Aquil Akhtar ID-Assignment 2A – Reflective Essay Introductio

Aquil Akhtar ID- Assignment 2A – Reflective Essay Introduction

In this essay, I will be reflecting on my personal development throughout my time at the university while studying my course computer networking. I will be discussing my performance in various activities that have taken place in the first half of the year, and aim to develop an understanding of how I approach to different situations. Additionally, I will develop an action plan to discuss my goals and how to improve the way I approach certain situations.

Paper For Above instruction

Throughout my academic journey in the field of computer networking, I have experienced significant personal growth by actively engaging in various activities, reflecting on my strengths and weaknesses, and setting clear goals for future development. This reflective essay aims to analyze my performance in key areas such as oral presentation skills, written communication, team roles, learning styles, motivation, personality types, and career objectives. By critically evaluating these elements, I intend to identify areas for improvement and formulate an actionable plan to enhance my academic and professional competence.

Firstly, my oral presentation skills were put to the test during a group presentation in week 10, where my team discussed possible solutions to a given problem. This experience revealed that I needed to bolster my confidence when speaking to an audience. I realized that I tended to hesitate and did not elaborate sufficiently on my points, which could undermine my effectiveness as a communicator. Moving forward, I plan to prepare more thoroughly by practicing my presentations multiple times, avoiding over-reliance on reading from slides, and focusing on clear, confident articulation. Engaging more actively with the audience will not only improve my delivery but also boost my self-assurance in public speaking situations.

In terms of written communication, I believe I effectively structured my formal report, ensuring a logical flow that facilitated understanding. However, my writing contained minor grammatical errors and lacked depth in some sections. To address these issues, I intend to seek peer review before submitting my work, which can help identify errors and areas lacking detail. Additionally, I need to pay closer attention to the assignment brief to ensure my content aligns with expectations. Expanding my explanations and elaborating on key points will enhance the clarity and comprehensiveness of my reports.

Regarding my team role preference based on the Belbin model, I identified myself as a chairperson, demonstrating leadership and organizational skills. During presentations and group activities, I naturally took charge, coordinating tasks and guiding group discussions. This role aligns with my comfort in organizing and leading; however, I occasionally find it challenging when team members are reluctant to share ideas or contribute actively. To improve, I will foster a supportive environment that encourages open communication and ensures all members are engaged, which will lead to more cohesive teamwork.

My learning style, as determined by the Honey and Mumford questionnaire, classifies me as an activist. I thrive during practical activities and group work, preferring hands-on experiences over passive listening. This approach has benefited me in seminars and workshops, where I learn effectively by participating in discussions and collaborative tasks. Nonetheless, I recognize that I can improve my ability to reflect on my experiences critically and to consider different perspectives, which are qualities associated with reflector or theorist learning styles. Developing these skills will allow for a more balanced approach to my learning process.

My Learning Power profile, measured through the Effective Lifelong Learning Inventory (ELLI), indicates that my strongest dimension is Positive Learning Relationships, emphasizing my tendency to collaborate and share ideas. My weakest dimension is Critical Curiosity, reflecting a hesitation to delve deeply into tasks or challenge existing assumptions. For instance, I often prefer working in groups rather than independently exploring complex problems. To develop this area, I plan to dedicate time to independent research and critical analysis of topics, fostering a more inquisitive mindset and enhancing my problem-solving skills.

My main motivation aligns with mastery orientation, driven by a desire to develop my skills and deepen my understanding of computer networking. I aim to excel academically and gain practical knowledge that will prepare me for future employment. While this motivation encourages relentless pursuit of knowledge, it may sometimes lead to neglecting assessment criteria in favor of acquiring extensive understanding. Balancing content mastery with meeting assignment requirements is an ongoing challenge that I need to address.

My abilities include strong organizational skills and the capacity to memorize key information, which benefit my studying. However, I find certain technical tasks more demanding, especially when they require extensive independent problem-solving. My experiences with coursework have taught me to leverage my strengths in structured environments while seeking help for more complex problems, fostering a resilient learning approach.

Based on the Myers-Briggs Type Indicator (MBTI), I identify as an extrovert, sensing, feeling, and judging type. As an extrovert, I enjoy participating in group discussions and seeking social interaction, which feeds into my learning process. Being sensing helps me focus on tangible details and follow structured steps in completing assignments. Feeling guides me to consider the emotional impact of my decisions, while judging ensures I am organized and meet deadlines. Awareness of this personality profile has helped me understand potential limitations, such as over-reliance on social learning and challenges with abstract or theoretical tasks. It also provides insight into optimizing my study habits and career choices.

My career objectives include establishing myself in the computer networking industry, where strong communication and teamwork skills are vital. I recognize that employers value technical expertise combined with effective collaboration. To succeed, I must develop both my technical knowledge and interpersonal skills further. My plan involves gaining certifications, participating in internships, and continually refining my soft skills to meet industry standards. Ultimately, I aspire to become a network administrator, contributing to organizational infrastructure and security, which aligns with my interests and strengths.

To facilitate my personal and academic development, I have outlined an action plan comprising specific, measurable goals. One goal is to improve my independent task completion by revising lecture notes and seeking guidance from instructors, targeting progress by April. Additionally, I aim to enhance my presentation skills by practicing thoroughly and avoiding reading directly from notes, with a focus on being well-prepared by May. Lastly, I plan to attend all seminars diligently, take comprehensive notes, and participate actively to reinforce my understanding and engagement, with a target of continuous improvement through March 2017.

In conclusion, my reflective analysis highlights key areas for growth, including confidence in public speaking, independent critical thinking, and deeper engagement with learning materials. Recognizing my strengths in teamwork, organization, and collaborative learning provides a solid foundation for future development. By implementing a structured action plan, I intend to address my weaknesses and maximize my potential both academically and professionally. Achieving a balance between mastery and performance orientation, alongside leveraging my personality traits, will enable me to realize my career goals in the dynamic field of computer networking.

References

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• Honey, P., & Mumford, A. (1986). The Manual of Learning Styles. Peter Honey.
• Ellis, R. (2004). The Effective Lifelong Learning Inventory (ELLI): Developing Learners for the Future. Philosophical Transactions of the Royal Society B: Biological Sciences.
• Myers, I. B., & Myers, P. B. (1995). Gifts Differing: Understanding Personality Type. Nicholas Brealey Publishing.
• Johnson, D. W., & Johnson, R. T. (2014). Cooperative Learning in School and College. Interaction Book Company.
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