My Personality And Educational Track record Education Essay


This article will initially get a storyline on my personality and educational qualifications, later on it will focus on what encouraged me to study the Masters Level at Bangor Business University comprising various determination theories. Learning styles and strategies will indicate the way I will figure out how to accomplish the most notable achievement in the amount. I will embark on an organization coursework following this assignment, thus I will grab all existing as well as you possibly can conditions that may occur in the group work and can signify effective and potential solutions. Finally I am going to draw a finish.


Study is one my favourite pastimes. The family milieu I have already been raising up cannot offer a great deal of prosperity but motivated me becoming ambitious for being Highly Educated. In 2003, after finishing 'A 'level from Bangladesh I got admitted in Sunderland School and obtained BSC in Computer Applications. In June 2006 I started my first profession in a medium sized software house as a graduate IT programmer. Boredom captured me overnight scheduled to good fortune of interpersonal atmosphere in that profession except relationship with machines. So when an extravert person, I enjoy social interactions not only in personal life but also at work-place; want to 'work with pleasure' and wanting to pursuit imaginations in motion. (Eysenck (1970, 1990))

After accomplishing a thoughtful concern, I decided my future career in banking sector as I always had a keen interest in the economy, the business enterprise and fund world in general. Also I compiled experience while learning in Sunderland University or college, from a short term work at Barclays Lender Plc where I found a social touch of mingling with new people and discovered my brilliant social and communication skills; which induce my objective of signing up for Nationwide, the greatest building society on the globe (Background (Nationwide Building World, 2010)), in January 2007. Since that time I have already been performing various managerial roles with great successes; and i just have started realising a small business & management oriented Masters Degree qualification can tools up my profession in banking sector even further.

Motivation factors to review the Masters Level at Bangor University

According to Huczynski & Buchanan (2007), human drive can be influenced from various discrete but related perspectives. It is a cognitive decision-making process to choose a goal; for doing that desired goal our behaviours always drive, as we given birth to with some innate natural equipment. Such as, drives which can be visible needs for lifetime, which involve of having oxygen, water, food, shelter, warmth, and sex. In the same way some other needs can be categorised as drives after fulfilling innate needs which include eagerness for learning, ambition, love, and love. These needs can also drive a person conducting various difficult duties. In my framework, similarly other needs in drives category, eagerness for acquiring knowledge and being ambitious for highest certification had powered me once to visit abroad in young ones and same instinct encouraged me once again to obtain even higher certification at Bangor.

The aforementioned strategy will be clearer by Maslow's (1943) Content theory of Desire which focuses on what goals individuals seek and then provides means to achieve those desired effects. Content theory explains nine different types of motives or needs, which drive individuals to attain their goals. Those needs are categorised as natural, protection, affiliation, esteem, knowing and understanding, appearance, transcendence, liberty of enquiry and appearance, and self-actualization. Notably, esteem and self-actualization needs encourage a person for being positive to build up his full potential. Taking Maslow's Content theory into consideration, I firmly consider myself, an individual who is determined by the affect of self-esteem and self-actualization, and who have utmost self-assurance and eagerness to flourish his full potential in real. Therefore, my understanding was taking an entrance in Bangor School in MBA in Banking and money would complete my expected goal and would boom my potentiality.

There is a proverb "taking right decision in right minute is another key factor to achieve goals". 'Why people choose to attain certain goals?' the answer will be 'cognitive-decision making process affects us to choose the goals, since we live purposive in mother nature'. Predicated on Vroom's (1964), Expectancy theory of inspiration which talks about individual's behavior is motivated by expectation. And expectation work together with high value of expected final result. Correspondingly, a high expectation of obtaining a top certification as well as huge knowledge in a particular area (e. g. bank and money), tremendously affected me to join in a Masters Programme at Bangor School, such a well-reputed establishment.

