The Analysis of the Learning Contract - Personal Statement Example

? Learning Contract on Myself of Introduction A learning contract is a document that highlights the learning goals an individual person would like to achieve. Usually, the contract bind the person and others and very useful in pursuing the learning goals (Facione, 1998). The paper, therefore presents answers to the most important questions that the learning contract contains about learning contracts on myself. Answer to Question 1 The Place I have been Since I left school, my dream career was to become a nurse. There were consistent efforts to achieve this dream that compelled me to go for a nursing degree. After graduation, I engaged in nursing activity for a number of years. Initially, there seemed to be go progress in this career and hopefully, it looked like the way to achieving the personal desires. However, this did not last beyond ten years. I started experiencing nervousness during work and felt that I was being overworked. After some years, I realized that nursing was not my best career; therefore, I had to look for an alternative. Later, I moved to retail part time and the new career looked satisfying. In fact, the new job involved a lot of customer interaction, problem solving, direct sales and many other challenges, which led me to the position of the Store Manager. Notably, the position was full time, rewarding and challenging, and made me gain experience in International reporting. After staying at the store for some years, I decided to look for a greener pasture, thereby, moved to Woolworths. In this new work and environment, I discovered Logistics and supply chain, more lucrative than the previous job. The desire for the job was cut short due to the long working hours that I was subjected to. In reality, this terminated my employment with the institution and marked the beginning of another transition to a new company. Notably, the movement from one company to another was a search for the fulfilling job and pursuit for personal ambitions, not as a result of undue influences. Answer to Question 2 The Place I am Now In the new company, the employer gave me an opportunity to learn and apply my craft in retail and working through the ranks. Through the hard and challenging roles in my previous duties, it was a sense of determination to succeed that drove me to this height. The main aim was to develop own management and leadership style. Remarkably, the new opportunity has again presented another challenging opportunity helping me address the weaknesses and strengths according to the new management chain. As a result of the rigorous work that I have done in the past years, I am capable of implementing blue prints to roll out new procedures, for example, meeting my targets, problem solving and improving on some of my weaknesses, which have made me the best manager. Literally, I have been able to meet the targets of my current duties. In addition, I have been able to do subjects like industry engagements, where I have learnt various methods to implement my duties and different ways to communicate with the people. Answer to Question 3 The Place I want to get to Truly, each employee does not intend to stagnate in one position till retirement. Indeed, the change of position makes a person meet challenging ditties, leading to improvement on the worker’s skills and problem solving ability. In particular, the past careers have enabled me improve my skills in management in logistics, retailing and management. Therefore, in order to achieve the long term goals of being a junior executive, and rise to the position of a full management executive through extensive learning (Nicholson, 2000). Answer to Question 4 The ways I would Use to Get There Notably, getting to where I would like to reach might not be an easy task, since there are a number of things to do. Particularly, I would need to complete my studies, be pro-active at work and consider all the negative and positive feedback that I get on my performance. In addition, trying new technique and getting support and mentoring from the managers, would enable me to reach at the place. Answer to Question 5 Ways of Knowing that I have arrived There are various ways, which would show that actually, I have reached there. For example, the measure of my appraisals, 360 degree feedback that I get on work performance, being asked or going for internal promotions and achieving most of the goals, positive feedback from my superiors, clients and when I finish my studies successfully, would be a proof that I have reached there (Goleman, 1998). In addition, creating and networking through the industry to enhance the performance would be another proof of knowing that I have reached the point and able to complete the intended task at the point. As well, through the contact with colleagues at the work place and my mentor, many people would learn from my inspirations, and hard work, thereby jump to the opportunity. Answer to Question 6 The Use of Learning Contract Always, the use of learning contracts is to enhance self-management learning programs (Kotter, 1995). It also shows the details of the approach in solving the issues, which arise in the