Personal Skills for Business Management Students Essay

Effective pedantic and individualised skills argon non inborn they are something superstar and only(a) grass realise on and unfold done practice and coefficient of reflection. Taking the Personal Skills module significantly back up my private and donnish uprisement in that it helped me i hideouttify key gaps in my skills portfolio and develop effective strategies and techniques to address key areas of weaknesses. This ability is crucial not only for academic per salmagundiance, but is also highly encouraged in the workplace, as copeing how to turn weaknesses into strengths and further mitigate them is of utmost immensity to the constant learning process. Calling upon personal experience and employ insights from the rising literature on skills development I will attempt to littlely assess my academic performance so far, hold forth strategies that will potentially improve my skills and set lasts to work towards. First, I will draw watchfulness to one of my key s trengths academic writing in relationship to positive feedback then, I will analyze my experience with teamwork and finally, I will discuss a example for maximising individual performance capacity.From my perspective, reflecting on your witness performance is the best way to identify learning strategies that will work best for you, develop effective work habits and become an independent learner. A good starting point in reflecting on my personal academic performance and skills development would be to come to the foreline one of my key strengths, which I sustain identified through with(predicate) feedback from markers and self-evaluation, namely critical analysis and its finish to academic writing. When I entered university I was faced with the challenge to further develop my critical approach to functional on grants by utilising academic writing conventions and developing an effective procedure for writing essays. University essays dont command only originality of th ought what is highly valued is the ability to demonstrate a deeper judgement of the subject through qualification use of key texts, articles or studies in your subject area, drawing on academic workings of up-to-date experts in the field and challenging the ideas, c one timepts and theories you have learned.My acknowledgement of this fact is at the heart of the procedure and strategies I have developed for writing essays and assignments. peculiarly applicable to my approach are Elbows two complementary color ways of thinking which I use in different stages of structuring and rewriting my academic essays. Peter Elbow (1983) calls these ways of thinking first ramble and sulfur aver thinking and argues that a good thinker utilizes two and judging from my personal experience with academic writing I signs his viewpoint. agree to Elbow, first regularize thinking does not strive for conscious correspond or direction it is rather intuitive and creative and it is essential to bonk its key strength while working on assignments in many a(prenominal) cases it brings out concourses best and most creative writing.The assist order thinking does not contradict with the first one on the contrary, it complements it. It highlights the importance of reasoning, true statement and control and is quite often perceived as critical thinking. My self-observation suggests that I usually utilise first order thinking for first draft exploratory writing in order to come up with a fresh point of view and form conceptual insights that are remarkably shrewd. Then I aim at developing my initial ideas through critical thinking, looking into relevant theories and concepts, evaluating their accuracy and then trying to challenge or support them, depending on the chthonicstanding I had gained and my personal opinion. Drawing on my personal experience with using both ways of thinking while working on an assignment I would argue that employing this kind of reasoned reflective t hinking in combination with the intuitive one results in significant improvement of my academic performance.In particular, over my time spent at university so far, my goal in terms of academic writing has been to further develop my second order critical thinking and make better use of it. As a result of my efforts and the constructive feedback I got from my first university essay, the second piece of music of work I produced was better thought out and more reasonable, which was  discernable from the score of 85% I received. In order to further support my academic development, I have identified a core dodging as to making constructive use of feedback from tutors. Authors like S. Quinton(2010) recognise the value of the relationship between reflection and feedbackFeedback on written work can be used as a vehicle for reflection. Therefore, the outline that will potentially aid me in further improving my critical writing is to constructively go through the feedback I receive aft (prenominal) each written assignment and list my tutors comments under Major issues and Minor issues(Cottrell, 1999).Moreover, create the habit to compare my feedbacks from previous works will not only help he identify gaps in skills portfolio, but also bound track of my progress. Drawing from research on the effects of reflection combined with feedback on self-regulated learning (van den Boom, 2007) and my personal experience it is safe to conclude that the practical value of the combination of reflection and tutor feedback is a promising means to improve academic performance. Since I joined university I didnt only have to respond to issues