MN3041QA Development for Success in Business Assignment

MN3041QA
Development for Success in
Business
Assignment 1: Report
Student
name
Patryk Glowacki
Student ID
no.
10139400
Lecturer Rachel Barker
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Contents page
Introduction …………………………………………………… 3
Learning Styles Analysis ………………………………… 3-4
Self-Analysis …………………………………………………… 4
Conclusion ……………………………………………………… 4
Bibliography …………………………………………………… 5
Introduction
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This report will analyse three learning theories: reflective practice, information
processing theory and left brain/right brain, as well as self-analysis of the author.
Let me tell you about myself. Electronics have always been in my interest even
before I got my first computer; it was a pleasure to dive into electronical world of
numbers, so I decided to join computer technical class after finishing high school in
IT-mathematical based group. It is always a joy to go to school, meet friends and
learn about an endless variety of topics, although I personally disliked the school,
chairs, and tables, I loved all of IT classes though, as they were different from other
classes. The IT subject was separated into four different modules: computer
hardware, computer graphic, programming and Office classes. All those topics were
interesting, and I felt very motivated to attend them, though at those times my
approach to learning was very different than it is now. I started doing temporary
jobs when I was 18 and very often right after school I was heading to work.
Additionally, I trained intensively parkour. Both of those factors have impacted my
Technical school learning resulting in having low attendance. However, every day
brings more experience and now I understand the importance of balance and
attendance. In the next paragraphs I will analyse three learning styles that has been
presented to me in last course.
Learning Styles Analysis
It is widely known that not every person approach learning the same way, most of
us address learning differently (Honey and Mumford, 1982) and motivation varies
for every individual, too (Dolnicar, 2004). There are many learning theories, some of
them are: reflective practice, information processing theory and left/right brain
theory.
Reflective Practice focuses its attention on learning through assessing the past
actions/experiences for a better performing in the future (Moon, 2004, p.92).
Information processing theory’s basic idea is supported by a human brain behaving
like computer or unit for processing information, where it receives data though
senses (input), analyse them and store for future use or response (output).
Left/right brain theory is a theory in which one side of our brains is dominant,
meaning that some people are left or right-brained. Left-brained individuals tend to
be analytical with scientific approach and are methodical in their thinking. If one is
more artistic, creative type of person they are most likely to be right-brained.
Dolnicar (2004) studied why students attend lecturers and divided them into six
groups in accordance with their motivations.
- Group one was described as “idealists”. Most of them were older students
with jobs. Further study discovered that this group enjoyed lectures, as they
felt those make knowledge meaningful (Dolnicar, 2005).
- Second group were pragmatics - this group would not miss any important
information, they studied to achieve not for joy.
- Third group was called ‘averagely motivated students’ and they had
comparable motivations as pragmatics, though they preferred learning from
attending lectures rather than learning alone.
- Fourth group was ‘fundamentals-oriented students’ who shared pragmatic
motives about lecture attendance but believe that attendance makes them
able to learn fundamentals of a topic.
- Fifth group of students was ‘minimalists’ who did not want to miss the most
important material and that was why they attended lectures.
- Last group was called ‘everything but a pleasure’ who gave every reason to
come to lectures apart from pleasure.
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Self-Analysis
During my recent business course at London Metropolitan University I did undergo
Honey and Mumford learning style test and discovered that my learning style is
Reflector. Reflectors are cautious, analytical, and they opt for examining things
from all perspectives and take their time before concluding. They are great listeners
who don’t have problems with gathering and understanding information, although
they prefer to observe from a distance rather than being actively involved in a
project or a discussion.
According to Dolnicar (2004) I am a pragmatic, as I do not usually enjoy lectures
unless they are different than typical ones, my goal is not to enjoy the lectures but
to achieve new possibilities for a better and brighter future. In fact, it is my
motivation to increase my career opportunities. Pragmatics in general are the
youngest on a campus and were reported having the highest marks even though
having low attendance.
Conclusion
The report shows a brief study of learning styles, as well as self-analysis, showing
that the author is a reflective type of a learner, which has its advantages mentioned
above, and disadvantages like needing time to think things carefully when
completing assignments or working on a project. Therefore, if you place too many
reflectors on a project it could result in taking to much time to come to a
conclusion. Reflectors may complete some academic activities faster than other
learners, but it is recommended to give them tasks that go beyond their comfort
zone so that they can progress and expand themselves.
Word count:815
Bibliography
Honey, P. and Mumford, A., (1986). The manual of learning styles. Maidenhead, Berkshire: Peter Honey.
Moon, J. (1999) Reflection in Learning & Professional Development. RoutledgeFalmer.
Dolnicar, S, (2004). What makes students attend lectures? The shift towards pragmatism in
undergraduate lecture attendance, Conference Proceedings of the Australian and New Zealand
Marketing Academy, Wellington, New Zealand, 29 November-1 December 2
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Dolnicar, S. (2005). Should we still lecture or just post examination questions on the web? The
nature of the shift towards pragmatism in undergraduate lecture attendance, Quality in Higher
Education11(2), pp. 103-115
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