Analysis and Interpretation from My Belbin - Coursework Example

Name: Instructor: Course: Date: Personality Testing Part 1: Analysis and Interpretation from My Belbin, Learning styles inventory and MBTI tests The report from my Belbin test is composed of different sections, each representing a different scenario to my individual assessment. In my responses to the test questions, I allocated marks to the statements, in line with how I felt the statement mirrored my working style. Overall, the report from my Belbin test has helped me to understand my team role contribution and to have the ability of situating my contribution within the setting of my team. Most significantly, by completing my Belbin Individual-Perception Inventory, I have learned about where I stand in terms of my team-role overview, team role partialities, team-role response, and my Experiential team role weaknesses and strengths (Prichard and Neville 652). My Learning styles inventory test was brief and candid making it useful both to examine my way of learning and providing feedback. Given the way the test is fashioned, I responded to the questions in the same way I would in a learning setting. The results will assist in a big way. In specific, from the results, I have gained a better comprehension of myself as a learner by being able to evaluate my preferred way to process information or learn (Kolb and David 194). By doing so, the results confirm that I will have more ability to develop strategies that will improve my learning potential. My MBTI test’s results have assisted me to understand my individual personality trait constructs and behavior alongside that of others. The scores suggest that I am a logical learner who is achievement oriented, fast to recognize flaws in other members, and value truth over discretion in myself and others (Kline 112). Most critically, I scored well in the test in terms of what it revealed about me being what I focus my attention on, my personal decision preferences, and my regard for complexity. Part 2: A Critique of the Testing Methods and Tests Belbin tests My observation of the Belbin test is that the approach promotes the restriction that people experience nine major Team Roles and that each individual can possess a capacity to exercise the given roles in different proportions (Prichard and Neville 656). According to the theory, people have preferred behaviors. Nonetheless, my worry is that behaviors are not strategic. I consider the test as laying focus only on behaviors that occur within a man-made social setting. To be specific, the test documents biased impressions of previous work-based events, which were informed by individual expectations grounded on preceding subjective experience. In other words, I consider the theory as measuring social pressures and handling strategies without differentiating them. According to Prichard and Neville (656), whereas Belbin test may predict behavior in the future and address behavioral weaknesses, it does so depending on the proposition that the social setting of the subject will remain unaltered. Thus, my reasoning is that according to this test, a person’s behavior is predictable similar to that of a caged mouse. My tentative recommendation is that the test is unfit for persons moving between social settings. Based on my original thoughts, the test is good for measuring recurring behaviors in a given social setting. In other terms, I am skeptical of the test’s value in establishing suitable contenders for referral, recruitment, or promotion. A critique of Learning Styles Inventory My critique of the LSI test scores is grounded on its inadequacy of a definition for learning. With no definition, the issue against the test is the argument of whether Learning in an environment of a substantive and ensuring transformation in thinking, usually, but essentially not attributed to behavior change. Whereas we may acknowledge learning has occurred, it is hard to provide proof as to how and when it happened. Moreover, there are somewhat insubstantial proxies used to measure learning. Measuring the jump from a “not knowing” state to “knowing something” is rarely possible (Rosenberg 47). Furthermore, with the test, we additionally have some challenge in ascertaining when learning happens or what it can be accredited to. Past LSI versions have also been criticized for issues with reliability, validity, reliability, and other problems. MBTI The MBTI results imply that the 4 MBTI scales could be unified into the five big traits of personality concepts. However, the MBTI is deficient of the measure for emotive stability aspect of the Big 5. In this case, emotional stability is a predictor of anxiety disorders and depression. The test (validity) and statistical MBTI validity as a psychometric measure has become the topic of much disapproval. According to Kline (121), critics have projected that more than a third of the printed content on the MBTI has generated uses for the special Psychological Type Application center (that is funded by the MBTI and offers the training within MBTI) or in the Journal series Psychological Type.Therefore, this mirrors inadequate scrutiny. Most of the researches, which approve the tests are unscientific or practically weak. A 2001 assessment by Martinko and Gardner determined that it is clearly difficult to draw simple associations between type preferences and managerial efficacy. Certainly, based on the mixed research value and the unpredictable conclusions, no conclusive inference concerning these associations can be made (Capraro and Mary 598). As demonstrated in the 4 dichotomies segment, Myers regarded the course of the predilection (for instance E vs. I) as being extra significant in comparison to the degree of the preference. The statistical meaning of this could suggest that measures on every MBTI gauge would demonstrate a bimodal dispersal with