This document provides an analysis of various learning styles and strategies to develop skills for successful academic study. It begins by examining Kolb's learning cycle theory and Honey and Mumford's learning styles of reflector, theorist, pragmatist and activist. It also discusses visual, auditory and kinesthetic learning styles. Elements of management, motivation theories, SMART objectives and growth versus fixed mindsets are evaluated for developing academic skills. Personal skills like team development and strategies for effective writing, critical reading, note taking and time management are also analyzed. Appendices include a self-assessment test, SWOT analysis and examples of learning journals and objectives. The document aims to understand different learning approaches and develop a personalized

1. 1
Developing Business Practice
ASSIGNMENT 1
LEARNING STYTLE, PERSONAL SKILLS AND ACADEMIC STRATEGY
MUHAMMAD TANVIR HOSSAIN
STUDENT ID: 4325352
COVENTRY UNIVERSITY LONDON CAMPUS
20 February 2012

2. 2
LIST OF CONTENTS
1. INTRODUCTION
2. LEARNING STYLES AND THE FACTORS THAT INFLUENCE SUCCESSFUL
STUDY
2.1. KOLB, Honey and Mumford learning style
2.2. VAK learning style
2.3. Surface vs. Deep Learning
3. EVALUATION OF CURRENT ACADEMIC, SELF-MARKETING AND
PERSONAL SKILLS AND PRESENT A PLAN FOR DEVELOPING SKILLS
3.1. ACADEMIC SKILLS: Element of Management, Motivation, SMART
Objectives and Mindset
3.2. SELF-MARKETING AND PERSONAL SKILLS: Team Development
4. PERSONALISED ACADEMIC STRATEGY: Critical reading, writing and taking
notes.
5. CONCLUSION
REFERENCES
APPENDICES
APPENDIX 1 · CORE SKILLS SELF ASSESSMENT TEST
APPENDIX 2 SWOT ANALYSIS
APPENDIX 3 LEARNING JOURNAL (WEEKS 1,2,3 AND 4)
APPENDIX 4 SMART OBJECTIVES

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Introduction
In this assignment I intend to analyse various learning style. As well as developing
skills and personalise academic strategy that maximise successful study.
The first part of the assignment you will find a range of learning style and factors to
help me to develop the skills that I need to learn both as a student and in work life.
The second part addresses planning, organising, implementing, coordinating and
monitoring the studies and work life. It is also describe motivation, objectives and
mindset. It is crucial to manage and plan studies and work effectively.
Third and final part of the assignment looks at the personal strategy. Reading, writing
and taking notes effectively. And develop the skills that influence successful study.
Confuscius said, over 2000 years ago:
‘When three of us are walking together I am sure to have a teacher. Having noted his
competences, I imitate them: his incompetences I avoid.’ (Cameron 2009)

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2.0 LEARNING STYLES AND THE FACTORS THAT INFLUENCE SUCCESSFUL
STUDY
"an understanding of learning styles is a necessary component in the groundwork of
an emancipatory pedagogy"
(Fielding 1994, 394)
2.1 KOLB, Honey and Mumford
KOLB’s Learning Cycle:
Source: Text and concept by Clara Davie (SDDU, University of Leeds)
David Kolb (1984) developed a theory of experiential learning which to develop our
practice. It is called ‘Learning Cycle’ (Kolb’s 1984).
Concrete Experience (doing / having an experience):
There is no end of learning. Every learning has an experience. Such as writing this
assignment is an experience and it is a continuous process.

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Reflective Observation (reviewing / reflecting on the experience):
The 'Reflective Observation' (Boud D, Keogh R and Walker D 1985) element stems
from my analysis and judgements of events and the discussion about the learning
and teaching that I engage in with my mentor and colleagues.
Abstract Conceptualisation (concluding / learning from the experience):
Reflection gives us the ground that brings theories and analysis to a past action. And
it allows us to come to a conclusion.
Active Experimentation (planning / trying out what you have learned):
'Active Experimentation' (Brockbank A and McGill I 1998) then starts the cycle again
when we implement those changes in our teaching practice to generate another
concrete experience which is then followed by reflection and review to form
conclusions about the effectiveness of those changes.
In setting out the pedagogic implications of Kolb's theory, Gibbs (1988, 9) argues:
"It is not enough just to do, and neither is it enough just to think. Nor is it enough
simply to do and think. Learning from experience must involve linking the doing and
the thinking."
Honey and Mumford:
Honey and Mumford (2000) developed a theory based on Kolb’s (1984) theory of
learning. They have found Kolb’s LSI (Learning Style Inventory) has low face validity
with managers.

