high level.
2.5 How will this skill help me in the future? (use references to support your
argument)
Time management will provide me with a strong ground for any future career plans. I
would like to specialise in the managerial field where time management would have
a huge impact on the work I produce. I strongly believe that before having the
authority to manage others I must be able to manage myself properly. Even literature
agrees that the better one is able to manage their time the more will be
accomplished and there will be greater rewards (Tracey, 2014).
3 What is the core skill?
The second core skill discussed in this assignment will be giving feedback.
Feedback comes in many forms whether that is written feedback from a tutor or an
informal feedback to a peer. Feedback can be given in every day conversation
without stating it as feedback.
3.1 Why is this core skill important? (use relevant theories and concepts to
support your answer)
Without feedback individuals would not better themselves or have a true
understanding of what others may think of themselves. During one seminar I
completed the Jung test which provided me with a better understanding of my
personality. The test showed I was 22% extrovert however when a peer answered
the same questions on me it showed me to be 57% extrovert (See Appendix 2). This
took me by surprise as I felt I was quite considerate of others feelings when
providing feedback however my peers believed my approach was usually quite

abrupt. This result left me thinking about my behaviour towards others. Giving
feedback especially if it is negative should still be giving taking in consideration the
receivers feeling. Maybe they are not as accepting to negative feedback as others.
3.2 How competent are you currently? (use your tool-kit findings, feedback
from peers and your tutor, plus your own reflections on your thoughts,
feelings and behaviours to answer this question)
I am now more aware of others feelings when providing feedback. One prime
example was in last semester’s class presentation. One this particular group had
finished presenting a particular member asked me how I thought they had done.
Rather than jump straight to the negative points I first congratulated them on their
efforts, and discussed their chosen topic to show my understanding and interest in
the topic. I then gave some positive feedback, followed by where I personally though
there was room for improvement and then ended the conversation by saying it was a
good effort and well done. This approach left my peer feeling positive and agreeing
with the weak areas. This also allowed my peer the opportunity to reflect on his own
performance. This experience made me realise that my attitude towards others will
impact how they respond to me. On another occasion I told my tutor I was struggling
to understand his method of teaching. I thought I was acting as the voice of fellow
colleagues as a few others had also mentioned this, however what I later realised
was maybe my approach could have been a bit more congenial and possibly should
have been said outside of the classroom. An interpersonal skills test I completed on
line showed my lack of compassion towards others feelings as it stated I acted in
situations with my mind rather than my heart. I now understand before making any
decisions in life there should be an equal balance of how one thinks and then acts.
3.3 Can you identify any contradictions or allowable weaknesses from your
analysis?
I believe people should not be giving false feedback as it effects what they think of
themselves and gives them less room for improvement. So long I am compassionate
about the individual’s feelings, and explaining how a weakness can be changed into
strength peers will be more accepting. This also applies to when giving feedback to
my seniors. I should continue be honest but I must work on choosing my words
carefully so I do not offend anyone who try to belittle them.

3.4 How will this skill help me in the future? (use references to support your
argument)
Feedback is critical aspect in life to be successful. However as a manager feedback
would be something I am constantly providing so I would need to work on my
approach and be more sensitive to the surroundings. Also look at the timing. For
instance if one has just presented in front of many people and is feeling
disappointment in himself it would not be ideal to give negative feedback at that time
but better to give positive feedback. Then on a later time maybe explain how they
could have performed better.
4. What is the core skill?
The third core skill I will be talking about is leadership. Leadership is when an
individual takes responsibility of leading a group of people.
4.1 Why is this core skill important? (use relevant theories and concepts to
support your answer)
I believe that leadership skill is a natural ability. It is very important as with this skill
one can manage a group, give instructions and direction but a true leader can inspire
people to follow them because of their own ability to attract people.
4.2 How competent are you currently? (use your tool-kit findings, feedback
from peers and your tutor, plus your own reflections on your thoughts,
feelings and behaviours to answer this question)
I have some leadership qualities such as taking charge of group work and
cascading work load, however many at times I will show frustration when things have
not gone according to my liking or as I have planned. This approach is unlikely to
engender any form of loyalty from peers. True leaders do not enforce superiority
however according to the Great Mans theory (1840) people are born to be leaders
rather than gain the skills with experience. However I disagree with this statement as
learning and reflecting from past experiences can provide you with leadership skills
enabling one to become a leader with experience rather than be born with the
attribute. I took a leadership competency test online (see Appendix 3). The results
show I have strong leadership skills however there is room for improvement. Firstly