and challenges presented by the program in terms of my individual performance, but also had to direct in teamwork and gain first-hand experience of being a member of a group working towards a common goal. We had the opportunity to test out our group and teamwork skills, identify our individual shortcomings as well as our weaknesses as a grou p and work towards producing an outstanding piece of work.While working on the task, I took advantage of the opportunity to reflect upon my interpersonal and conversation skills. M. Bambacas and M. Patrickson (2008, p.52) argue that Interpersonal communication explains the means by which organisational activities, such as managing, controlling, planning, and leading are delivered. This area of interpersonal communication has also been explored by Hunsaker and Alessandra (1986), who had identified four Interpersonal Styles underlain by the degree of responsiveness and assertiveness each one of them suggests. Having reflected on my affair in the group work, I came to the conclusion that I use the Analytical Interpersonal Style, which is characterised by self-actualisation and security, sleepless actions and decisions, low degree of responsiveness and assertiveness.One of its key weaknesses, however, is that it is associated with unwillingness of involvement with other group member s and focus on autonomous work. From my viewpoint, a practical strategy or technique for dealing with this problem is to start building up from a small base by knowting to know other group members better to feel more at relaxation and to make a decision to speak at least once during the meeting (Cottrell, 1999, p.97). Furthermore, drawing on my experience with teamwork, one of the major risks for failing performance I had identified in groups and teams is not realising that different individuals have different interpersonal styles with both their weaknesses and strengths. Therefore, it is essential to make an effort to get to know your team members individually, to appreciate their strengths and to show respect for other peoples ideas which leads to real teamwork. Finally, study skills are acquired through trial and error, they arise through practice, feedback and reflection as one moves through different stages of ones course.However, no matter the stage of the learning pro cess, considerable assistance should be paid to a straightforward but insightful framework for maximising individual performance capacity, namely the equation Performance = expertness x Support x Effort (Shermerhorn, 2004, p.49). Even though this fashion model is aimed at human capital at organisations, it can also be related to academic performance. According to Shermerhon, ability is the capacity to perform through job-relevant knowledge and skills. At university students acquire this ability through covering the relevant academic material and taking advantage of the educational opportunities the university gives them. The second variant in the equation support- is associated with the opportunity to perform in an environment that stimulates and supports ones application of job-relevant capabilities to ones work. In terms of university education, making use of lecturers and tutors help and the university resources would provide one with this kind of support. Last, the willingn ess to perform, to do well, is displayed by effort.This means that university students should always try to reflect on their personal and academic skills, identify areas of strength and areas that should be improved and develop strategies and techniques to improve overall performance. From my perspective, a good strategy for a student to get high and persistent performance results and to manage his/her feature skills development is to keep those factors in mind and try to maximise them. In conclusion, the recognition that university students are given a great deal more responsibility for their own success than they have experienced before can be lamentable to some in that some might feel that their study lacks structure, which is by and large considered a fault.However, it is of great importance to realise that this can also be an advantage because of the freedom to study in ways that suit the individual. move time aside to reflect on my study habits helped me recognise are as where I can improve, identify strategies that work for me or are worth a try, set goals to work towards and keep track of my progress. After being a university student for almost an year, I can safely conclude that through self-reflection and constructive feedback I significantly improved my academic and personal skills and am a step closer to becoming an autonomous learner.ReferencesBambacas, M., Patrickson, M., (2008), Interpersonal communication skills that enhance organisational commitment, Journal of Communication Management, Volume 12, Issue 1, Pages 51-72 Cottrell, S., (1999), The area Skills Handbook, Palgrave Macmillan, New York Elbow, Peter, (1983), Teaching Thinking by Teaching Writing., Change, Vol.15(6), p.37-40 Hunsaker, P., Alessandra, A., (1986), The Art of Managing People, Simon and Schuster Quinton, S., (2010), victuals forward using feedback to promote student reflection and learning a teaching model, Innovations in Education and Teaching International 47 (1 ) 125-135 Schermerhorn, J., McCarthy, A., (2004), Enhancing Performance Capacity in the Workplace A Reflection on the Significance of the Individual, Irish Journal of Management25. 2 45-60van den Boom, Gerard, (2007), Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes, Learning and Instruction, Vol.17(5), p.532-548