6. 6
Reflector – Reflectors are learning from activities which allow them to review, think
and watch what has happened.
Theorist – Theorist are deep thinker. They prefer lectures, case studies and
readings. Conversation with experts is not helpful normally.
Pragmatist – Pragmatist are more likely to prefer practical work such as field work,
observations and laboratories.
Activist – Activist like something new, more challenge involving, new experiences
and role-playing.
2.2 Visual Auditory Kinesthetic (VAK)
Everyone has their own learning style and understanding of any objects is either or
combination of auditory, visual or kinaesthetic.
Visual Learning Style – These types of learners learn through seeing. They need to
see the other person’s body language and facial expression to fully understand the
content.

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Auditory Learning Style – Auditory learners learn best from talking, listening and
discussions.
Kinesthetic (Tactile) Learning Style – Kinesthetic learner learn from touching,
moving and doing.
2.3 Surface vs. Deep Learning
Deep Learning
‘Deep learning’ idea first came from Marton and Saljo (1976). It implies higher level
of thinking and personal commitment to learn the material, ‘not just merely passing
grade’ (Biggs, 1987; Entwistle, 1981; Ramsden, 2003; Tagg, 2003).
Surface Learning
Surface learning, on the other hand, is associated more with rote learning and the
desire to earn a passing grade (Biggs, 1989; Bowden & Morton, 1998; Draper, 2009;
Tagg, 2003). Students who use a surface learning strategy are trying to avoid failure
with the minimum amount of effort and involvement (Cano, 2007).

8. 8
3.0 EVALUATION OF CURRENT ACADEMIC, SELF-MARKETING AND
PERSONAL SKILLS AND PRESENT A PLAN FOR DEVELOPING SKILLS
3.1 Academic Skills
To manage our study and work life we have to follow five simple steps, that is
‘Elements of Management’ (Fayol’s 1916).
‘...still recognised as relevant for the managers of today and tomorrow.’
Moorcroft (2000:8-10)
Elements of Management:
1. Planning
Identify goals and requirement to succeed in the course. Plans time and resources
and break down work in smaller steps.
2. Organising
Organising own best study system and prioritise them accordingly.
3. Commanding
Find out best time and where to study and usefulness of learning styles.
4. Coordinating
Balance work life with friends and family and also with studies. Work together with
colleagues.
5. Controlling
Identify lacking, reduce stress and deal with distractions.
Motivation:
Motivation is our needs and satisfaction. There are several theories of motivation.
Most popular ones are: Herzberg's Theory of Motivation (1959) and Maslow's
Hierarchy of Needs (1970).

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Maslow’s Hierarchy of Needs:
Maslow's Hierarchy of Needs Chart
Source: http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp
Maslow first introduced the theory in 1954 about people needs and satisfaction. It
follows five different stages from bottom to top.
1. Physiological:
Physiological needs are thirst, sex, hunger etc.
2. Safety:
Safety belongs to security, stability and protection.
3. Social:
Social needs are belongingness to the society, love and to be loved.
4. Self-esteem:
Respect others and respected from others.
5. Self-actualization:
Identify owns potential and fulfil the goals.

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SMART Objectives
SMART objectives are objectives to achieve my own goals. These are as follow:
S- Specific. Our goal or objective should be specific. Not some that cannot be
achieve. For example, being best is not enough.
M- Measurable. Measurable means my goal has an end point.
A- Achievable. Breaking down my objective into smaller steps, that can be
achievable.
R- Relevant. My goals should be realistic. If my goal is to become immortal that is
unrealistic and physically impossible.
T- Time Defined. In order to achieve my goal it should have time limit.
Mindset
Dr. Carol Dweck (2006) discovered people have ‘two mindsets’. Fixed mindset and
Growth mindset.
Fixed mindset:
In fixed mindset, one believes their talent or qualities are fixed.
Growth mindset:
In a growth mindset, people believe their qualities or talent can be developed
through hard work and determination.
3.2 Self-Marketing and Personal Skills
Team Development

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Tuckman and Jensen introduced “team development” in 1977. There are five stages
of team development. These are:
Stage 1: Forming
At first team meets each other and introduce to each other. They share information
about themselves, interests, experience.
Stage 2: Storming
A new team who had never worked together goes through “storming” stage. Team
members have different ideas and opinions which conflict within the team.
Stage 3: Norming
This is the beginning of the team work together effectively. The team members start
trusting each other and help each other actively.
Stage 4: Performing
In this stage teams are working very well and focus on achieving their goal. They are
motivated to get the job done.
Stage 5: Adjouring
End stage of a group project. Time to celebrate the success and detain finest
practice for future.