most individuals counting near the scale’s ends, therefore, separating individuals as being introverted or extroverted as their psychological type (Capraro and Mary 599). Clearly, the test lacks objectivity. The precision of the MBTI relies on truthful self-reporting. Unlike a few personality questionnaires, the measure does not apply validity measures to examine socially desirable or exaggerated reactions. I am of the view that this issue can motivate people to fake some responses. A Targeted Development Plan for Success at Work The aim of developing an individual development plan is to document a self-analysis process, candid appraisal, and personal reflection of my strengths and weaknesses (Beausaert, Mien, and Wim 231). I expect this plan to enable me assess the quality of the management and leadership training I have received, and to deliberate my future leadership development. Personal Development Plan Name: xx Department: xx Organization: xx Part 1: Individual Analysis This part shows my strengths and weaknesses and demonstrates the external openings or threats, which might influence any plans to make at work in the future. Areas of Strengths Areas to Improve Further My individual administration in the organization and primary skills are impeccable and my comprehensive knowledge is generally thorough for my training level. I am more confident and can cope with the pressures of the M and L course, even when sleepy. I was evaluated to be composed during hands-on work and gave perfect direction. Having the chance to lead a team for a stretched period, I demonstrated my capacity to provide right direction and manage individuals to attain given ends while working faced with pressure. It was challenging to sustain balancing work and life and consistency in my physical fitness levels during academic sessions. Consequently, I have become less physically fit. I ought to commit more time in rigorous preparation before a session with my juniors. My comprehension of the planning procedure is still shallow in some parts and needs more development. To have greater confidence in authority, I have to build more team organization experience in differing settings Opportunities Threats Demonstrating to the supervisor of my ability in both leadership training and planned management to lead teams into attaining given responsibilities. In addition, to pinpoint my exposure to a more planned method to analyzing challenges that would enable me in giving pragmatic answers that are valuable to the quality of my contributions for the organization I work with. This undertaking gives an opportunity for refreshment in a frenetic organization setting to attain an improved balance of work and life enabling me to be rejuvenated and more committed with work. I am hopeful that my line manager will support by guiding my personal development. Balancing personal and job obligations Part 2: Setting Objectives What I wish to Learn What I ought to do The needed Resources/Support Measurement of the achievement Target Date of Review Leadership knowledge in business external undertakings Commit 4 weekends to complete M and L Course Training. Regional Training Centre Courses Assessment report Post 30 June report Get to familiarize with my department team and develop their trust and confidence in me. Team feedback and counsel from my Line Manager 1. Individual appraisal 2. Formal and informal appraisal Post 30 June report Improve my comprehension of leading Learn by looking up to the experienced leaders. Earn their trust and friendship. High-ranking colleagues Mentoring and performance appraisal during development programs Post 30 June Report Work on my personal fitness. Allocate particular evenings during the week to train my fitness and during weekends. Develop an individual fitness program to enhance stamina and fitness. Gym instructor advice Improved levels of fitness will be self-evident. Monthly Bi-annual Annually Attain core skills in business. Complete mandatory company update training (CPD) Secure bonus gains as applicable 31 March yearly Part 3: Personal Goals Short-term Objectives (within one year) Complete a management course to gain eligibility for participation in various organizational project events (I acknowledge that some of these objectives may slip into the second year but no further). Be responsible for substantial cross-dynamic mission at my workplace. Medium-Term Objectives (Two to 3 years) To be assigned the role of leadership and management of a small team and supporting a complex business venture. Contribute by encouraging some roles of a cross-dynamic project group that accords me momentous business experience. Longer-term Objectives (beyond three years) Be promoted to the next management line and gain the support of work colleagues and top managers. Be accorded the mandate for planning for a huge group and working towards becoming the head of a department. Work Cited Beausaert, Simon AJ, Mien SR Segers, and Wim H. Gijselaers. "Using a personal development plan for different purposes: Its influence on undertaking learning activities and job performance." Vocations and Learning4.3 (2011): 231-252. Capraro, Robert M., and Mary Margaret Capraro. "Myers-briggs type indicator score reliability across: Studies a meta-analytic reliability generalization study." Educational and Psychological Measurement 62.4 (2002): 590-602. Kline, Paul. Handbook of psychological testing. Routledge, 2013. Print. Kolb, Alice Y., and David A. Kolb. "Learning styles and learning spaces: Enhancing experiential learning in higher education." Academy of management learning & education 4.2 (2005): 193-212. Prichard, Jane S., and Neville A. Stanton. "Testing Belbin's team role theory of effective groups." Journal of Management Development 18.8 (1999): 652-665. Rosenberg, Marjorie. "Spotlight on Learning Styles." Peaslake: Delta Publishing (2013).Print. Read More