Finally, social effect is another major factor that motivates individuals towards a goal to achieve. Based on Herzberg's (1966, 1968) job enrichment theory of drive which focuses how satisfaction influences a person to be determined. In such a theory two basic elements are extensively discussed. One, intrinsic rewards are appreciated outcomes which are controlled by specific, such as emotions of satisfaction and triumph. The intrinsic compensation we can obtain by doing our expected activities. For instance, a lot of people like ambitious and exciting activities, such as mountain climbing, Bungee-jumping, sky-diving and so on; those individuals willingly perform such high-risk and life-threatening activities for his or her own pleasure. More often than not, the same idea is being followed by various other individuals; like, experts, poets, authors, music artists, and painters. I totally comply with aforementioned theory in my personal context. For instance, easily can complete the Experts Degree reaching expected result (for example, differentiation), I am mentally blessed of pondering my all hard works have been paid off. This precious sense may result in my motivation once again to pursue myself for even more academic as well as profession progression, as it occurred before selecting Experts Program at Bangor. Two, Extrinsic rewards are appreciated results within the control of others, such as popularity, betterment and money. In my own situation, a small business related Masters Level can speed up my career development, and for not having a business backdrop, my further career progression in banking industry was involved. Once I realised this subject I was intentionally thinking of providing a bridge across my experience and education. This realisation strongly motivated me engaging into MBA in Bank and Financing at Bangor University or college to ladder up in future career; which would offer me extrinsic rewards in near future such as, better career opportunity, advertising, higher salary, popularity, etc.

Personal Learning styles and approaches

According to Huczynski & Buchanan (2007), Learning is the procedure of attaining knowledge thorough experience which causes a withstanding change in behaviour. In mindset, learning is one of the most rudimentary as well as argumentative matters. Because it is very difficult to make clear 'how do we learn', we cannot see what will go inside our mind, but it only reflects when our behavior changes. Also sometimes, activities could be the means of behaviour changes. Alternatively, our understandings are in a frequent express of development. We are able to learn things from surroundings without recognising that we have just leant. It in my own framework, the first day once i migrated in Bangor, I was not alert to about the college or university location, locations of lecture theatres, how to join up for the course. But in the very short period of your energy, I managed to learn everything from surroundings and experiences.

People's learning style varies, but there's a common learning circuit called, 'Kolb's Learning Cycle', initially suggested by Kurt Lewin (1946, reproduced in 1948), a German-American psychologist who got that idea from control anatomist, which down the road popularised by David Kolb (1984). This Learning Cycle comprises four correlated elements exhibiting how people learn new things. One: people gain experiences from various occurrences, two: as soon as occurrence occurred people start observing; which displays in their mind frequently, three: then people start generating general concepts of this event, four: finally people use already-gained ideas or experiences for future experiment.

Again people have different styles to adopt with above mentioned learning circuit.

Based on Kolb's (1984) work, Honey and Mumford (1986) developed a Learning Style Questionnaire. Using that research questionnaire they discovered four different learning styles which range individual smart. One: Activist, who always eager to learn something new, two: Reflector, who would like to take time and take into account the theme before learning anything new, three: Theorist, who would like to figure out the relationship between old and new principles before learning, four: Pragmatist, who would like to experiment this issue before learning anything new using already-gained experiences. (See Shape-1)

Figure-1: The Lewinian Experiential Learning Model (after Kolb, 1984, p21) with the associated Honey and Mumford Learning Styles in italics (Honey and Mumford, 1986) (Learning Styles (THE BIGGER Education Academy Engineering Subject matter Centre, 2010))

After researching on Kolb's Learning Cycle in conjunction with Honey and Mumford's Learning Styles, I consider myself a learner who learns using multi-styles. For example, I am an empirical learner who typically discovers from experience and always wanting to learn something new as an Activist; nevertheless I take time and think about the matter before learning, just like a Reflector; i quickly start making basic concepts before leaning anything new, like a Theorist; and finally I would like to experiment the new matter predicated on my already-gained principles in real-life circumstance before learning, just like a Pragmatist.