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PERSONALISED ACADEMIC STRATEGY
Writing:
There are four elements of communication. These are Sender, receiver, message
and transmission medium.
Sender
I have to clear my objectives. What message I want to send to my receiver? Am I
aware of my strengths and weakness? I cannot express myself what I know. My plan
is to write more and practice more to overcome my weakness and send better
message to my receiver.
Receiver
It is important to identify the needs of the receiver and their expectation towards me.
The requirement of the message I am conveying.
Message
The message could be simple information or very complex. Depends what I am
trying to explain.
Transmission medium
The medium or channel could be anything, email, letter, analysis of data.
Critical Reading and Taking Notes
As a student we spend hours and hours reading than anything else. It is among one
of the important skills for our career. There are ‘7 critical reading strategies’
(http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.html). These are:
1. Previewing:
It enables the reader to get a thought of the context and other opening objects.
2. Contextualizing:
To read critically, I have to recognize the context of the books and significance from
living in an exacting time and place.

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3. Questioning to understand and remember:
As a student, teachers asking question on our reading. These questions are planned
to help us to recognize a reading and act in response to it more.
4. Reflecting on challenges to your beliefs and values:
Sometimes reading might challenge our belief and value that we possessed. We
have to take notes and look back where we felt challenged.
5. Outlining and summarizing:
Exactness and brief are particularly helpful strategies for accepting the content and
formation of a reading selection.
6. Evaluating and argument:
All writers want us to belief of their writing. But I should not accept anything until I
recognize the argument and assess them carefully. An argument has two essential
parts. First claim and second support the claim.
7. Comparing and contrasting related readings:
Explore and find differences between texts and recognise them well.
Source: www.salisbury.edu
Taking Notes
It is always very important to take notes to refer to in our report or assignment and
revise the details of our own list of information.
Conclusion
To do well in assignment requires good planning, monitoring and use of feedback
from tutors. Developing the key skills and knowing me better which way I learn
effectively and communicate better.

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References:
Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn,
Victoria: Australian Council for Educational Research.
Boud D, Keogh R and Walker D (1985) Reflection: Turning Experience in to
Learning, London: Kogan Page
Brockbank A and McGill I (1998) Facilitating Reflective Learning in Higher Education,
Buckingham: SHRE/Open University Press
Careron S (2009) The Business Student’s Handbook
Carol D. (2006), Mindset: The New Psychology of Success.
Clara Davie (SDDU, University of Leeds)
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
Fayol H, (1916) Administration Industrielle et Generale.
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods.
Further Education Unit. Oxford Polytechnic: Oxford.
Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead:
Peter Honey Publications Ltd.
Kolb D.A. (1984) Experiential Learning experience as a source of learning and
development
Maslow, A. H. (1970). Motivation and Personality (2nd ed.). New York: Harper and
Row.
Maslow’s Hierarchy of Needs Chart
(http://www.abrahammaslow.com/m_motivation/Hierarchy_of_Needs.asp)
Marton, F., & Säljö, R. (1976). On qualitative differences in learning I: Outcome and
process. British Journal of Educational Psychology, 46, 4-11.
Tuckman, B.W. & Jensen, M.A.C. (1977) Stages of small group development
revisited. Group and Organizational Studies, 2, 419-427

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APPENDICES:
1. Core Skills Self Assessment Test
2. SWOT
3. Learning Journal
4. SMART Objectives
1. Core skills self assessment test
Core Skill Skill Rating
(1–10)
Low =1 –
High = 10
Evidence
Insert an example to support your
rating
Cognitive skills: critical thinking,
analysis and synthesis
5 I could not think critically before
taking this module. I have learned
how to think critically and I am
applying it to my work and study.
Problem solving and decision
making: using quantitative and
qualitative data
7 I am a very good problem solver.
Very good user of data analysis.
At my work I calculate hours,
productivity, and sales team
member target.
Research and investigative
skills: as part of individual and
team assignments
6.5 In research and investigate as an
individual my skill is fair but as
team assignments I do always
very good results. As a Team
Leader for 2 groups at university
and at my work my duty is to
research and investigate on
others and make sure they are
doing their assigned task and
serve as a group.
Information and
communications technology
skills: using a range of business
applications
8 I was an IT student before. And
moderate user of MS Office, to
communicate I use all sort of
resources such as mobile, email,
text, internet etc.
Numeracy and quantitative
skills: data analysis,
interpretation and extrapolation
7 Once taught I am very good at
calculation, analysis, ratios etc. I
am doing it every day at work as

