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The present reflective account discusses the knowledge that has been obtained by me during this course, and the specific topics which would be focused upon are: note-taking, time management and team working. The ideas, concepts, theories and strategies that I have learned about these topics as a part of this course will be detailed in the subsequent sections of this work. This will be followed by a personal reflection about my overall performance throughout the course, talking about my strengths and weaknesses concerning the mentioned topics.
Taking notes within and outside of class time is a crucial skill for college students to master. It’s crucial to go through lecture notes to get the most important information and concepts from the speaker (Deniozou, Dima and Cox, 2020). The ability to take notes effectively will help students prepare for tests and build a strong foundation of knowledge.
When it comes to note-taking, the “Cornell Method” provides an innovative way to visually organise one’s notes and later test his knowledge without having to create flashcards.
Based on a “5R” framework, implementation begins with the following sequence of events:
Despite the method’s efficacy, it demands a higher level of concentration in class to ensure proper organisation. Moreover, it does not allow for a wide variety of review attachments, which is necessary for optimal learning and question application. If the lecture pace is too high, this approach will not work.
Managing one’s time efficiently implies arranging one’s schedule in a way that maximises efficiency. The advantages of efficient time management include more productivity, reduced stress, and more time to focus on the things that are important to an individual (Sainz, Ferrero and Ugidos, 2019).
One important theory in this regard is the “priority matrix”, in which work is organised into categories. It offers three main advantages: In terms of simplicity, speed, and application. Because no computations are necessary, a priority matrix is simple to grasp and put to use (Kharadze, 2017). Organizing one’s work into four primary quadrants, each labelled with a distinct level of priority and urgency, is the core idea of this method.
The following are some of the model’s drawbacks:
(Source: Kharadze, 2017)
Teamwork skills are the traits and talents that enable one to do so effectively. One must be able to speak effectively, actively listen, as well as be accountable and honest to have collaboration abilities (Gupta and Misra, 2017). A team’s strengths and shortcomings may be assessed using “Belbin’s team roles” theory, which aims to assist the team in figuring out how it can improve its performance.
There are four types of “team roles” in the workplace, according to Belbin, which are characterised as predispositions to behave, contribute, and interact with others in certain ways. All of these positions fall into three categories: action-focused (Shaper, Implementer, and Completion Finisher), people-oriented (Co-ordinator, Teamworker, and Resource Investigator), and cognitive (Plant, Monitor & Evaluate) (Bao, 2019).
They may outsource too much personal responsibility and be manipulative as possible flaws. That the roles are not consistent, and hence cannot be treated as a “concrete” object is also a factor to keep in mind. They, on the other hand, are “fluid,” in that their responsibilities alter as the persons and their approaches evolve.
I will be using “Gibb’s Reflective Cycle” framework for analysing my overall performance in the current section.
My performance through this course has been full of ups and downs, in that I had had much difficulty coping with the stress due to my initial lacking of important skills such as time management, teamwork, note-taking etc. This had become a challenge for me.
Initially, I felt that I would not be able to surmount the burden of my weaknesses, but in the end, after learning about these skills and the different theories associated with them, I finally managed to address these issues, and better my performance as a student.
In particular, my time management skills were very weak, whilst I was somewhat capable of handling teamwork. Having implemented the priority matrix for quite a several days, I can assert that currently, I possess the necessary time management skills to systematically handle my work. Understanding Belbin’s theory has further enhanced my potential to act as an even better team player. Finally, the Cornell note-taking method has helped me hone my note-taking skills, adding greatly to my intellectual potential as a student.
Presently, I am in a much better position than what I had started before beginning the coursework. After facing many vicissitudes, I have realized the importance of following set guidelines set by scholars, for the works and findings of the scholars who had created the theories which I just mentioned above have guided me through this difficult journey, helping me address my weaknesses, and transforming me into a capable student.
In conclusion, I can state that the ideas, strategies and theories which I have come across as a part of the course have proved immensely beneficial for me. Thanks to them, I have been able to work on my weaknesses and transform them into strengths.
Throughout the remaining days of my academic career, and even in my prospective professional life, I will continue to use the mentioned strategies and theories to maintain my efficiency as a student and a professional.
Previous sections of this reflective account have covered the knowledge gained by me during this course, such as note-taking and time-management as well as teamwork. As a result of taking this course on Cornell note-taking, the priority matrix, and Belbin’s team roles theory, I have outlined the concepts and theories I have learned. In addition, a self-assessment of my performance during the course, in which I discuss my strengths and weaknesses regarding the topics addressed, has also been provided. The aforementioned theories have helped me overcome my weaknesses and build on my strengths as a student.
Bao, R., 2019. Research on the relationship between team roles theory and team effectiveness.
Deniozou, T., Dima, M. and Cox, C., 2020, November. Designing a Game to Help Higher Education Students Develop Their Note-Taking Skills. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play (pp. 181-192).
Gupta, J. and Misra, P., 2017. Perception of Team Skills: A Comparison of Self and Peer Assessment. ICRBS-2017, 2017.
Kharadze, N., 2017. Free-Time Management among Master’s Degree Students of Georgia. European Journal of Social Science Education and Research, 4(4s), pp.24-33.
Morehead, K., Dunlosky, J., Rawson, K.A., Blasiman, R. and Hollis, R.B., 2019. Note-taking habits of 21st century college students: implications for student learning, memory, and achievement. Memory, 27(6), pp.807-819.
Sainz, M.A., Ferrero, A.M. and Ugidos, A., 2019. Time management: skills to learn and put into practice. Education+ Training.
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