Measuring the jump from a “not knowing” state to “knowing something” is rarely possible (Rosenberg 47). Furthermore, with the test, we additionally have some challenge in ascertaining when learning happens or what it can be accredited to. Past LSI versions have also been criticized for issues with reliability, validity, reliability, and other problems. MBTI The MBTI results imply that the 4 MBTI scales could be unified into the five big traits of personality concepts. However, the MBTI is deficient of the measure for emotive stability aspect of the Big 5.

In this case, emotional stability is a predictor of anxiety disorders and depression. The test (validity) and statistical MBTI validity as a psychometric measure has become the topic of much disapproval. According to Kline (121), critics have projected that more than a third of the printed content on the MBTI has generated uses for the special Psychological Type Application center (that is funded by the MBTI and offers the training within MBTI) or in the Journal series Psychological Type.Therefore, this mirrors inadequate scrutiny.

Most of the researches, which approve the tests are unscientific or practically weak. A 2001 assessment by Martinko and Gardner determined that it is clearly difficult to draw simple associations between type preferences and managerial efficacy. Certainly, based on the mixed research value and the unpredictable conclusions, no conclusive inference concerning these associations can be made (Capraro and Mary 598). As demonstrated in the 4 dichotomies segment, Myers regarded the course of the predilection (for instance E vs. I) as being extra significant in comparison to the degree of the preference.

The statistical meaning of this could suggest that measures on every MBTI gauge would demonstrate a bimodal dispersal with most individuals counting near the scale’s ends, therefore, separating individuals as being introverted or extroverted as their psychological type (Capraro and Mary 599). Clearly, the test lacks objectivity. The precision of the MBTI relies on truthful self-reporting. Unlike a few personality questionnaires, the measure does not apply validity measures to examine socially desirable or exaggerated reactions.

I am of the view that this issue can motivate people to fake some responses. A Targeted Development Plan for Success at Work The aim of developing an individual development plan is to document a self-analysis process, candid appraisal, and personal reflection of my strengths and weaknesses (Beausaert, Mien, and Wim 231). I expect this plan to enable me assess the quality of the management and leadership training I have received, and to deliberate my future leadership development. Personal Development Plan Name: xx Department: xx Organization: xx Part 1: Individual Analysis This part shows my strengths and weaknesses and demonstrates the external openings or threats, which might influence any plans to make at work in the future.

Areas of Strengths Areas to Improve Further My individual administration in the organization and primary skills are impeccable and my comprehensive knowledge is generally thorough for my training level. I am more confident and can cope with the pressures of the M and L course, even when sleepy. I was evaluated to be composed during hands-on work and gave perfect direction. Having the chance to lead a team for a stretched period, I demonstrated my capacity to provide right direction and manage individuals to attain given ends while working faced with pressure.

It was challenging to sustain balancing work and life and consistency in my physical fitness levels during academic sessions. Consequently, I have become less physically fit. I ought to commit more time in rigorous preparation before a session with my juniors. My comprehension of the planning procedure is still shallow in some parts and needs more development.

Read More