course of undertaking the duties, either at management and general position. Indeed, those with extensive knowledge and experience in leaning contracts have applied it in doing their personal development plans, and have actually succeeded (Strebel, 1996). In addition, the plans become successful and more useful if the individual person applies effective strategies about the learning contracts. Moreover, the learning contracts are applied and used as a thorough way of keeping the tracks of the learning goals (Nicholson, 2000). Notably, one might find it easy to identify the things that he/she would like to achieve, however there are several occasions when the person fails to follow the programs as scheduled (Murray, Poole & Jones, 2006). Therefore, through developing the learning contracts, the person would be rest assure of reminding one of the intended projects and be motivated to implement most of them. Answer to Question 7 Advantages There are several advantages of the learning contracts. First, it is more rigorous and might enable a person to accomplish most tasks. Secondly, it encourages one to think through the learning goals to create an impact on the person’s ability to improve on performance and increase the efficiency of doing the tasks (Arbinger Institute, 2002). Thirdly, the learning contracts encourage a person’s view of the available learning options, other than the formal modes acquired through class work. Notably, those who stick to the formal learning modes are unaware that there are many other ways they can learn to enable them do their work effectively. In addition, through learning contracts, a person might accomplish a given task because, he/she understands the destination and success objectives (Facione, 1998). Moreover, the learning contracts provide a clearer presentation of the goals and the path to its achievement. Furthermore, through a clear presentation of the goals, one is able to mobilize the attention to achieve something he/she considers valuable and would work towards achieving it. Finally, creating own learning contracts might make a person to be an independent learner (Schein, 2002). It also makes the person to learn all the things of interest that he/she would like to know and considers workable. Answer to Question 8 Disadvantages Some of the disadvantages of learning contracts include the following: First, a learning contract has to be written. Therefore, those who resist writing things down might not achieve the objectives, since the learning goals the have in mind might change or, the can forget (Murray, Poole & Jones, 2006). Secondly, since a learning contract is more detailed, compare to other goal-setting modes; it requires more work, therefore not appropriate for slow and lazy learners. Thirdly, a learning contract requires one to do the things within the reach of a person. Therefore, it might not be suitable for those who do not want to act (Kotter, 1995). Finally, a learning contract is more useful when it is an agreement between two people (Nicholson, 2000). Therefore, in the organizations, which do not support this, it may remain as a contract between the person and themselves. This might create a loophole in the expression of the goals. Question to Consider For the success of an intended goal, one has to ask his/herself a couple of questions. For example, do you really want to learn what you want to learn? The question is critical and answering it adequately would make the learning contract successfully achieved. The second question that needs to be addressed is, are you able to take responsibility for your own learning? Notably, a learning contract encourages the person to take control of the process of leaning. The final question would be, are there colleagues with whom, you could get together to support one another, in pursuing your learning contracts? The answer to the question helps us to realize the importance of involving other people in pursuing the learning contracts and making sure the goals are achieved. Conclusion In summary, the learning contracts are very important tools in achieving ones obligations and goals. Therefore, following its provisions would make it easier for the learner to accomplish most of the task according to the documented agreement. In addition, the learning contract does not encourage laziness and might mot work well with those who do not want to take action. References Arbinger Institute. (2002). Leadership and self deception. San Francisco: Berrett- Koehler Publishers. Facione, P. A. (1998). Critical Thinking: what it is and why it counts. California Academic Press. Goleman, D. (1998). What makes a Leader? Boston: Harvard Business Review. Kotter, J. P. (1995). “Leading Change: Why Transformational Efforts Fail,” Harvard Business Review, (March-April). Murray, P., Poole. D. & Jones, G. (2006). Contemporary Issues in Management and Organisational Behaviour. Thomson Learning: Victoria. Nicholson, N. (2000). Executive Instinct. , New York: Crown Books. Schein, E., H. (2002). Organisational Culture and Leadership (2nd Ed). SanFrancisco: Jossey-Bass Publishers. Strebel, P. (1996). “Why do employees resist change?” Harvard Business Review, 74(3) pp. 86-92. Read More