Essays on Group Activities - Honey and Mumfords Learning Styles Theory Coursework

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The paper "Group Activities - Honey and Mumford’ s Learning Styles Theory " is a good example of business coursework.   As students, to realise well-informed, all-inclusive education, integrated collaboration on a number of fronts is important (Page & Donelan, 2003, p. 126). I have realised that teamwork is essential for both students as well as teachers, and amongst students. So, the more the fundamentals of teamwork are shown, the more chances subsist for students in learning the crucial skills of collaboration (Gallagher, 2013, p. 191). Group or teamwork in a school environment enables the students to learn the important skills related to working collectively toward a shared objective.

This form of teamwork brings about various skills like collective effort and communication, which are important for students afterwards in the workforce. In any kind of group work, I have learnt that the group have to concur about the individual (leader) to handle numerous elements of work and project together with making use of each other’ s strengths so as to complete allotted chores. This, as a result, leads to skills such as effective resource allocation, time management, as well as effective communication.

In the education setting, learning styles can be defined as the systematic variances in persons' habitual or natural pattern of processing as well as acquiring knowledge in learning environments (Gallagher, 2013, p. 22). The central idea is that students vary in the way they learn. Advocates of the utilisation of learning styles suggest that instructors evaluate their students’ learning styles and acclimatise their classroom approaches so as to well fit all learning styles of students. The reflective essay seeks to provide critical insight into teamwork and my learning style according to Honey and Mumford’ s Learning Styles theory based on my experience while taking part in presentation and debate activities Reflection The group presentation offered me a chance to perform much more as compared to what a sole presenter can do.

As mentioned by Magin and Helmore (2001, p. 291), assertiveness and self-confidence are some of the presentation skills anticipated by employers; considering that in scores of jobs, especially for entry-level graduates they are expected to be team players and also possibly have qualities of leadership. Basically, scores of jobs these days are precisely suitable to particular types of personality, and so I believe knowing my strengths will assist me in thinking about my perfect role in the place of work.

I established that working collectively on group work projects was an effective way of establishing my strengths and weaknesses. During the debate and presentation, I was taken out of my comfort zone and at first, it was indistinct on what my role was, but I rapidly established my role in the group, as a team player. Furthermore, group work offered me a chance to improve my communication skills, not only written as well as verbal but as well my interpersonal skills, for instance paying attention to and valuing ideas of other group members (Williams, 2008, p. 375).

I also became aware of the effects of moral and immoral physical response on my cooperation as well as team dynamics. Sometimes, I found the group dynamics thought-provoking, but this has helped me know my strengths as well as weaknesses and has also improved my negotiating and assertiveness skills, especially when conversing with other members about ideas as well as approving the top solution, or making certain every member contribute equally.

References

Gallagher, K., 2013. Skills Development for Business and Management Students: Study and Employability. Oxford : Oxford University Press.

Magin, D. & Helmore, P., 2001. Peer and Teacher Assessments of Oral Presentation Skills: How reliable are they? Studies in Higher Education,vol. 26, no. 3, pp.287-98.

Page, D. & Donelan, J.G., 2003. Team-Building Tools for Students. Journal of Education for Business, vol. 78, no. 3, pp.125-28.

Partington, D. & Harri, H., 1999. Team role balance and team performance: an empirical study. Journal of Management Development, vol. 18, no. 8, pp.694 - 705.

Rassool, G.H. & Rawaf, S., 2007. Learning style preferences of undergraduate nursing students. Nursing Standard, vol. 21, no. 32, pp. 35-42.

Riebe, L., Roepen, D., Santarelli, B. & Marchioro, G., 2010. Teamwork: effectively teaching an employability skill. Education + Training, vol. 52, no. 6/7, pp.528 - 539.

Vince, R., 1998. Behind and Beyond Kolb's Learning Cycle. Journal of Management Education , vol. 22, no. 3, pp.304-319.

Wildflower, L. & Brennan, D., 2011. The Handbook of Knowledge-Based Coaching: From Theory to Practice. New York: John Wiley & Sons.

Williams, R., 2008. The 7th European conference on e-learning. In The 7th European conference on e-learning. Agia Napia, Cyprus, 2008. Academic Conferences Limited.

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