Using the Hybrid Model of Learning in Personality - Case Study Example

Intrapersonal and Interpersonal Effectiveness Portfolio Semester: Word Count: 2025 Table of Contents 0 Introduction………………………………………………………………………………3 2.0 Intrapersonal Effectiveness…………………………………………………………….....3 2.1LearningStyleProfiler…………………………………………………………...........3 2.1.1 Learning Cycle…………………………………………………………………4 2.12 Active Experimentation………………………………………………………...5 2.2 Social and Cultural Differences…………………………………………………….5 3.0 Interpersonal Effectiveness………………………………………………………………5 3.1 Critical Incident Analysis……………………………………………………………5 3.1.1 Concrete Experience……………………………………………………………6 3.1.2 Reflective Observation and Abstract Conceptualisation………………………..6 3.1.3 Active Experimentation………………………………………………………………………………7 3.2 Social and Cultural Factors…………………………………………………………..8 4.0 Conclusion………………………………………………………………………………..8 5.0 Reference…………………………………………………………………………………10 1.0 Introduction Learning through experimentation provides professionals and teams with the necessary experience in dealing with different case scenarios. It is through experimentation that creativity and innovation are enhanced in most organisations (Jackson, 2009). In this regard, the first part of this portfolio will involve analysing my own intrapersonal effectiveness, through identifying my learning styles and areas that I still need to improve, to succeed in my marketing career with a real estate firm. A look at LSP (Learning Styles Profiler) will be instrumental in testing my effectiveness to learn, and in what ways (Jackson, 2009). In addition to LSP, I intend to rely on learning cycle by Kolb (1984)to know how I can learn from experience and involve myself in reflective a reflective practice. In the second part of this portfolio, I will focus on a Critical Incident that I noticed in my group. The experience made me realise how group conflict is detrimental if, not checked. However, while conflict impacts negatively on productivity, recent studies shows that conflict can improve team effectiveness, if managed constructively (Amason, Hochwarter, Thompson, & Harrison, 1995). As suggested by Peppas (2006), social and cultural considerations affect the workplace environment and as such, I will discuss their impact on my intrapersonal and interpersonal effectiveness. 2.0 Intrapersonal Effectiveness 2.1 LSP (Learning Styles Profiler) As a personality assessment tool LSP find its use in testing how effectively a person can learn. On the same note, sensation seeking on LSP is considered to elicit curiosity and the desire for exploration. This in turn, enables an individual to explore different learning opportunities. However, when the level of sensation seeking increases, this can lead to either functional or dysfunctional results. In this sense, a functional learner is in a position to re-express sensation seeking by relying on socio-cognitive construct such as conscientiousness. Conversely, learners experiencing a dysfunction find it difficult to re-express sensation seeking. Consequently, the outcome is undesirable and may include dismal performance of a task among other dysfunctions (O’Connor & Jackson, 2008). I believe that, in order to achieve my goal of becoming a successful marketer, operating, as a functional learner is important. 2.1.1 Learning Cycle: Concrete Experience, Reflective Observation, Abstract Conceptualisation From the results of my LSP, I had a higher level of sensation seeking, and this indicates that, I have a strong desire to explore new experiences that can improve my learning (Jackson, 2009). Further, my socio-cognitive constructs such as conscientiousness, deep learning achiever and goal oriented is well developed, but I still need to improve my emotional intelligence. In general terms, I believe to be a functional learner, and I rely on conscious techniques to guide my sensation seeking to achieve positive results (Jackson, 2011). The LSP results show an accurate reflection of my life experiences. For instance, I believe in hard work and when working with groups am always the first to come with ideas that I feel can help the group. However, sometimes I rush into proposing ideas without even understanding the project description (sensation seeking). In the process of exploring ideas for the assigned project, I often find myself setting a goal of completing a project before the specified period (goal oriented). This is possible through a plan that I always establish for work that I am assigned (conscientious achiever). Since I am interested in learning new things that I come across, I consult other members on what needs to be done in case I am stuck (deep learning achiever). In essence, everything I learn helps to improve my competencies. Previously conducted research shows that achieving a high level of sensation seeking, followed by sound socio-cognitive construct produces desirable work performance (Jackson, 2011b). In the LSP results, I was indicated as a functional learner, however; I still needed to improve on my emotional intelligence. The lack of emotional intelligence reminds me of a situation in the group work assignment where a group member convinced me that the information we had generated was enough to undertake our project. In this case, the lack of emotional intelligence leads me to go by the group member’s thoughts. However, had I been rational and objective, I would have considered the need to add more input towards the completion of our group assignment. This is because, the information we had was somehow limited. Relating this to path model about functional learning shows that emotional intelligence is a significant socio-cognitive construct because it is used to express other constructs necessary to achieve functional learning. In terms of realising my professional goals, it is evident that I need to improve my emotional intelligence. On the same note, I need to rationally and objectively select the right targets that can enhance my work or productivity (Jackson, 2009). 2.1.2 Active Experimentation Unlike biological forces such as sensation seeking or emotional intelligence that are easy to acquire, I intend to enhance my emotional intelligence by engaging in activities through experimentation. A case, where I can use experimentation, is in next group project. I will try a few behaviours to see if they can improve my emotional intelligence. In this regard, I will try to note down the merits and demerits of a decision to help me arrive at a rational and objective choice. I will also set a goal that I intend to achieve and assess if it is ideal. In order to measure my success, I intend to write a reflective journal on a weekly basis as I participate in the group project. I will also complete LSP once more when we finish the project to gauge whether my emotional intelligence has improved (Jackson, 2009). 2.2 Social and Cultural Differences Age is a major factor when it comes to learning styles and sensation seeking. Relating this to my personal experience, I have noted that my sensation seeking levels was constant in childhood, but surged in adolescence and is now slowing down gradually. On the other hand, socio-cognitive constructs developed gradually, and it is still an ongoing process. A study carried out by Galvan et al. (2007) shows similar results. Further, findings related to socio-cognitive constructs indicate that they increase gradually from childhood to early adulthood. In connecting with other members of my group, who are not of the same age, it is essential to consider the sensation seeking levels and socio-cognitive development. 3.0 Interpersonal Effectiveness 3.1 Critical Incident Analysis In my group, agreeing on the materials to use for our project became difficult because each member had an idea on how to proceed. As such, it became difficult to reach a consensus because some group members viewed themselves as smarter than their counterparts did. This led to disagreement to the point that we could not hold a peaceful meeting to decide on the best step forward. With time, members began to take sides and this created a rift in the group. Consequently, it was evident that we might not complete the assigned project on time because of wrangles within the group setting. As suggested by Chan, Wang, Lin and Shi (2005), interpersonal conflict is a common occurrence in any group setting. This results from the different backgrounds or existence of numerous approaches to solving a problem. In order to succeed in my sales and marketing career, I need to develop techniques to deal with group conflicts. Conversely, according Kolb’s (1984) experiential learning theory, learning takes place through reflective observation, abstract Conceptualisation and active experimentation as a result of concrete experiences. 3.1.1 Concrete Experience As a person who likes to engage others in constructive discussions, I often encounter interpersonal conflicts. For instance, there was an incident in my group when I tried to solve a disagreement between two group members. However, some group members were not happy with my interference in the conflict. This contributed to a shaky relationship and affected the group work. 3.1.2 Reflective Observation and Abstract Conceptualisation In the above case, the conflict resolution style that I applied can be termed as forcing (Fig 1). In this case, I was assertive in the need for the two group members to sort out their differences immediately for the sake of the group to complete the assigned project on time. I used this style because I was stressed about the slow pace at which we were proceeding in the group. Reflecting on the situation in retrospect, I gather that I did not use the appropriate resolution technique. I should have taken time to listen to both sides of the argument and reach a consensus with the two members on the best way forward that cannot affect the group project. In order to succeed in my future career, I need to develop appropriate conflict resolution techniques because forcing tends to create resistance (Thomas & Thomas, 2008). Conflict can impact on group work either positively or negatively (Bacal, 2004). For example, disagreements within the group on the way forward affect the group’s performance (de Dreu & Weingart, 2003). On the other hand, when a conflict is resolved amicably, interpersonal relationship among group members also improves. As a result, consensus in solving issues affecting the group is easier. Accordingly, when solving conflict incidents in the future, I believe a collaborative strategy will be more effective. Fig 1: Interpersonal conflict resolution model Source: Thomas and Kilmann, 1974 3.1.3 Active Experimentation In order to be successful my career, I need to learn how to deal with conflicts in a positive manner. In the future, when involve in interpersonal conflict, I intend to take the following step to obtaining positive outcomes: •Instead of confronting the other person, I will employ active listening skills to help me understand grievances better. •I will assess the importance attached to the relationship and outcome of making a decision. Where it sounds practical, I will try to apply a collaborative resolution technique. Conversely, when the method fails to work, I will try an alternative that seems appropriate. In addition, I will keep a journal to record all the conflicts that I encounter and the resolution style that I use to solve such conflicts. After a specified period, I will reflect on what I have noticed or observed in the journal. 