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Self Awareness and Self Analysis Course Project
Self Awareness and Self Analysis Course Project
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Self Awareness and Self Analysis Course Project
Prior to starting my PDP, I how to take an inventory of my personality, intelligences, learning preferences, work styles, weaknesses, strengths, biases, and my capacity for perceiving these.
I start this report in the easiest way possible, by doing assessments of myself. Prior to doing this though I have to be aware that I cannot just use any ideas, but will be following the four criteria set out by Tasha Eurich’s Tedx talk (Eurich, 2017).
In this talk Ms. Eurich mentions that self-analysis is difficult (only 15% of participants did it well), unless they utilize the four-principal system of analysis
- a) You have to agree with the analysis yourself
- b) It is externally verified by an independent source
- c) It is empirical (meaning it is measured)
- d) It is something that is improved upon
For the purposes of this report, I used the following assessments
- VARK test (learn, 2020)
The result of which was mainly reading and writing. This suggests that I would be best suited for a PDP that was heavier in self – study, which included text materials. It should be noted that this is only a preference in a learning style and does not mean that I cannot learn by other methods.
- Myers Briggs Type Indicators (Briggs, 2011)
The result of which was ISTP, The Virtuoso. This suggests that I would be best suited for professions police officers, detectives, engineers, mechanics, forensic lab workers or computer programmers. It should be noted that the inherent weakness of this analysis is that it might be influenced by mood swings.
At the time of this assessment, I appeared to be in a fairly regular state of mind without undo influences, so assume that this assessment is accurate.
- Multiple intelligence test (Gardner, 2020)
The results of which was analytical / math / logic solving / languages. This would suggest that my targets for future career advancement should be in these areas. Although MI may be mistaken for acquired skills, I do not believe this to be the case in these situations, because I not only strong in these, but enjoy them as well.
From our definition of MI, the ability to create cognitive solutions to these intellectual problems, I think they qualify as my multiple intelligence.
- I also took a work styles preference test, but have not included this, because the results were inconclusive.
At this point of the project, I have to acknowledge the reasons for my methods and the practical application of them. The Dunning Kruger effect suggest that most people do not know what they don’t know, and because of this, they either over estimate or under estimate their abilities and strengths and weaknesses.
I am sure that there will be cultural biases that will also affect the outcome of my PDP, but being aware of these biases will at least make me aware of the possibilities, and thus I will be utilizing a mentoring and coaching aspect later in my monitoring progress section.
I am only adding this section in my report, as I have to acknowledge the capacity to which I am able to assess my environment and thus myself. To say that I am influenced by my personal development, maturity, moral development and social awareness is an understatement. Bronfenbrenner’s ecological systems theory, suggests this.
Being aware of this does not change these tendencies to be influenced by them, but knowing them precludes me from dismissing their influence. My age, social setting will influence my ability to make a PDP, but this does not mean that they will be in error; only that they will most likely change as my circumstances change.
- SWOT analysis:
S Computers,
video games,
logic puzzles
W English,
qualifications,
patience,
procrastination,
physical exercise,
poor time management
O in Canada,
lots of time,
good internet,
rich parents
T COVID 19,
Culture Shock,
visa
From our lectures in PDEV, we have learned to utilize our strengths and thus put them as the main points of our PDP objectives. The reason that these sections are considered strengths are because I enjoy these activities and of course I am also good at the. In this case, I should be looking at some job that utilizes computers, video games or logic puzzles on a daily basis.
However, one cannot just ignore one’s weaknesses. In my PDP I will also have to take into consideration my weaknesses and how to address them. We have several strategies for dealing with weaknesses such as the temporal motivation theory (TMT) for procrastination.
In my case, it appears to be poor time management skills and this will directly affect the delay in this equation. If I can use some of the strategies to get around the delay aspect of the TMT, then I should be able to address two of my weaknesses. Maybe the Pomodoro technique as described on line (Cirillo, n.d.). They have paid services, but I just used the information for free.
I am not sure what I will do about my patience, as we never studied this in the course. Physical exercise is a scheduling problem which I will address in the finding balance section.
In the sections for opportunities and threats, we have many things we can deal with. Suffice to say, being in Canada, I have some opportunities that I might not have if I were not here. On the other hand, I also have to deal with the limitations of my visa and culture shock.
Personal branding and online presence
Being in Canada is not at all like it was back home, so I have to be aware of the hidden job market aspect finding work here. To increase my chances of networking and building my rapport with prospective employers, I am employing the idea of Dunbar’s Number, and only concentrating on 50 potential contacts.
I will build a LinkedIn profile, clean up my online presence, and even submit blogs to promote my potential to said contacts. I think building an online portfolio will help disseminate my work product easier.
I still have my blog that I started in class, and will link this with my LinkedIn profile. Of course, I have standardized my personal brand, by similar email signatures, business cards, thank you letters and letter head.
All of these self-awareness concepts lead me to believe that I will be looking at a PDP that involves computer programming.
If my plans to be a computer programmer do not come to fruition, because of unforeseen circumstances, I will make the following plan based on the five-step method learned in class. This is based on the worst-case scenario that the Pandemic will not get better and we all have to stay in our homes and never go outside again.
The situation – in this idea, everyone has no relief from the pandemic, and there is no end in sight. This means that the vaccines are not successful, or they are not distributed well. Commers is much lower, and we all have to stay in our homes to do work.
The mission – from what I can see, my chosen profession of computer programmer is actually well suited for this situation. However, my other aspects of my PDP will be in jeopardy. There will be little work-life balance, because that aspect will be suppressed with the pandemic.
The execution – the action plan for this will be to try and be sustainable while dealing with the external forces just mentioned. This will probably involve further online classes, getting a job online and ordering everything online.
This will involve a much more extensive use of online tools, which a computer programmer should be well suited for. The relationship will be harder, as these don’t work very well online.
Sustainment – the actual implementation will involve a much more robust internet connection, Canadian bank accounts and a better visa.
Command and control – once the crisis are over, hopefully the skills learned and the experience gained will further my PDP that I am developing now. If they don’t then I have to see how they might.
In this section we look at the practical outcomes of our self-analysis from the first section. The results of which are a computer programmer. In this section we will look at the process to become one based on the skills that I possess that are directly related to this profession, and those yet to come.
This will involve an assessment of directly acquired and transferable skills based on industry standards through job postings and networking information.
We begin with a search on Indeed.ca, search words, “computer programmer.” This search resulted in 406 jobs posted in the last 15 days. Of these, filters for part-time, and 15 km distance resulted in a list of 284 jobs. This is a general list of the skills posted on these postings. The top six skills called for in these posting are as follows:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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