Strengths And Opportunities For Improvement

Understanding your strengths and your areas of opportunity for improvement is invaluable to your growth. Your strengths are often behaviors, characteristics, and skills that are perceived positively. Doing these things well is advantageous as you work towards your goals. Understanding those behaviors, characteristics, and skills that you need to work on developing is equally important. They can be hurdles as you work towards goals, so they present an opportunity for improvement.
For this assignment, you will assess the strengths you already possess that can help you meet your goals and identify your opportunities for improvement. These elements are part of the Week 5 Final Project: Personal Development Plan and will be shared with your peers in the Reflective Thinking discussion forum next week.

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Prior to beginning work on this assignment,

Read the External and Internal Motivation  (Links to an external site.)webpage article.
Review your LCI assessment results. – attached below
Review tables 2.1 to 2.4 in Chapter 2 of the textbook for descriptions of each Learning Pattern.
Review the grading rubric (Links to an external site.).
Review the Week 2 Model Assignment (Links to an external site.). – attached below
Review the goals you created in the Week 1 assignment. – also attached below

Be sure to review the feedback you received from your instructor on the Week 1 Creating your SMART Goals assignment, and use it to revise your goals, if necessary.

In a paper that is at least two pages in length, write about the following (be sure to add details, explanations, and examples to support your ideas):
SMART Goals (one paragraph):

Restate the two SMART goals you developed in Week 1.
Describe your motivation for pursuing each of these goals.

Three Strengths (one to two paragraphs):

Discuss three strengths that you possess that can help you reach your SMART goals.

Include examples to support each strength you identify.

Tip: Consider your overall strengths, or how your Learning Patterns can be a strength or an advantage. Even if your score is not Use-First, it could still be perceived a strength depending on the situation.
Three Areas of Opportunity (one to two paragraphs):

Discuss three areas of opportunities for improvement (i.e., obstacles or challenges) you must address to reach your goals.

Include examples to support each opportunity for improvement you identify.

Tip: Consider overall challenges that you face, or how your Learning Patterns can create challenges or be a disadvantage. Even if your score is Use-First, it could still be perceived as an opportunity for improvement depending on the situation.
Your paper should be at least 2 pages in length, double-spaced and written using Times New Roman 12-point

Survey Details Name Ronda Kemp
Survey Name Adult Education Form
Survey ID 3
Survey Taken on 13-December-2020
Survey Results you are a “Dynamic Learner”.
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Report Unlike measures of personality, multiple intelligences, or learning styles, the LCI provides you with specific information to enable you to use your metacognition (internal self-talk of learning) to take responsibility for making learning work for you.
The importance of completing the LCI lies in the fact that the LCI provides an inward look at learning processes, an outward analysis of an individual’s actions, and a vocabulary for explaining the specific actions the person takes that result in productive or unproductive learning outcomes.
Completing the LCI is the first step to having a better understanding of how you do that. Results appear as four different scores. The most important aspect of the scores is that they tell you whether you use a learning pattern first, use it as needed, or seek to avoid it all together.
For example, if my scale score for Sequence is somewhere between 25 and 35, I use Sequence at a Use First level. That indicates the following:
1. I want clear directions.
2. I need step-by-step directions.
3. I want time to do my work neatly.
4. I like to do my work from beginning to end.
5. I want to know if I am meeting the instructors or my team mates’ expectations.
If my scale score for Sequence is 17 to 7, I avoid Sequence. I tend not to read directions. I don’t plan or live by a schedule. I rarely double-check my work. I find following directions confusing – and maybe even frustrating.
If my scale score for Precise is somewhere between 25 and 35, I use Precision at a Use First level. That indicates the following:
1. I want complete and thorough explanations.
2. I ask a lot of questions.
3. I like to answer questions.
4. I need to be accurate and correct.
5. I like test results.
6. I seek written documentation of my success.
If my scale score for Precise is 17 to 7, I avoid Precision. I rarely read for pleasure. I don’t attend to details. Details are bothersome and boring. I find memorizing tedious and a waste of time. Much of the wordy conversation going on around me simply sounds like, “blah, blah, blah.”
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If my scale score for Technical is somewhere between 25 and 35, I use Technical at a Use First level. That indicates the following:
1. I don’t like to write things down.
2. I need to see the purpose of what I am doing.
3. I like to work by myself.
4. I like to figure how things work.
5. I don’t like to use a lot of words.
6. I look for relevance and practicality.
If my scale score for Technical is 17 to 7, I avoid it. I don’t get involved with taking things apart to understand how they work. I hire others to do building and repair work. I don’t venture into the tool aisle. I problem solve with others not alone.
If my scale score for Confluence is somewhere between 25 and 35, I use Confluence at a Use First level. That indicates the following:
1. I don’t like doing the same thing over and over.
2. I see situations very differently than others do.
3. I like to do things my own way.
4. I don’t like following the rules.
5. I enjoy taking risks.
If my scale score for Confluence is 17 to 7, I avoid it. I think taking risks is foolish and wasteful. I would rather NOT make mistakes than having to learn from my mistakes. I am more careful and cautious in how I go about making life decisions.
Patterns Used at the As Needed Range (18-24): Of course, if any of my patterns are in the 18-24 scale range, then I use these patterns as needed. I can use them when I need to. I just don’t feel a great urgency to, especially if they fall into the 18-21 range. These patterns tend to lay dormant until I need to wake them up and let them know that I need to use them NOW! Used as needed patterns don’t drive our learning like “Use First” and “Avoid” patterns. <br />
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If I use one or two of my patterns at the Use First level and then any other combination of the remaining patterns at either Avoid or Use As Needed then, I am a dynamic learner. This means that I require intentional effort in order to switch between learning patterns. Most people fall into this criteria.
Person A: Sequence- 12 (avoids) Precision-32 (use first) Technical-26 (use first) Confluent-19 (as needed)
If I Avoid no patterns nor do I use any at a Use First level, then I am a bridge learner. I learn from listening to others and interacting with them. I am comfortable using all of the patterns. Sometimes I feel like a “jack of all trades and a master of none,” but I also find I can blend in, pitch in, and help make things happen as a contributing member of the group. I weigh things in the balance before I act. I lead from the middle by encouraging others rather than taking charge of a situation. Approximately 1 in 20 people fall into this criteria.
Person B: Sequence-19 (as needed) Precision-24 (as needed) Technical-18 (as needed) Confluent-21 (as needed)
Strong Willed
If I use three or more patterns at the Use First level, I am a strong-willed learner. I am my own team. I prefer to work alone so that I can control the plan, the ideas, the talk, the decisions, the process, and the outcomes. I lead from out in front. Sometimes others find it hard to follow my lead. Approximately 1 in 4 people fall into this criteria.
Person C: Sequence-28 (use first) Precision-28 (use first) Technical-26 (use first) Confluent-21 (as needed)
Each of these patterns operates within our interactive learning process at the same time! In other words, our learning process consists of a pattern of patterns. What makes us successful is being able to identify the expectations of the systems and relationships we work, live and play in while using our learning processes with intention to overcome challenges, including understanding and connecting with our instructors, supervisors, colleagues and ourselves.
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