according to the test I must work on my self-confidence ability. I agree with this as if I
don’t believe in myself I would not be able to motivate others into something I don’t
have full faith in. Secondly the test mentions my lack of positive attitude in some
areas. This is also an area brought to my attention from peers who stated that by
changing my attitude in a positive manner would enforce favourable leadership skills
for myself. If I do not have the right attitude this will result in me not achieving the
best of my ability or persuading people to accompany my values.
4.3 Can you identify any contradictions or allowable weaknesses from your
analysis?
This analysis has really made me reflect on the type of leader I am. I do believe
dependent on scenarios different leadership skills should be used. For instance
when working in team and there one member had a sudden unforeseen
circumstance as a leader I would chose to be more compassionate and
understanding about their situation rather than having a professional approach
however if one team member simply does not complete work out of sheer laziness
my approach would be more firm and professional. This does prove that there are no
set rules for leadership skills. Each individual has some kind of skill that they can
enhance on if they chose to. I do not agree with this theory as I strongly believe I can
change and improve on my existing skills to better myself as a leader.
4.4 How will this skill help me in the future? (use references to support your
argument)
Strong leadership skills would allow me to have the confidence to apply for
management roles knowing that I would be able to not only manage but motivate
and encourage employees to work to the best of their ability. Leadership skills would
also allow me to share these skills with others to build up their confidence in the
working environment. Ideally I would want employees to respect me because of my
attitude and passion towards the work. I would like to believe that my leadership
skills would allow them to better themselves and open more doors of opportunity.

5. What is the core skill?
The fourth core skill I will be discussing is teamwork. Team work is a combined
action of a group of people (Cottrell, 2013).
5.1 Why is this core skill important? (use relevant theories and concepts to
support your answer)
In life there will be many times where you will be part of a team whether this is your
preferred method of working. Teamwork usually makes you aware of skills that you
may not know you have. Teamwork if done correctly helps in enhancing your
listening, co-operation and ownership skills. The 123 Theory has been used to
elaborate my team work skills. (123 test, 2016).
5.2 How competent are you currently? (use your tool-kit findings, feedback
from peers and your tutor, plus your own reflections on your thoughts,
feelings and behaviours to answer this question)
According to the results in the 123 theory (as per appendix 4) I have a strong ability
(17%) to drive a team of people. The driver of the group has a tendency to be very
energetic and ambitious which I do agree to as I enjoy motivating people and have
the ability to get people to participate who would normally take the back seat. Close
behind at 11% I am seen to have an executive role. This also would engage in my
personality as I am a much organised individual and enjoy delegating work to other
members of the team. Previous group work has proven me to have an equal amount
of drive, organisational and gregarious role. This has been stated in verbal feedback
by peers after completed teamwork tasks. According to the Goleman’s emotional
intelligence (Goleman, 1999) theory there are five domains which are as follows:
1. Knowing your emotions
2. Managing your emotions
3. Motivating yourself
4. Recognising and understanding other’s emotions
5. Managing relationships
I will now discuss a recent scenario using the above domains to identify any key
improvements required by myself for my future. In my last semester our task was to

