The core skill to develop is time-management. Time management is basically the process of planning and exercising the conscious control of the time spent on particular activities, especially to improve effectiveness, productivity, or efficiency (Mayer 2012). Essentially, I am not a poor time manager but there are areas of this competence that I am lacking, and it is these areas that I focus on perfecting.
Why is this core skill important? Why did I select this skill to reflect on? (use relevant theories and concepts to support your answer)
Good time management as a core skill is critical from a both a personal and general point of view because it allows an individual to accomplish more within a specified time period, which consequentially leads to more free time to conduct more activities. This makes it possible for an individual to take advantage of the available learning opportunities within a work context, lowers personal stress, and helps the individual to focus (Allen 2011). On an individual level, I selected time management as a core skill to focus on because I still have to work on some essential time management skills mainly: prioritization; focus on the end goal; planning; questioning and challenging; outsourcing; coping; and sometimes patience, using the JoHari Window Model.
Reflect on your current competence regarding this skill. How did you assess your competence? (use your self-assessment findings, feedback from peers and your tutor, plus your own reflections on your thoughts, feelings and behaviours to answer this question)
Based on the feedback from my tutor and my peers, I was able to identify my areas of competence in regard to time management namely: goal setting; self-awareness; focus; self-motivation; decision-making and planning. The feedback stressed the point that every aspect of time management if successfully executed leads to an improvement of another aspect of a person’s life.
Can you identify any contradictions from your analysis above? For example, is there a match between how you see yourself and how others see you, or not?
From the analysis above, the only mismatch I noticed is that both the tutor and the peers did not recognize some of my abilities in time-management including: delegation and outsourcing; stress management; record keeping; and working effectively with others (Fiore 2016).
How might this skill help me in the future? (use references to support your argument)
Using the JoHari Window Model, which is a simple and useful tool for improving and illustrating self-awareness as well as mutual understanding between individuals, I will be able to coordinate my time management better and improve on these weak areas.
Core Skill 2: Assertiveness/Conflict Resolution
What is the core skill to develop?
The core skill to develop is conflict resolution which involves self-assertiveness. Conflict resolution is a way for two or more parties to come to a peaceful resolution following a disagreement between them be it financial, personal, emotional or political disagreement.
Why is this core skill important? Why did I select this skill to reflect on? (use relevant theories and concepts to support your answer)
Conflict resolution is an important life skill because conflict is a normal part of life, and regardless of this people still have to co-exist peacefully. Everyone faces a conflict and they have to make a choice whether to solve it peacefully or let it escalate. Solving a conflict has the positive effect of strengthening relationships and providing an environment for the accomplishment of goals. I selected this core skill because regardless of my possession of excellent conflict resolution strategies, there are still some strategies in am not familiar with. I have the problem of recognizing the “Us vs. Them” bias when dealing with conflicts and I also have an issue with separating sacred from the pseudo-sacred issues (Hicks 2011). I will utilize the Thomas Kilmann conflict model, alongside the avoidance conflict and yielding conflict models to better understand these areas of weakness.
Reflect on your current competence regarding this skill. How did you assess your competence? (use your self-assessment findings, feedback from peers and your tutor, plus your own reflections on your thoughts, feelings and behaviours to answer this question)
Based on the feedback from my peers, I was able to identify my areas of competence within conflict resolution. There were two strategies which I used effectively whenever a conflict erupts within a group I am involved in namely: recognizing that all of us have biased perceptions about fairness; avoiding the escalation of tensions with threats and provocation; and looking beyond the surface to recognize deeper issues (Luther 2015).
Can you identify any contradictions from your analysis above? For example, is there a match between how you see yourself and how others see you, or not?
From the analysis above, the only mismatch I noticed is that my peers did not recognize that I based my conflict resolution strategies from the perspective of considering each conflict situation as a possible incident of bullying. I therefore assert myself while respecting others which is the reason for my varied application of some strategies.
How might this skill help me in the future? (use references to support your argument)
Using the JoHari Window Model, which is a simple and useful tool for improving and illustrating self-awareness as well as mutual understanding between individuals, I will be able to coordinate my conflict resolution abilities better by being assertive that not all conflict situations are possible bullying scenarios (Hicks 2011).
Core Skill 3: Resilience
What is the core skill to develop?
The core skill to develop is resilience which means the quick recovery from toughness or difficulties.
