MN3041QA: Development for Success in Business Assignment 1: Report
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| MN3041QA: Development for Success in Business Assignment 1: Report |
⦁ Word limit: 750 - 850 words. You will incur penalties if you exceed the word limit.
⦁ Essay template is available on WebLearn > Assessment Details > Assignment 1
Essay question: Write an report analysing your Honey & Mumford (1986) learning style and motivations to attend lectures. Your analysis should incorporate the learning theories you have been learning in class.
Before writing your report, you MUST read the “Literature Review” in the article linked here: “Understanding student attendance’ in Business school – An exploratory study”.
Your report structure is outlined below:
⦁ Introduction (around 200 words)
Write a brief autobiography of your past learning experiences.
You should write about:
⦁ Your highest/most recent educational experience (Primary, secondary/high school, GCSEs, A Levels, GNVQ/BTEC, ESOL, Functional Skills, Access to Higher Education, certificate & diploma)
⦁ Which country/language you were educated in and how this has impacted your learning today.
⦁ What your learning experiences at these educational institutions was like e.g. enjoyable, challenging etc. Explain why.
⦁ Your goals/motivations – what did you want to gain from this experience?
⦁ Your attendance – was it poor, okay or 100%? Explain why.
⦁ The activities you were often given (games, team-work tasks, role-playing exercises, presentations, problem solving tasks, group/paired discussion, puzzles, observing activities, feedback from classmates, leadership activities, interviews, self-analysis questionnaires, watching videos & listening to lectures, analysing texts like reports and research, question and answer sessions, tests and quizzes, brainstorming/mind-mapping, reading real-life case studies/accounts, debates, evaluating two sides, collecting data/researching, skill and technique development, personality questionnaires, seminars, essay/report writing, descriptive writing, research papers, coursework etc.)
⦁ How your past learning experiences have influenced your views on learning
⦁ Learning Theory Analysis (around 200-250 words)
In this section, you should:
⦁ analyse and synthesise any THREE learning theories you have been introduced to in class. Choose from the list below:
⦁ Learning Styles Theory
⦁ Experiential Learning
⦁ Information Processing Theory
⦁ Reflective Practice
⦁ Left Brain/Right Brain
⦁ analyse and synthesise the different 6 types of attenders according to Dolnicar (2004) cited in the Understanding Student Attendance by Mearman et al. (2014).
⦁ Self-Analysis (around 200 words)
In this section, you should:
⦁ identify and analyse your own preferred learning style according Honey & Mumford’s Learning Styles questionnaire ⦁ (⦁ Click here to take the questionnaire⦁ )
⦁ identify the type of attender you are according to Dolnicar (2004) cited in the article Understanding Student Attendance by Mearman et al. (2014).
⦁ Conclusion (around 200 words)
Identify the weaknesses of your Honey & Mumford learning style and suggest ways to improve each weakness for the future.
⦁ Bibliography (not included in the word count)
List at least THREE references (sources) you used to write your essay. Use your formative assessment to help you.
Remember to use citations in your text to give acknowledgment to all authors/books used and avoid plagiarism. Failure to do this will incur penalties. A guide on how to cite and write a bibliography is also available on WebLearn.
This assignment is weighted at 20%.
MARKING CRITERIA
Assessment 1
MN3041QA – Development for Success in Business
Student Name
ID Number
Marker
Assessment Criteria Comments
Introduction Section:
Clear representation of previous and current learning
Learning Style Theory:
Demonstrates understanding of learning style theory with self-analysis
Conclusion Section:
Appropriate Conclusions and future recommendations
Quality of assignment:
Structure, layout, language, spelling and presentation including Harvard referencing
Overall Comments
Agreed Mark and Grade
GRADING DETAILS
A+ 95 An outstanding First
Work of outstandingly high quality and originality
A 85 An excellent First
Work, which fulfils all the criteria of the A grade, but at an exceptional standard for the level concerned. Substantial originality and insight, very few minor limitations.
