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Managing Self & Others: Individual Case Study Report

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Added on 2024/07/03

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This report explores the concepts of lifelong learning and skills development in the context of managing self and others. It examines two prominent learning styles models: Kolb's Learning Styles and Honey and Mumford Learning Styles. The report also delves into skills development methods, tactics for enhancing people performance, and strategies for creating high-performance individuals within an organization. The author reflects on the knowledge and transferable skills gained from the module, highlighting the importance of self-awareness, effective communication, and building trust in fostering a high-performance environment.

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MANAGING SELF & OTHERS
INDIVIDUAL CASE STUDY REPORT
1

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EXECUTIVE SUMMARY
A person is regarded to be in a management position when he has an opportunity to
contribute to the success of the organisation for a limited period of time. In today's'
scenario the intellectual Capital has replaced the traditional means of the capital in
business success. On the basis of the recognition, there are many ways of the
learning that includes the elements of the thinking abilities, emotions, body and the
intellect. In this report, the managers are considered role models for the staff and
others that are responsible for enhancing and sustaining the operations in
departments. On the basis of the skills development methods and lifelong learning
approaches, many benefits have been rendered to the organisation as the whole.
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Table of Contents
EXECUTIVE SUMMARY............................................................................................ 2
INTRODUCTION.........................................................................................................4
BODY.......................................................................................................................... 5
DIFFERENT LIFELONG LEARNING APPROACHES AND SKILLS
DEVELOPMENT METHODS................................................................................... 5
KOLB’S LEARNING STYLES..............................................................................5
IMPLICATIONS OF KOLB LEARNING STYLE FOR SELF AND TEAM:............7
HONEY AND MUMFORD LEARNING STYLES..................................................7
IMPLICATIONS OF HONEY AND MUMFORD LEARNING STYLES..................9
SKILLS DEVELOPMENT METHODS.................................................................. 9
RANGE OF TACTICS USED BY AN ORGANIZATION TO ENHANCE PEOPLE
PERFORMANCE IN AN ORGANISATION............................................................11
STRATEGIES TO CREATE HIGH-PERFORMANCE PEOPLE........................12
REFLECTION OF THE KNOWLEDGE AND TRANSFERABLE SKILLS GAINED
FROM THIS MODULE.......................................................................................... 14
CONCLUSION.......................................................................................................... 15
REFERENCES.......................................................................................................... 16
3

INTRODUCTION
Traditionally the efficiency of the staff was measured in terms of the outputs
delivered by them against the inputs employed over them but with the pace of time,
this has been shifted to measuring effectiveness in terms of the employee
effectiveness by how well they manage the performance of self as well as others. In
the following report, emphasis will be laid on the approaches to the lifelong learning
and the skills development methods that will benefit self and the team. Some of the
tactics will also be devised that will help in enhancing the performance of the people
of an organisation. At last a reflection will be provided about the transferable skills
and the knowledge that has been gained from the module of managing self and
others.
4