Why is this core skill important? Why did I select this skill to reflect on? (use relevant theories and concepts to support your answer)
Resilience is an important core skill for a variety of reasons. Most importantly, it helps us develop mechanisms to protect ourselves from experiences which could otherwise be overwhelming. As such, it helps us to maintain a balance in our lives during stressful and difficult periods of our lives. Practically, resilience can help protect us from serious mental health difficulties. I chose this skill to explore to understand how I can avoid stressful conditions or recover from them and progress positively in life both at school and afterwards. The resiliency theory states that resilience is determined by both protective and risk factors, and I seek to understand both of these factors (Peter 2011).
Reflect on your current competence regarding this skill. How did you assess your competence? (use your self-assessment findings, feedback from peers and your tutor, plus your own reflections on your thoughts, feelings and behaviours to answer this question)
Based on the feedback from my tutor, I was able to identify my areas of competence in understanding resilience. My tutor reflected that I understood that resilience is not only about overcoming the day-to-day hassles and burdens; but it also involves thriving to become a healthier, stronger, and more flexible person when handling life situations.
Can you identify any contradictions from your analysis above? For example, is there a match between how you see yourself and how others see you, or not?
From the analysis above I did not notice a mismatch between what my tutor told me and what I conceived as my personal understanding of resilience. What I could add however is that I have had first-hand experience with stressful life circumstances, and it was through my resilience that I was able to overcome.
How might this skill help me in the future? (use references to support your argument)
Using the Resilience theory, I will learn about risk factors (isolation, stigma, and occupational restriction) and their relation to cognition. I will also learn about how protective factors foster and facilitate resiliency by focusing predominantly on the positive cognitions.
Core Skill 4: Researching and Information Finding
What is the core skill to develop?
The core skill to develop is researching and information finding. This is a skill that involves the ability to thoroughly study something and present the information in a detailed accurate manner.
Why is this core skill important? Why did I select this skill to reflect on? (use relevant theories and concepts to support your answer)
Researching and finding information is one of the most important skills for a student, and as well it extend even to life outside of school. Much of the learning that a student achieves is complemented by the research the student conducts. I have developed some skills for researching and finding information but I still have to furnish my skills better because research is a continued body of knowledge that an individual has to continue seeking knowledge of. I choose to explore this skill because based on fundamental research theories, research is a tool that facilitates the building of knowledge and facilitating of learning in the process (Griffin and Ebert 2010). It is also argued that research which facilitated the finding of information is critical in understanding the various issues in a particular context and increasing public awareness (Luther 2015).
Reflect on your current competence regarding this skill. How did you assess your competence? (use your self-assessment findings, feedback from peers and your tutor, plus your own reflections on your thoughts, feelings and behaviours to answer this question)
Based on the feedback from my tutor and my peers as well, I was able to establish that they understood my conception of research. Basically, I have long maintained that research is important in acquiring knowledge which basically pertains to facts based on objective insights or/and findings processed with the human brain. I also understood how information could be acquired: through reading written material; listening to experts; and conducting scientific experiments.
Can you identify any contradictions from your analysis above? For example, is there a match between how you see yourself and how others see you, or not?
From the analysis above I noticed a mismatch in the evaluation conducted by my tutor and my peers regarding my knowledge of what research is. I have a wider knowledge base regarding research information finding because I understand that research: aids business success; plays a critical role in fueling market economics; and also prove lies to support the truth- abstractly (Augsburger and David 1992).
How might this skill help me in the future? (use references to support your argument)
In the future, I will advance my knowledge on the basics of researching and information finding to understand how this conception can best act as a means to finding, gauging and seizing opportunities (Zaccaro, Gulick and Khare 2008). That is, I will seek to understand the practical application of research in my personal life, more so, my career.
Summary and Action Plan
From the reflective journal entries made, I can identify my strengths and weaknesses. Basically, I have demonstrated strengths in the areas not analyzed namely: focus and attention; negotiation; public speaking; team-working; giving and/or receiving feedback; and written communication. In some of the areas explored within the journal entries, I have some areas within these core skills where I inhibit some weaknesses and some areas where my strengths are pronounced. Precisely, the four core skills explored where I evidenced some weaknesses are: time management; assertiveness/conflict resolution; resilience, and researching and information finding. The three areas of personal development where I evidenced a weakness and that I need to pay a particular focus to, in order to improve, are: Time management; leadership; and problem-solving ability (Donald, 2013).
