Development for Success in Business: Learning Styles and Self-Analysis

This report delves into the concept of development for success in business, presenting a self-reflective analysis of a student's learning experiences and strategies. The introduction highlights the importance of continuous learning and adaptation in the business world, drawing upon personal experiences to illustrate the challenges and opportunities encountered. The report then explores various learning styles, including the theories of Mumford, left/right brain thinking, and reflective practice, along with the analysis using Dolciner questionnaire. It categorizes students based on their approaches to learning, such as activists, pragmatists, theorists, and reflectors, and relates these styles to different motivational factors and cognitive preferences. The self-analysis section offers a personal assessment of the student's own learning style, identifying strengths and weaknesses based on Mumford's theory, and reflecting on the most effective methods for acquiring and retaining knowledge. The conclusion summarizes the key findings, emphasizing the importance of self-awareness and the adoption of appropriate learning strategies to overcome challenges and achieve success in the business environment. The report also provides a detailed list of references, citing various books and journal articles that support the analysis and provide a foundation for the discussion of learning styles and business development.

DEVELOPMENT FOR
SUCCESS IN BUSINESS

Table of Contents
INTRODUCTION.......................................................................................................................................3
LEARNING STYLES ANALYSIS.............................................................................................................3
SELF- ANALYSIS......................................................................................................................................4
CONCLUSION...........................................................................................................................................5
REFERENCES............................................................................................................................................6

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.
The first group people 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.
Second category group people described as pragmatics that focuses on gaining
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 attenders are 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 attenders are 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 attenders focuses 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 attenders is 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,

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. Part 2: Clinical case analyses of group right brain regressive
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
Success to University Inventory. Indian Journal of Public Health Research &
Development. 10(8).
Online
Honey and Mumford learning styles, 2021. [Online]. Available through:<
https://www.eln.io/blog/honey-and-mumford-learning-styles>