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BODY
For the personal and professional development of lifelong learning emerge to be an
on-going, voluntary and the self-motivated process of gaining knowledge that boosts
the social inclusion and ensures sustainability (Livingstone, 2015).
Skills development on other hand is referred to the means of developing oneself and
the skills sets that contribute to the value of the organisation and also builds the
career. In order to achieve the same the lifelong learning should be ensured that
forms the key to the workplace success.
DIFFERENT LIFELONG LEARNING APPROACHES AND SKILLS DEVELOPMENT
METHODS
Learning is described and the activity manifested in new capabilities, skills, attitudes
and knowledge. It is about gaining a new awareness which through a combination
takes the form of professionalism. In order to ensure lifelong learning in the
organisation and enhance the employee effectiveness, the two approaches of the
lifelong learning will be assessed namely Honey and Mumford learning styles and
the Kolb’s learning style (Leaver, 2005).
KOLB’S LEARNING STYLES
Fig: Kolb’s learning styles
(Source: McLeod, 2017)
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According to Kolb (1984), learning is referred to as the process of the creation of
knowledge by experience transformation. David Kolb has developed a learning
styles model in 1984 that states the learning styles for a range of situations (Kolb,
2014). In 1974 a Kolb’s learning theory was developed which included the four
distinct learning styles and was of the belief that every person has a different
preferred style of learning based on the cognitive structure of an individual,
educational experiences and the social environment (Kolb, et al. 1984). According to
Kolb's learning styles, four main styles came out which are diverging, assimilating,
accommodating and converging. In order to grasp about own learning style and
others learning style according to the given situation the preference of the learning
styles needs to be decided (Toomey, et al. 2004).
Diverging
This is the learning style that best fits for the people that learn by feeling and
watching and are capable to look at things and perceive them from different
perspectives. People falling under this learning style gather information by watching
the things and then use their imaginations to generate solutions to the problems.
This learning style helps the people to outperform in the situations where the idea
generations are required. The people falling in this style tend to work in the groups
and are open to listen to all and receive the personal feedbacks as well (McLeod,
2017).
Assimilating
Another learning style is where the ideas and concepts become more valuable and
important aspects for the learners as compared to people. It is a logical approach
where the people need clear explanation against the practical approach. The focus
and emphasis of this learning style are on the theoretical and rational approaches to
learning rather than the practical ones. When the careers of the people are in the
information field and the science field then, this learning style becomes more suitable
for them. They prefer to watch and think about and then learn rather than doing it
actually (Kolb, 2014).
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Accommodating
The inclination and focus of this learning style are on intuitions and these do not rely
on the logic, the people under this learning style prefer to go with a practical
approach rather than a theoretical approach. The people are focused and motivated
to accept new challenges and experiences to learn the planned activity. This learning
style is one where the ‘gut’ instinct dominates the logical analysis they usually feel
and do rather think and watch (McLeod, 2017). They easily rely on the information
rendered by others and then carry out their analysis. This is common in the general
population.
Converging
Converging learning style is the one that helps the learner in solving the problem of
the practical issues. The focus is mainly on the technical tasks rather than the
interpersonal and people aspects. This learning style has the focus on the practical
uses and the people that follow this learning style are interested towards
experiments and try to work with practical applications, they rely on doing and
thinking the approach of learning (McLeod, 2017).
IMPLICATIONS OF KOLB LEARNING STYLE FOR SELF AND TEAM:
In an organisation, Kolb's learning styles can render many implications on self and
teams as well as this rendered four styles based on different situations which can be
utilised by the employees and the managers to engage in an effective manner with
their teams and organisations according to the preference and suitability (Kolb,
2014). This will help in dealing with the issues of the team and will help in effective
management of the employees by drawing out effective learning style which best
suits them and thus strengthen them by applying experimental learning cycle of
Kolb’s (McLeod, 2017).
HONEY AND MUMFORD LEARNING STYLES
According to Leaver (2005), the Honey and Mumford Learning styles was inspired
from the Kolb’s learning styles model that was developed by Peter Honey and Alan
Mumford in 1986. Honey and Mumford utilised a questionnaire which helps the
individuals to make smart decisions about gaining the best learning opportunities
7

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and their preferences which helps them in enhancing their learning skills
(Zwanenberg, 2016).
The four learning styles that were laid out by Honey and Mumford include the
following:
Activist
An activist is the ones that prefer to learn by doing and to apply an open-minded
approach to learning. They believe that self-involvement in the learning process will
give them new experiences. This can be conducted through problem-solving,
puzzles, competitions, role play and brainstorming (Rumson, 2017).
Theorist
The theorist learners are those that understand the theory and then acts. These rely
on the models, facts and concepts to engage in the learning process. They rely on
logical approach through the use of statistics, models, quotes and background
information (Zwanenberg, 2016).
Pragmatist
Pragmatists are those who are keen to try new ideas and theories so that they can
check the effectiveness of it in practice. These people are those that focus on
implementing the learning practice in the real world. This can be done through case
studies, discussions and problem-solving activities (Rumson, 2017).
Reflector
This is the learning where the people learn by thinking about the past and what
happened and observe other (Leaver, 2005). They avoid leaping and prefer to stand
back so that they can learn from viewing the experiences from various perspectives
and then drawing out a conclusion. This can be done by encouraging paired
discussions in organisations, self-analysis questionnaires observing activities and
many others (Zwanenberg, 2016).
8

Fig: Honey and Mumford learning styles
(Source: Zwanenberg, 2016)
IMPLICATIONS OF HONEY AND MUMFORD LEARNING STYLES
Through the honey and Mumford, learning style model one can gain smart insights
about self and grasp the learning opportunities available through which best learning
can be learnt. This helps in making the learning easier and effective. Another
implication for a team will be it will be able to expand the bandwidth of the
experiences that will help in deriving the benefits for the organisation; through the all-
around learning initiated by the team members, the versatility will be boosted.
Overall this model of learning style will help to create better awareness about the
learning and the process which drives self-scrutiny and improvement.
SKILLS DEVELOPMENT METHODS
Skills development methods are the one that helps in fostering an attitude of
appreciation for lifelong learning at the workplace. There are several methods that
will be taken to seek the success of the organisation by adding to the employee
effectiveness. According to the workplace, the skill development methods should
follow the 70-20-10 rule:
According to this rule, 70% of the skills development of the employees should come
from on-the-job activities and active learning. The ways to enhance this development
can include the development experiences like taking on a new task, job rotation, and
job shadowing, managing a project and serving on a cross-functional team. This will
9