design a poster discussing a specific topic. We opted to work in a group of four.
Instantly I was mentally aware of what each member was like to work with and how I
personally felt about each contribution towards the task. However I tried my best not
to make my emotions obvious and managed to convince myself we could work well
together. What I failed to acknowledge was how other members may feel working
alongside me maybe they felt I was too demanding. I finally came to the conclusion
was to learn from past experiences and try an alternative approach. I motivated other
members to become proactively involved and asked for a lot more opinions as
compared to the previous group task. What I learnt from this was that some people
don’t have the confidence to initiate an idea and sometimes by allowing them time
and asking questions they come out of their shell. This also taught me two minds are
definitely better than one, as we had many more ideas to work from resulting in
better final grades.
5.3 Can you identify any contradictions or allowable weaknesses from your
analysis? The test reveals that my team player role is quite weak as this role
includes a member who tends to agree with others mainly to keep peace where as I
am more outspoken and if I don’t agree with something in particular I will not hesitate
in voicing my opinion. I believe this is an allowable weakness as from previous
experience I have found when I speak out about something many other members will
agree but have not had either the confidence to voice it or felt it may cause conflict.
5.4 How will this skill help me in the future? (use references to support your
argument)
This skill will allow me to work with people of all backgrounds and be able to work
competently. In management there will be times where work must be delegated and
instructed. If I am able to work in team well I will have the ability to understand how
others work and what works well for them. Some people need clear instructions
followed by step by step guidance whereas others may only need to be told the
once. This is supported by Nigel Slack where he states that teamwork is difficult to
implement successfully when undue stress is put on members when not all members
contribute equally. Therefore a successful team would be formed through effective
communication and each contributing their area of expertise. (Slack et al, 2013).

Summary and Action Plan:
It is clear from the above four entries that there are many development areas within
all four core skills. The key development area for me would be giving feedback. I feel
more than others this would better my skills to understand both myself and others.
This would be improved through giving regular feedback throughout my academic
life but also being more self-aware for this action. This would even apply with
informal feedback as I have come to realise my one approach to giving feedback can
have a long lasting effect on the receiver so I would like this to be a positive one
rather than leaving the receiver feeling humiliated and further lacking confidence. I
could combine this development area along with my team role skill as the two
together would work well and provide great outcomes if applied correctly. I must
learn to listen to other team members and take in account their views and findings.
At times I feel due to other team members lack of contribution it would affect my final
mark so I found myself doing their work, For from the above reflection I have learnt
that it is beneficial for everyone if I am more honest with my opinions so long as I am
careful with my approach. In my second year of studies I also aim to further develop
my time management skill and focus on organising my work load as soon as tasks
are assigned to allow me use my time sensibly and not feeling under pressured, as I
would like my second year of studying to be less stressful and more of a learning
journey rather than rushed to complete unattended work due to my own inability to
manage my time. However through this reflection I have realised my passion to lead
others and how I am mindful too persuasion. I am able to share my values and
beliefs with great emphasis. I would be taking this skill into my future career in
management. I intend to continue using many of the mind tools that I have found
through this assignment as they have allowed me to reflect on myself in ways that I
never knew were possible. Overall I have found not all theories work well for me, for
instance I was not able to relate to the Jung test as the results varied each time I
took the test oppose to when my peers taken the same test. Yet when in open
discussion the results did not comply with the theory. I feel once I further develop the
above areas I will have many more career opportunities compared to where I am
currently and continuous practice, reviewing and reflection will in my next year of
studying with help with succeed in my goals in life.

References:
123 Test (2016). Available at: https://www.123test.com (Accessed 30/11/2016).
Cottrell, S.(2013) The Study Skills. Basingstoke: Palgrave Macmillan.
DE Piertri-Tonelli, A. Bousquet, H.G. (1994) Vilfredo Pareto. Basingstoke: Palgrave
Macmillan.
Goleman, D. (1999) Working With Emotional Intelligence. Sydney: Bloomsbury
Publishing PLC.
Great Man’s Theory (1840). Available at: http://www.leadership-central.com/great-
man-theory.html#axzz4RtHt8oAK (Accessed: 16/11/2016).
Greenways. (1998). Powerful Learning Experiences In Management Learning And
Deveopment. Ambleside: Braththay Hall Trust.
Joharis window (2016). Available at:
https://www.mindtools.com/CommSkll/JohariWindow.htm (Accessed 22/11/2016).
Jung Personality Test (2016). Available at:
http://www.humanmetrics.com/cgi-win/jtypes2.asp (Accessed: 28/11/2016).
Kolb, D.A. (1984) Experimental Learning: Experience As A Source Of Learning And
Development. New Jersey: Prentice-Hall.
Slack, N. Brandon-Jones, A. Johnston, R (2013).Operations Management. 7th Ed.
Harlow:Pearson.
Tracy, B. (2014) Time Management. New York: Gildan Media.