In question of 'learning methods', predicated on Biggs (1999) and Butler (1993; 1994; 1995) research, there are three different kind of methods to learning. One: Surface methodology that involves implicitly learning the fact and memorising it without understating the meaning, which often leads desultory when reproduces the similar subject for examination. Two: Deep method of learning that involves critical analysis and well understanding the grass-root of the fact together with empirical concepts as someone can take care of if any different contexts arise. In a way, Deep learners always seek for the meaning; therefore it offers a life-long knowledge of the actual fact. Three: Strategic methodology (SCL; Butler, 1993; 1994; 1995) to learning consists of using an organised way to complete the task promptly and obtaining expected success. As Strategic learners are always achievement focussed, sometimes they could pursue the methodology only to obtain the success without grasping the proper meanings or facts of the topic.

After completing a thorough research I again consider myself an individual who learns by conducting multi-approaches. WHENEVER I have a tendency to learn a fresh subject I critically measure the matter to comprehend the reality from the main level and then follow to learn. At exactly the same time, I map out how to complete the duty on time to produce the success. Therefore, I've come into a summary of considering myself a learner who learns by combining Deep and Strategic learning approaches.

Group creation and development stages

Based on Huczynski & Buchanan (2007), Group comprises two or more people who have face-to-face interaction; is aware each other; mindful about their regular membership in the group; as well as everyone is cognizant of these affirmative sovereignty as they endeavour to realize their success. Although there is no hard-and-fast rule of forming the group but it shouldn't review more than twelve people, because the bigger the group, the more challenging to talk to group individuals. Group mainly two types: Formal group, which is task-oriented; includes an official structure with dedicated management to realize successes; tends to be long lasting; and uses to execute company's cumulative aims. Where as, Informal group is nearly opposite of formal group by definition; it is generally form for sociable gatherings.

George Homans has offered a comprehensive explanation in his book The Human being Group (Homans, 1951) that the surroundings is one of the biggest factors of the forming of a group. Here, he indicated about behaviours of the group individuals about their activities as well as how well they connect each other; since it is very important of having an amicable environment in the group and shared understanding among group members to complete the duty with success. George Homans also talked about in his publication a group could be more likely succeeded if some basic factors can be viewed as before developing it. Such as for example, one: Backdrop factors which give attention to material-facility requirements, cultural diversifications, availability of technological facilities, task rules and project's economical situation. Two: Required and given behaviours which give attention to some essential behaviour that group members must have for working in a group; to get the job done on time group individuals must have to conduct some regular tasks communicating with others pursuing certain regulations; people have to take part in the group with the own interest, exhibiting a 'can do' attitude on a regular basis. Three: Emergent or genuine behaviours which focus on various other behavioural activities that group individuals carry out in addition to above mentioned factors; like, if group members have good connections among themselves, they may gossip the other person to remove ennui though maybe it's forbidden by the power; or misunderstanding may occur in thoughts among group participants which can create department in the group. In summery, to be able to create a well-performing group we ought to be considering previously listed factors meticulously.

Research by Bruce Tuckman and Mary Ann Jensen's which suggests a formal group's development occurs in five levels (Tuckman, 1965; Tuckman and Jensen, 1977). The levels are: Forming, an induction stage when individuals scarcely know one another, thus they are really mostly occupied learning about about one another's behaviour and backgrounds. Also they try to discover more about the rules and rules of the duty. Storming, the most hostile stage when people look for their suited group, make an effort to effect others, find clashes between choice and suitability of task agenda; which may pursue issue with the authority. Norming, the structured level when group individuals know their allocated responsibilities, to execute the duties properly they start developing a shared trust and good fellowship among them. Performing, at this time group individuals usually occupied in problem-solving and spending so much time to achieve the goal on time predicated on the already-formed composition. Adjourning, it's the concluding level when the group may adjourn scheduled to task conclusion.