help to develop in employees and teams the skills of the leadership and
management from the job activities and personal experiences (Whetten and
Cameron, 2014).
20% of the development according to the skills development rule comes from the
interaction with others. The interaction can be at coaching, having a mentor, being a
mentor, and serving as a leader in the organisation or participating in communities.
10% of the development should come from the activities and the lessons of training
seminars, classes, podcasts, conferences and webinars (Jackson, 2015).
10

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RANGE OF TACTICS USED BY AN ORGANIZATION TO ENHANCE PEOPLE
PERFORMANCE IN AN ORGANISATION
An effective and successful manager is the one that ensures the team engagement
in their work and lent in the team members a feeling of satisfaction from their best
performance. Some of the tactics can be used by an organisation so that the abilities
of the managers and the organisation can be enhanced to influence the actions of
the people in the organisation and boost their performance (Folkman, 2016).
Define and communicate a vision
The first tactics used by an organisation can be to communicate the vision of an
organisation that is measurable and is long term. This will help to bring the people of
an organisation together under a common goal. And will motivate the people to
perform towards the same by injecting the best of their ability (Cushing, 2015).
Recognition encouragement
Another important and most effective tactic to enhance the people performance in an
organisation is to boost their morale and performance by celebrating their success,
rewarding them and giving them recognition in the organisation so that their
continuous commitment can be encouraged and excellence in their performance is
ensured (Cushing, 2015). It is clear from the previous studies that there are many
people in organisations that need recognition and it definitely inspires them to work
effectively and work more. Through this tactics, the feeling of recognition and
belongings in an organisation will also be enhanced that will motivate everyone to
perform at their best level (Folkman, 2016).
Delegation and empowerment
Another important tactic is to engage the people of an organisation by empowering
them and delegating them greater responsibilities. This will inject in the people of
organisation a sense of self-worth and responsibility which ultimately will drive their
performance level and will help them to encourage for uplifting their performance
levels. Engaged people of organisations are considered to be the productive
employees that makes difference to organisations.
11

On-going performance feedback
In order to ensure the performance hike of the employee, an organisation should
shift its yearly review practice to more frequent feedbacks regarding their overall
performance and their work (Katzenbach and Smith, 2015). This is considered to be
the more effective as through the frequent feedbacks the instant improvements in the
performance can be achieved by the people working in an organisation and the
desired goals can be achieved effectively. According to the studies, nearly 41% of
the organisation believes that the moment feedback helps to improve the
performance of the employees and is a highly effective method.
Developing core strengths
It is believed by many organisations that the developing skills and strengths of the
people at organisations are much important is productive rather than pointing out the
weaknesses. It is advised to follow the development of the strengths of the
employees so that the behaviour and skills development of the employees do not
consume much time and strengths can be better cultivated to drive effective
performance (Buchanan and McCalman, 2018).
Commit to continued education
Continuous education is another tactic that can enhance the performance of the
employees in the organisation as this helps to inject in the people the knowledge and
information required for their development which helps them to maintain pace with
the desired performance level (Folkman, 2016).
STRATEGIES TO CREATE HIGH-PERFORMANCE PEOPLE
In order to build high-performance people in an organisation following strategies may
be applied in an organisation:
One such strategy is to build trust in a cohesive group by sharing with each other the
information and ideas that will help to empower the people in teams and will enhance
the communication so that the performance can be enhanced (Katzenbach and
Smith, 2015). As a leader, it is advised to stay a role model so that its people trust
him and fair deals are ensured. This will help to gain trust by building personal
12

relationships and thus enhance the performance as a result (Buchanan and
McCalman, 2018).
Another strategy that can be applied to build high-performance people is to ensure
effective communication with team and leader so that the social contact can be
fostered and people actively listen to one another, thus helps in building
communication and thus working over the performance levels expected (Katzenbach
and Smith, 2015).
13