A- 75 A good First Class Honours
Work of distinguished quality, which is based on extensive research and/or strong technical and creative competence. Clear and logical organisation; consistent scheme of references, used entirely appropriately. An authoritative grasp of concept, methodology and content appropriate to the subject/discipline and to the assessment task will be demonstrated. There is clear evidence of originality and insight and an ability to sustain an argument and/or solve discipline-related problems, based on critical analysis and/or evaluation. The ability to synthesis material effectively and the potential for skilled innovation in thinking and practice will be evident.
B+ 67 A high Upper Second
Work, which clearly fulfils all the criteria of the B grade for the level concerned, but shows greater insight and/or originality.
B 63 A good Upper Second-Class Honours
Work of good quality, which is based on a wide range of properly references source and/or creative input, demonstrating a sound and above average level of understanding of concepts, methodology and content appropriate to the subject/discipline and to the assessment task. There is a clear evidence of critical judgement in selecting, ordering and analysing content to construct a sound argument based on responses which reveal occasional insight and/or originality. Ability to solve discipline-related problems will be effectively and consistently demonstrated. Draws on an appropriate range of properly references sources.
C+ 57 A high Lower Second
Work, which clearly fulfils all the criterion of the C grade for the level concerned, but shows a greater degree of critical analysis and/or insight.
C 53 A good Lower Second Class Honours
Work of sound quality which is based on satisfactorily references sources and/or creative input and which demonstrates a grasp of relevant material and key concepts, together with ability to structure and organise arguments or materials effectively. The work may be rather standard, but will be mostly accurate, clearly communicated and provide some evidence of ability to engage critical analysis and/or evaluation. There will be no serious omissions or irrelevancies. In dealing with solutions to technical problem, appropriate methods will be chosen. Coherent organisation in general with effective use of references and acknowledgement of sources.
D+ 47 A high Third
Work of a satisfactory standard demonstrating a reasonable level of understanding, and competent organisation, but lacking sufficient analysis and independence to warrant a C grade at the level concerned.
D 43 A good Third Class Honours
Work of a satisfactory quality, which covers the basic subject matter adequately and is appropriately organised and presented, but which is primarily descriptive or derivative rather than analytical or creative. Study may be limited and narrowly focussed. There may be some misunderstanding of key concepts and limitations in the ability to select relevant materials or techniques, and/or in communication or other relevant key skills, so that the work may be flawed by some errors, omissions or irrelevancies. There will be some evidence of appropriate research and ability to construct an argument, but it may be narrowly focused. In dealing with solutions to technical problems, established and appropriate methods will generally be chosen, but these may be applied uncritically. Only just meeting threshold standards in research, analysis, organisation, focus or other skills essential to the assessment task, and/or with significant errors or omissions.
F1 37 A failing grade
Work which indicates some evidence of engagement with the subject material and learning process, but which is essentially misinterpreted, misdirected, misunderstood or poorly organised and sketch or otherwise just failing to meet threshold standards at the level concerned.
F2 23 A bad Fail
Work of poor quality, which is based on only minimal effort and/or contains little of relevance. It will offer hardly any evidence of familiarity with subject materials or skills appropriate to the discipline or task at the level concerned.
F3 0 Nothing submitted, and extension not agreed before due date; or work containing nothing of any relevance or merit.
L 0 Late submission; extension granted before the due date
HM 0 Work failed due to unfair practice (cheating - including use of essay mills, collusion, plagiarism)
MN3041QA
Development for Success in Business
Assignment 1: Report
Student name
Student ID no.
Lecturer
Contents page
Introduction ……………………………………………………… ________
Learning Styles Analysis ………………………………………... ________
Self-Analysis …………………………………………………… ________
Conclusion ……………………………………………………… ________
Bibliography ……………………………………………………… ________
Introduction
Since my interest in learning began in the university academy, my attention has focused on analysing anything that I come across. I always read any text with a hint of disbelief, wondering how much of what is written is true and how much is the product of the imagination of the person who has written. In this way, the question also arises that the author is certain about his/her topic. On the contrary, such experiences brought to the present are nothing more than the memories whose feelings for what has been narrated have passed through the filter of time, which modifies and gives new feelings and meanings to the past. However, wondering about the sincerity and veracity of work can become a useless task since it is likely that not even the author will answer such a thing. In the course of learning the understanding here as a temporal and chronological period in the life of an individual, is that part of our existence where personal reconstruction becomes even more difficult, since what we know in the first person is little, and it has also gone through the time filter. Only vague memories are preserved, which are not very useful when rearming and rebuilding past knowledge. Learning appears as an effort and interest to rescue memory: recognising the value of what is being forgotten, an attempt to bring it to the present (Walker, 2017).