Issues in group work and effective solutions

After a thorough research on 'group' meaning, development theory and stages of group development areas, we've made a formal band of seven pupils to perform a course work and have undertaken handful of group meetings at this point. We have considered various factors before creating the group; such as, track record factors which include, arranging a regular reaching room in the school campus; choosing people from different physical locations to bring diversity; ensuring some scientific facilities, like computer, projector and flipchart; employing a strict insurance plan of attendance in getting together with and willingly participating in regular tasks to complete it promptly; finally, developing a mutual fund to improve money for bills, like, photocopy, stamping or exploring for interviews. We've also considered required and given behaviours as well as emergent or actual behaviours before forming the group. In terms of stages of group development we have just completed Forming and Storming levels. In forming stage we introduced each other, found out behaviour, backgrounds, talents and weaknesses; also produce the plan of the tasks as well as basic regulations of the group. The chaotic stage was storming level. Although we had an organised manifesto for the assembly, group associates still came up with whole lot of questions about how exactly to start the task, choosing the sample (organisation) for the task, enquiries on already given rules in Forming session, leadership, activity allocation, time-management etc. Regardless of all those conflicts, we were able to form a formal structure at the end to escalate the group next level, which is Norming stage where we are expecting to form a mutual understanding and camaraderie to cause our activities towards the completion of the group focus on time. Our group activities will be reported more in details in group record before the submission deadline. However, up to now the issues we've run into in the group work are the following

Issue: Communication, as a lot of the group individuals were from outside of the uk and British wasn't their first language.

Solution: We have made a decision to use English at on a regular basis with a sluggish and clear build as we can follow each other's pronunciations; we are thinking about this matter as another learning point from the group work. We live also encouraging one another asking questions if any ambiguity turns up in the discourse.

Issue: Decision making, an essential matter that rose in the storming level around the areas such as, management, how to outset of the duty, task allocation, guidelines in the group and time-management.

Solution: At the storming stage first of all, we have chosen a task- leader using democratic voting system with all group users' approval; task head will lead the group through the completion of the duty and all group individuals for help him out. Secondly, we've sketched a project-plan using Gantt chart for time-management as well as process duration; also have implemented a couple of guidelines in the group, for case, participating in in the group appointment frequently, completing group job promptly, keeping amicable human relationships with each other, zero tolerance of any racism or bullying activities in the group and we have decided to follow "treat others, how you want to be treated". And finally, we have conducted individual tasks distributions using group customers' shared interest.

Issue: In question of 'how to regulate the group activities' and 'using leadership ability' we discussed among the list of group for a shared solution.

Solution: As 'handling' is a essential part of management process and to motivate individuals and also to achieve goals, we have given an extra care to attempt by implementing stringent guidelines as I described earlier, also head will monitor the actions very closely on a regular basis. Again, with regard of 'using leadership power', we have agreed that innovator will not carry out any decision without majority of the group associates' consent; because most the group customers' reserve the energy to choose a fresh leader, if possible.

In future group-activities, if there another issues happen, those will be dealt on the merit of the trouble.


To conclude, this essay has clearly defined my drive of getting involved in Masters Degree programme at Bangor starting with a brief backdrop concerning my family milieu, personality and ideal work-environment; which I have mentioned showing how those elements could impact upon someone's desire. Then with collaboration of various drive ideas, (such as, content theory, expectancy theory and job enrichment theory) I have critically justified what determined me for Masters Degree. From then on I have attracted an attention on my learning styles and strategies using an affective learning routine. Later on, I had focused on group development and group development phases, as I will be getting involved in an organization work soon after completing this essay. In group development and development stages, I have focused on various factors, (such as, record factors, required and given behaviours and emergent or actual behaviours) which are incredibly crucial elements to think about before creating a formal group. Those factors we have brought under consideration while developing our group for following group work. I QUICKLY have focussed on group development stages (forming, storming, norming, carrying out and adjourning) and also have mentioned the existing stage in our group. Finally, I have pointed out the problems and effective solutions that I've already experienced while forming our group for performing the group course work.

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