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REFLECTION OF THE KNOWLEDGE AND TRANSFERABLE SKILLS GAINED
FROM THIS MODULE
Form the module of the Managing Self and Others useful insights about the self-
management and other in an organisation working as a team and as a manager
have been gained. From my personal performance, it can be connoted that I have
been able to ponder many insights and learning about the self-improvement through
the development of the skills which has helped me to work continuously towards my
skills improvement so that maximum can be contributed by me towards the
organisational performance (Johns, 2017). During my module completion, many
approaches were discussed of lifelong learning that has helped me as a manager
understand the different learning needs of the people working at the organisation
and to effectively manage the teams by rendering the learning in the best form that
fits their requirements (Ryan, 2015). Through the approaches of learning, I ensured
lifelong learning that has helped me in an enhancement of my personal development
and performance. Through the styles depicted by the models discussed above
creativity and effectiveness was also enhanced in me that has helped me to
overcome my weaknesses and to boost my performance by following the preferred
learning style effectively (Beech, et al. 2017).
I was also able to understand the learning styles that helped me in building my self-
confidence and learning management also became much easy. Through this model,
many skills were boosted in me that helped me to become more aligned towards the
performance of my people in an organisation and to build an environment of trust
with them so as to motivate and encourage them too for high performance (Beech, et
al. 2017). The 70-20-10 rule of skills development helped me in understanding the
importance of the skills developed in different areas of my work life and helped me to
enhance my skills which bolstered my performance. Overall this module helped a lot
in gaining knowledge and transferable skills for the people of the organisation that
helped me to continue my learning journey by boosting the self-performance as well
as the performance of others. This helped me to identify my areas of performance to
develop the lacking skills in myself which drove high performance for the
organisation and self (Johns, 2017).
14

CONCLUSION
In a nutshell, it can be connoted that it is a vital part for an organisation to deal with
the people of an organisation in an effective manner to ensure the high-performance
people. This has been ensured by undertaking different learning approaches by an
organisation to understand the different learning needs of the people which will help
in injecting the required skills in the people by understanding their needs. Through
the earning styles, the learning can be injected into people and thus performance
can be bolstered by focusing on building the strengths of the people. Through the
strategies and tactics of skills development and ensuring high-performance people
has helped a lot in enhancing the performance of the people and to drive the
organisational performance as well.
15

REFERENCES
Beech, N., McGill, I. and Brockbank, A., 2017. Reflective learning in practice.
Reflective learning in practice (pp. 30-40). Routledge.
Buchanan, D.A. and McCalman, J., 2018. High-performance work systems: The
digital experience. Routledge.
Cushing, E., 2015. 3 Performance Management Tactics You Should Consider.
Online available at (https://www.peoplefluent.com/blog/3-performance-management-
tactics-you-should-consider) last accessed August 2018.
Folkman, J., 2016. Strategies that lead to ‘high performance’ people. Online
available at (5 Ways to Build A High-Performance Team). Last accessed August
2018.
Jackson, D., 2015. Employability skill development in work-integrated learning:
Barriers and best practice. Studies in Higher Education, 40(2), pp.350-367.
Johns, C. ed., 2017. Becoming a reflective practitioner. John Wiley & Sons.
Katzenbach, J.R. and Smith, D.K., 2015. The wisdom of teams: Creating the high-
performance organization. Harvard Business Review Press.
Kolb, D. A., 1984. Experiential learning: Experience as the source of learning and
development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A., Rubin, I. M., and McIntyre, J. M., 1984. Organizational psychology:
readings on human behaviour in organizations. Prentice Hall.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and
development. FT Press.
Leaver, B., 2005. Learning styles and learning strategies (Chapter 3) – Achieving
Success in Second Language Acquisition. [online] Cambridge Core.
Livingstone, D.W., 2015. Lifelong learning in paid and unpaid work: Survey and case
study findings. Routledge.
McLeod, S. A., 2017. Kolb - learning styles. Retrieved from
(www.simplypsychology.org/learning-kolb.html). Last accessed August 2018.
16

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Rumson, R., 2017. HONEY AND MUMFORD LEARNING STYLES. Online available
at (http://resources.eln.io/honey-and-mumford-learning-styles/). Last accessed
August 2018.
Ryan, M., 2015. Introduction: Reflective and reflexive approaches in higher
education: A warrant for lifelong learning?. In Teaching Reflective Learning in Higher
Education (pp. 3-14). Springer, Cham.
Toomey, R., Chapman, J., Gaff, J., Mcgilp, J., Walsh, M., Warren, E. and Williams,
I., 2004. Lifelong learning and the assessment and evaluation practices in some
Australian Faculties of Education. Journal of In-service Education, 30(2), pp.225-
244.
Whetten, D. and Cameron, K., 2014. Developing Management Skills: Global Edition.
Pearson Higher Ed.
Zwanenberg, N., 2016. Felder and Silverman’s Index of Learning Styles and Honey
and Mumford’s Learning Styles Questionnaire: How do they compare and do they
predict academic performance?: Educational Psychology: Vol 20, No 3.
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Managing Self & Others: Individual Case Study Report

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