Working on my time management personal development area will directly reflect on the weaknesses identified within the journal entry regarding my time management skills being insufficient in some ways. In learning about time management, I will seek to become more efficient and productive in my various responsibilities and roles both as a student and within my career. I will focus on learning about the most effective time management strategies such as task prioritization, goals setting, and delegation applying the 80/20 rule proposed by Pareto, which makes valid suggestions on how to overcome the habit of procrastination among others (Singh and Rani 2017). . I would like to get the best out of class and school as a whole and hence I seek to focus my energies on time management which focus to accomplish set out goals within a set out time framework.
My leadership personal development area is also in critical need of improvement. From a professional point of view, majority of the core skills explored within the journal entry and also the skills not explored all converge into the leadership domain of personal development (Chin 2015). Leadership involves the development of such skills as: active listening, self-confidence, communication skills, emotional intelligence, and organizing abilities. In addressing the weaknesses I have identified within my journal entries in reference to resilience, time-management, and conflict resolution, I will seek to develop the awareness, insight, and techniques need to lead more effectively. I believe that great leaders set the pace for their teams and have a great impact on team moral and culture through their actions (Patrick 2013).
In regard to the problem-solving abilities personal development area, I indicated some weaknesses within my journal entries regarding my assertiveness and conflict-resolution abilities (Secunda 2009). I will seek to develop skills that will enable me to elevate into a position where I will be able to make decisions and resolve problems on a frequent basis. I will most importantly seek to learn about the important tools and strategies that will help me make the most important decisions at crucial times (Le Blanc 2015).
References
Allen, D. (2011). Getting things done: the Art of Stress-Free Productivity. New York: Viking. ISBN 978-0-670-88906-8.
Augsburger F. and David W. (1992). Conflict Mediation across Cultures: Pathways and Patterns (1st ed.). Louisville, KY: Westminster John Knox Press. ISBN 978-0664219611.
Chin, R. (2015). Examining teamwork and leadership in the fields of public administration, leadership, and management. (Team Performance Management). 21 (3/4): 199–216. Doi: 10.1108/TPM-07-2014-0037
Donald M. (2013). Instincts to Lead: On Leadership, Peace, and Education, Connor Court: Australia, ISBN 9781922168702.
Fiore, N.A (2016). The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt- Free Play. New York: Penguin Group. ISBN 978-1-58542-552-5.
Griffin, R.J. and Ebert, R.W. (2010). Business essentials (8th ed.). Upper Saddle River, New Jersey: Prentice Hall. pp. 135–136. ISBN 978-0-13-705349-0.
Hicks D. (2011). Dignity: The Essential Role It Plays in Resolving Conflict. Yale University Press
Howell, J.P. (2012). Snapshots of Great Leadership. London, GBR: Taylor and Francis. pp. 4–6. ISBN 9780203103210.
Le Blanc, R. (2015). Achieving Objectives Made Easy! Practical goal setting tools & proven time management techniques. Maarheeze: Cranendonck Coaching. ISBN 90-79397-03-2.
Luther, K. (2015). Examining Social Support among Adult Children of Incarcerated Parents. (Family Relations). 64 (4): 505–518. doi:10.1111/fare.12134
Mayer, B. (2012). The Dynamics of Conflict: A Guide to Engagement and Intervention (2nd Ed.). San Francisco, CA: Jossey-Bass. ISBN 978-0470613535.
Patrick F. (2013). Successful Time Management. Kogan Page Publishers.
Peter T. C. (2011). The Five Percent: Finding Solutions to Seemingly Impossible Conflicts. ISBN 978-1-58648-921-2.
Secunda, A. (2009). The 15 second principle: short, simple steps to achieving long-term goals. New York: New York: Berkley Books. p. 157. ISBN 0-425-16505-1.
Singh, R. and Rani, A. (2017). Human Behaviour. Notion Press. ISBN 978-1-946983-31-2.
Zaccaro, S. J., Gulick, L. M. V. and Khare, V. P. (2008). Personality and leadership. In C. J. Hoyt, G. R. Goethals & D. R. Forsyth (Eds.), Leadership at the crossroads (1) (13–29). Westport, Connecticut: Praeger.
