This report discusses development activities for success in business and explores different learning styles and self-analysis techniques. It highlights the importance of attending lectures and applying theories for career development.
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DEVELOPMENT FOR SUCCESS IN BUSINESS
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INTRODUCTION Development for success in business reflects as those activities which help in making business functions better(Schore, 2020). This report is presented as an autobiography of a person as student who focuses on learning knowledge by indulging in some universities that helps in gaining success within business market. By this report I can share my personal past learning experience that motivates me to set goals for my future. I most recent learning experience was in school of Romania where I gain my education in Romanian language because it is a poor country. As Romania is a poor country due to which their schools cannot provide high quality educations because of this I could not developed me. In Romania the learning experience is quite challenging because at there I cannot developed me for future success.This motivates me to leave the Romania and try to take admission in some other work related university or courses where I have gain high experience related to develop my future. By involving in work related learning courses I also indulged in several activities such as self- analysis questionnaires, problem solving tasks, presentations, observing activities and many more. This impacts me in wanting more education due to which my attendance was also okay. LEARNING STYLES ANALYSIS Learning theory is an activity that helps students to receive, retain and process knowledge and skills during learning(Sadowski, Stewart and Pediaditis, 2018). Learning styles theory- This theory was propounded by Mumford’s learning style. It includes four factors such as activist, pragmatist, theorist and reflector. Left/right brain-It represent that a person thinking either as left brain or right brain. In terms of right brain they are more dominating whereas right brain is more creative or artistic. Reflective practice theory-This learning theory is reflects as an experimental learning on the basis of own learning that are systematically evaluated by using several stages such as concrete, active experimentation(Shah Mohamed Arip and et. al., 2019). Reflective and abstract conceptualization.
All these theories are analyzed by using Dolciner questionnaire where students are categories in 6 groups who are heterogeneity in nature. Thefirst grouppeople are enthusiastic and idealist. in accordance to Learning style theory these are activist in nature. In terms of left/right brain they are based on right brain people. In relation to reflective practice theory they are intrinsically motivated people. Secondcategorygrouppeopledescribedaspragmaticsthatfocusesongaining knowledge without missing any single information. It represents the pragmatics of learning style theory. This group of people belongs to left hander who thinks in a logical manner. They are extrinsically motivated attendees. These theories motivate them to learn new things without attending lectures regularly. Third types of attendersare focus on attending lectures regularly because they think self learn is quite difficult. In context of learning style theory these type of people are belong to theorist category with specific models, ideas etc. in terms of left/right brain they belong to right brain category are feel visualizations learning effectively. Fourth type attendersare belonging to fundamental oriented students who belong to reflectors category as they learn things by watching and observing things. As they belong to left thinkers becayse3 they thinking in words, facts and figures. Fifth type of attendersfocuses on not to miss any crucial information in lectures as they are reflectors who want useful information to get successful results. It also reflected as creative students who only focus on gaining things rather than organized it. Sixth type of attendersis very enthusiast in nature who enjoys in attending lectures. It is to be analyzed that they are belong to activist learning style by involving in brainstorming activities. As they also belong to left brain type people who are more analyst in nature. SELF- ANALYSIS By analyzing myself I feel that according to Mumford theory I adopts theorist learning style. I have to focus on understand the theory behind actions by enjoying models, facts and testable hypothesis. In relation to this I have to participate in several activities related to models,
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stories, and applying theories that develop my overall career in professional world (Honey and Mumford learning styles, 2021). As per dolincer I belong to the third category attenders who get motivated to attend lectures so that theoretical knowledge and skills are enhanced. These types of students are thinking that attending lectures are highly beneficial to gain knowledge by using several models, theories stories. CONCLUSION In Mumford theory I have to belong to theorist learning style where I have to face major weakness in learning process using several theories. In this learning style I can analysed that I am not good enough to examine situation that involve feelings and also when goals are ambiguous in nature. I am also not good in learning without instructions. To resolve this issue I have to take participate in applying theories by taking helps of seniors and faculties so that successful results are to be enjoyed. For learning without instructions I have to involve in activity based on applying quotations that helps in enhancing my future in professional career.
REFERENCES Books and Journal Sadowski, C., Stewart, M. and Pediaditis, M., 2018. Pathway to success: Using students’ insights and perspectives to improve retention and success for university students from low socioeconomic (LSE) backgrounds.International Journal of Inclusive Education.22(2). pp.158-175. Schore, A.N., 2020. Forging connections in group psychotherapy through right brain-to-right brain emotional communications. Part 1: Theoretical models of right Brain therapeutic Action.Part2:Clinicalcaseanalysesofgrouprightbrainregressive enactments.International Journal of Group Psychotherapy.70(1). pp.29-88. Shah Mohamed Arip and et. al., 2019. Development, Validity and Reliability for Motivation of SuccesstoUniversityInventory.IndianJournalofPublicHealthResearch& Development.10(8). Online HoneyandMumfordlearningstyles,2021.[Online].Availablethrough:< https://www.eln.io/blog/honey-and-mumford-learning-styles>