Appendices:
Appendix 1
Known
to
Self
Not
Known
to
Self
Arena Blind Spot
Façade
confident
independent
organised
trustworthy
wise
witty
Unknown
able accepting adaptable bold brave
calm caring cheerful clever complex
dependable dignified energetic
extroverted friendly giving happy
helpful idealistic ingenious intelligent
introverted kind knowledgeable
logical loving mature modest
nervous observant patient powerful
proud quiet reflective relaxed
religious responsive searching self-
assertive self-conscious sensible
sentimental shy silly spontaneous
sympathetic tense warm
Appendix 2:

Humanmetrics Jung Typology Test™
You haven’t answered 1 question. The reliability of the results has decreased. You may
click your browser’s "Back" button to answer the remaining questions.
Your Type
ESFJ
Extravert(22%) Sensing(1%) Feeling(28%) Judging(20%)
 You have slight preference of Extraversion over Introversion (22%)
 You have marginal or no preference of Sensing over Intuition (1%)
 You have moderate preference of Feeling over Thinking (28%)
 You have slight preference of Judging over Perceiving (20%)
Appendix 3:
Score Interpretation
Sco
re Comment
18-
34
You need to work hard on your leadership skills. The good news is
that if you use more of these skills at work, at home, and in the
community, you'll be a real asset to the people around you. You
can do it – and now is a great time to start! (Read below to start.)
35-
52
You're doing OK as a leader, but you have the potential to do
much better. While you've built the foundation of effective
leadership, this is your opportunity to improve your skills, and
become the best you can be. Examine the areas where you lost
points, and determine what you can do to develop skills in these
areas. (Read below to start.)
53-
90
Excellent! You're well on your way to becoming a good leader.
However, you can never be too good at leadership or too
experienced – so look at the areas where you didn't score
maximum points, and figure out what you can do to improve your
performance. (Read below to start.)
There are many leadership skills and competencies that, when combined
and applied, go toward making you an effective leader. You have the ability

to develop each of these skills within yourself. Read on for specific ideas on
how you can improve your leadership skills!
Personal Characteristics
Successful leaders tend to have certain traits. Two keys areas of personal
growth and development are fundamental to leadership success: self-
confidence, and a positive attitude.
Self-confident people are usually inspiring, and people like to be around
individuals who believe in themselves and in what they're doing. Likewise,
if you're a positive and optimistic person who tries to make the best of any
situation, you'll find it much easier to motivate people to do their best.
Self-Confidence
(Questions 2, 8)
Your score is 6 out of 10
Self-confidence is built by mastering significant skills and
situations, and by knowing that you can add real value by
the work you do. One of the best ways to improve your
confidence is to become aware of all of the things you've
already achieved.
Our article on Building Self-Confidence explains
what you can do to understand yourself better and build
your self-confidence. From there, you'll begin to make
the most of your strengths and improve your
weaknesses. Explore this further with our Bite-Sized
Training session on Personal SWOT Analysis.
Positive Attitude and Outlook
(Questions 10, 17)
Your score is 8 out of 10

A positive mindset is also associated with strong
leadership. However, being positive is much more than
presenting a happy face to the world: you need to
develop a strong sense of balance, and recognize that
setbacks and problems happen – it's how you deal with
those problems that makes the difference.
Positive people approach situations realistically, prepared
to make the changes necessary to overcome a problem.
Negative people, on the other hand, often give in to the
stress and pressure of the situation. This can lead to fear,
worry, distress, anger and failure.
Stress management techniques, including getting
enough Rest, Relaxation and Sleep as well as
physical exercise, are great ways of getting rid of
negative thoughts and feelings. Understanding your
thinking patterns, and learning to identify and eliminate
negative thinking are key. You can learn how to do this in
our article on Thought Awareness, Rational Thinking
and Positive Thinking , and you can find out how to
become more optimistic in our Book Insight on Learned
Optimism.
Emotional Intelligence
(Questions 5, 15)
Your score is 7 out of 10
The concept of emotional intelligence used to be referred
to as "soft skills," "character", or even "communication
skills". The more recent idea of Emotional
Intelligence (EQ) offers a more precise understanding
of a specific kind of human talent. EQ is the ability to
recognize feelings – your own and those of others – and
manage those emotions to create strong relationships.
Learning to develop Empathy is essential for emotional
intelligence, as is communicating effectively, and

practicing Empathic Listening . These all help you
really understand the other person's perspective.
Appendix 4: