Mind Mapping - Research Paper Example

 Introduction Assessing the personality type of each person is necessary as it could affect the long-term ability of each individual to become successful in the chosen career path. In addressing the question “who am I as a learner?”, this report will thoroughly discuss the results of the Myers-Briggs test and the big five personality test. Eventually, a mind mapping diagram will be used in discussing whether or not the student has what it takes to develop a long-term career path in the field of finance. Myers-Briggs Test Results Based on the theory of C.G. Jung’s psychological types, the Myers-Briggs Type Indicator (MBTI) is useful in assessing a person’s ability to socialize and communicate with other people, ability to absorb and interpret information received from different senses, ability to think and control emotional disturbances when making important decision, and their ability to control judgment and perception while dealing with other people (Quenk, 2009; Berens, 2006). Using these eight personality features, the Myers-Briggs indicator is useful in analyzing the patterns of human behaviour (Pittenger, 2005; Berens, 2006). A combination of Myers-Briggs result can be used in determining the personality types of each person. After taking the Myers-Briggs test, the student’s personality type is represented by “ESFJ”. Basically, ESFJ suggests that a person is characterised as being extroverted, sensing, feeling, and judging. Aside from being sociable, honest, conscientious and cooperative, ESFJ individuals are generally compassionate, friendly and organized. Since people who are categorized as ESFJ are able to learn better through experiences, this group of individuals can easily find and develop a long-term career in teaching younger children, sales, managing food services, office management, entertainment, consulting, school administration, business management related to accounting, finance or bookkeeping, politics, and care giving. The Big Five Personality Test Represented by the acronym “OCEAN”, the Big 5 also known as the Five Factor Model (FFM) is a “taxonomy of five personality factors composed of conscientious, extraversion, agreeableness, emotional stability or neuroticism, and openness to experience” (Landy & Conte, 2010, p. 110). Based on the big five personality test result, the student scored 12% openness to experience or intellect. It means that the student is a little bid closed-minded or conventional when getting things done. Even though the student is uncreative, this person has positive traits such as being down-to-earth. This makes the person able to mingle with other people without causing too much trouble. The student scores 96% and 91% in conscientiousness and extraversion respectively. Aside from being sociable, friendly, fun loving, and talkative, the student is highly reliable, well-organized, careful, and self-disciplined. On the other hand, the student scores 87% in agreeableness. Aside from being good-natured, courteous, and supportive, it means that the student is also sympathetic and forgiving. In general, having personality traits like conscientious, sociable, and agreeableness is important among the finance managers as these qualities could make them easily accepted and respected by other people. Therefore, having high scores in conscientious, extraversion, and agreeableness should be considered a crucial part in becoming successful in the field of finance. Lastly, the student scored 71% in neuroticism. It means that the student can sometimes be anxious, insecure, and nervous. In general, being anxious, insecure, and nervous are some traits that can make a finance manager lose their credibility when dealing with banks, public investors, and the business owners. Mind Mapping Diagram Conclusion and Recommendations Globalization has tightened the market competition for labour forces. Therefore, each employee should be challenged to continuously improve their knowledge and ability to adapt with different working environment. Learning is a life-time process. In line with this, the student should know that he/she could enhance his/her existing knowledge through either a formal and informal learning. In general, a formal learning takes place within the four-corners of a classroom. In other words, a formal learning is very much supported by either an educational or a training institution (Levenberg & Caspi, 2010). On the other hand, informal learning takes place either through an incidental work experiences or an unstructured learning (Levenberg & Caspi, 2010; Rogers, 2003). It means that it is possible for an employee to learn from their work experiences. Too much talk without thinking and the process of being anxious, insecure, and nervous could make finance managers lose their credibility when dealing with banks, public investors, and the business owners, the student should focus on managing and alleviating his/her nervousness. Therefore, the student should make it a habit to think first before talking. To increase the student’s self-confidence, taking a higher education in Finance could help him/her solve this issue. For example, to increase one’s own competitive advantage as a finance manager, it is necessary to increase the student’s knowledge with regards to the significance of the auditors’ role when managing a finance department. By doing so, it will be easier for the student to overcome his/her weaknesses in controlling incidence of accounting fraud. References Berens, L. (2006). Understanding Yourself and Others: An Introduction to the 4 Temperaments 3. 0. CA: Telos Publications. Landy, F., & Conte, J. (2010). Work in the 21st Century: An Introduction to Industrial and Organizational Psychology. 3rd Edition. CA: Wiley-Blackwell. Levenberg, A., & Caspi, A. (2010). Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments. Interdisciplinary Journal of E-Learning and Learning Objects 6, pp. 322- 333. Pittenger, D. (2005). Cautionary Comments Regarding the Myers-Briggs Type Indicator. Consulting Psychology Journal: Practice and Research 57(3), pp. 210-221. Quenk, N. (2009). Essentials of Myers-Briggs Type Indicator Assessment. 2nd Edition. NJ: John Wiley & Sons, Inc. Rogers, A. (2003). Infed. What is the difference? a new critique of adult learning and teaching. In looking again at non-formal and informal education - towards a new paradigm. [Online] Available at: http://www.infed.org/biblio/non_formal_paradigm.htm [Accessed 8 July 2012]. Read More