3.2 Social and Cultural Factors My group consists of members from different cultural backgrounds. Because of interest in sharing our cultural background, interaction in the group improved. In addition, sharing of opinions became easier since we were able to learn to respect difference of opinions depending on a member’s cultural background (Hosftede, 2001). However, conflicts emerged because of minor issues created by cross-cultural differences. While some group members preferred resolution technique that is unassertive and focused their energy on long-term outcomes, others preferred assertive resolutions to conflicts and short-term outcomes. Since my group had members from different cultural backgrounds, it is important to note that their preferred style of resolving conflicts might be different. As such, it is necessary to adapt in order to resolve arising conflicts effectively. Adaptation in this sense means learning and acknowledging the conflict resolution style of other members of the group. This improves cooperation among group members and makes it easier to solve the existing conflicts (Landa-Gonzalez, 2008). 4.0 Conclusion In this portfolio, I have focused my reflection on intrapersonal and interpersonal effectiveness. By relying on learning cycle posited by Kolb (1984), I have noted that I need to improve my emotional intelligence, be less assertive in solving conflicts and engage group members in a collaborative effort to find solutions to the existing problems. Further, relying on S.M.A.R.T goal framework, I have identified the steps that I need to take to overcome my weaknesses (Doran, 1981). The steps that I have mentioned in this portfolio include: •Not allowing emotions to control my decisions •Assessing how significant the relationship and outcome are when deciding on a conflict resolution style. •Considering the opinions of other team members prior to making decisions. In addition, I have also reflected on social and cultural considerations in both intrapersonal and interpersonal effectiveness. Such a consideration is important in terms of enhancing my intercultural sensitivity and establishing my awareness socially. Further, the differences that I have mentioned in this portfolio include the conflict resolution styles preferred by group members from different cultural backgrounds and how sensation-seeking development varies with age. 5.0 References Amason, A. C., Hochwarter, W. A., Thompson, K. R., & Harrison, A. W. (1995).Conflict: an important dimension in successful management Teams. Organisational Dynamics, 24 (2), 20-35. Bacal, R. (2004). Organisational conflict - the good, the bad and the ugly. The Journal for Quality and Participation, 27 (2), 21-22. Chan, K., Wang, C., Lin, X., & Shi, Y. (2005).Conflict handling styles in international joint ventures: a cross-cultural and cross-national comparison. Management International Review, 45(1), 3-13. De Dreu, C. K., & Weingart, L. R. (2003). Task versus relationship conflict, team performance and team member satisfaction: a meta-analysis. Journal of Applied Psychology, 88 (4), 741-749. Doran, G.T. (1981). There is a S.M.A.R.T way to write management’s goals and objectives. Academy of Management Review, 70(11), 35-36. Galvan, A., Hare, T., Parra, C., Penn, J., Voss, H., Glover, G., & Casey, B. (2006).Earlier development of the accumbens relative to orbitofrontal cortex might underlie risk-taking behaviour in adolescents. Journal of Neuroscience, 26, 6885-6892. Hosftede, G.H. (2001).Culture’s consequences: Comparing values, behaviours, institutions, and organisations across nations. Thousand Oaks, California: Sage Publications. Jackson, C.J. (2009a, June). Using the hybrid model of learning in personality to predict performance in the workplace. Paper presented at 8th IOP conference, Sidney, Australia. Jackson, C.J. (2011b).How sensation seeking provides a common basis for functional and dysfunctional outcomes. Journal of Research in Personality, 45(4), 29-36. Kolb, D. (1984).Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Landa-Gonzalez, B. (2008). To assert or not to assert : conflict management and occupational therapy students. Occupational Therapy in Health Care, 22(4), 54-58. O’Connor, P.C. & Jackson, C.J. (2008). Learning to be saints or sinners: the indirect pathway from sensation seeking to behaviour through mastery orientation. Journal of Personality, 76, 1-20. Peppas, S. (2006).Diversity in the workplace. Employee Relations, 28(2), 119-129. Thomas, K., & Kilmann, R. (1974).Thomas-Kilmann conflict mode instrument. Tuxedo, NY: XICOM. Thomas, K. & Thomas, G. (2008).Conflict styles of men and women at six organisational levels. International Journal of Conflict Management, 2(14), 232-239. Read More