The disparity between theory and practice is then bridged, allowing for the possibility of "learning by doing." Learning leads the student to continue learning through a process of making sense of experiences that, although initially criticised, has the advantage of being relatively easy, as it allows envisioning the learning experience, including the stages the student goes through while learning, as well as the ways wherein new information is acquired and transformed into something else. Individual learning styles, defined as the various ways in which people approach learning, are also included.
Learning Styles Analysis
Learning Styles Theory
Alan Mumford and Peter Honey established their learning styles philosophy to continue works of David Kolb, called empirical culture theory of learning. They recognised four dissimilar learning flairs: "activist," "theoretical," "reflective," and "pragmatic." According to this theory, people normally gravitate towards a specific way of learning style. Consequently, to attain ideal learning, the writers argue that everyone must classify their usual learning style, know it, and learn to accompaniment their elegance.Experiential Learning
First and foremost, immediate and tangible interactions that serve as the foundation for observation.
The person then mulls through his or her findings and develops a general hypothesis about what the data might mean. The learner then constructs abstract concepts and generalisations based on his theories in the next cycle. Finally, the student puts his theories to the test in new circumstances.
Information Processing Theory
This approach may also become a model of online teaching, with a group of people coordinating their learning based on "problem-solving activities," making it a more encouraging and productive process because the adult is confronted based on a direct concern to a problem or actual situation, for a job or personal life, making it a more motivating and productive process. One of the distinguishing characteristics of this is the student's direct contact with the phenomena being studied, rather than just an abstract explanation or remote contemplation, resulting in the student being a participant in the process of personal reflection that gives meaning to personal experiences (Harasim, 2017). The disparity between theory and practice is then bridged, allowing for the possibility of "learning by doing." Learning leads the student to continue learning through a process of making sense of experiences that, although initially criticised, has the advantage of being relatively easy, as it allows envisioning the learning experience, including the stages the student goes through while learning, as well as the ways wherein new information is acquired and transformed into something else. Individual learning styles, defined as the various ways in which people approach learning, are also included.Self-Analysis
I perform research and present findings from your point of view. I tend to engage in activities that encourage them to consider their options before acting. I prefer lectures and demonstrations, as well as study and community discussions (Harasim, 2017). I appreciate gathering data (both directly and indirectly) and extensively analysing it before reaching a choice. This will cause me to put off making a decision. Rather than leaping into motion, I learn by watching. I do not make snap judgments. I think that I am thoughtful and tend to watch people in action rather than participate in debates. I found that my learning style is reflective; I enjoy taking a step back from a situation. As a substitute of vigorously joining in debate or affair, thoughtful people prefer to take the weight off and listen to see effects from several viewpoints. I am a strong listener who considers all points before expressing my own opinions. Questionnaires, interviews, feedback, and evaluation are the best ways for them to understand. Before concluding, I take time to consider. According to Dolnicar, the material. I enjoy reflecting on my past encounters and seeing things from various angles.
Before, during, and after a course is conducted, critical thinking entails questioning one's underlying beliefs about education and learning, as well as their compatibility with real classroom practice. I am more comfortable in the reflective group if I like teamwork, but I do not like the excessive risk. As a good learner, This self-evaluation method necessitates data collection, analysis, and strategic development as I think that I listen, and I like to be clear in the instructions, but I adapt to the environment in general.
Conclusion
Word count:
Bibliography
Harasim, L. (2017). Cognitivist learning theory. Learning Theory and Online Technologies, 48-60. https://doi.org/10.4324/9781315716831-4
Harasim, L. (2017). Behaviourist learning theory. Learning Theory and Online Technologies, 32-47. https://doi.org/10.4324/9781315716831-3
Walker, S. (2017). Introduction to learning theory. Learning Theory and Behaviour Modification, 1-21. https://doi.org/10.4324/9781315206622-1
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