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a Team Leader like hours,
productivity and personal targets.
Communication skills: oral and
written English, using a range of
media
6.5 Oral or Speaking in English I am
very good but I am not a good
writer. An average person. But I
want to improve it. In my IELTS
test I scored only 5.5 on writing.
Interpersonal skills: talking,
listening and negotiation
7 I can talk, at the same time I can
listen to others. My negotiation is
skill is very good because I know
how to explain. In the class I
always participate with lecturer, I
listen to them. In group activities I
listen to the group members,
share my ideas and come up with
the best solution and distribute
between them what needs to be
done.
Team-working skills: leadership,
team-building, influencing others
8 I am a Team Leader in world
largest shoe company and I am
managing almost 90 people in my
store. Without those skills I won’t
be able to do so.
Personal management skills:
time management and planning,
motivating yourself, using
initiative
5.5 Time management is pretty good
when it's come to serve on time
at work or at university. I submit
my papers on time and I never
leave pending works for
tomorrow at work. I motivate
myself doing hard work and
getting feedback from lecturer
and from my store manager.
Learning skills: reflective,
adaptive and collaborative
6.5 Throughout my student life I am a
very good learner on practical
study rather than text book. I can
adapt any environment easily. I
am reflective and adaptive rather
than collaborative.
Self-awareness: sensitivity and
openness to others who are
different to you, emotional
intelligence
7 I am open to others and I observe
others so that I could know who
are different than me and how to
deal with them. I always keep
contact with my colleagues and
those who need personal
assistant to finish their course or
job.

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2. SWOT Analysis:
MY STRENGTHS
 Hardworking
 Good Listener
 Team Player
 Communicative
 Eager to learn
 Active
 IT skilled
 Strong public speaker
MY WEAKNESSES
 Impatience
 Short temper
 Lack of time management
MY OPPORUNITIES
 Can be score excellent grades at
university
 Become a successful manager
 Allow me to gain access in
different business fields.
MY THREATS
 Other graduates at the job
market
 Might be score poor grades at
university
 My group members

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3. Learning Journal
Learning Journal – Muhammad Tanvir Hossain
Date What I did Why I did it What I learned
How or where
I could apply
it
Any
improvement
or
development
required
26.01.
12
I did Kolb’s
Learning
Cycle,
Honey and
Mumford
Learn Style
I did Kolb’s
Learning
Cycle on
practice at
class and I
have had
explain my
experience
and what I
have been
through in
my life.
I have
learned how
to put my
learning on
practice. And
it was quite
understanda
ble.
It was a good
practice to
work on a
group so that
I can learn
more from
others.
I have also
learned that I
am activist
and
pragmatist at
the same
time.
I can apply it
to my work
and my daily
life. Not all
the people
are same
and I have to
know who is
what.
I have to do
it regularly
so that I
won’t forget
it.
I have to
learn not to
rush into
anything
rather than
putting the
context into
critical
thinking.
28.01.
12
Visual
Auditory
Kinaestheti
c (VAK)
I did VAK to
know what
my learning
style is.
Surprisingly I
came to
know I am a
Visual
Auditory
I can apply
my learning
style at
university,
professional
and
I have to
concentrate
on reading
as much as
possible.

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learner.
Most of the
time I talk to
myself and I
convince or
motivate by
doing this.
I prefer
writing than
reading to
memories
something
and I found it
easy for me
and it is
called ‘visual
linguistic
learner’.
personal
life.
29.01.
12
Surface vs.
Deep
Learning
I have learnt
Surface vs.
Deep
learning to
get better
understandi
ng of me.
I am a
surface and
at the same
time deep
learner too.
I am a
surface
learning in
that sense I
do believe
what have
presented in
some
subjects or
certain
beliefs. I do
not question
or go into
deep the
concepts or
ideas
presented to
me.
From now
on I have to
dig into the
subjects,
methods
and
concepts so
that I have
better
understandi
ng. At the
same time
critics to by
doing
research.
I am going
to apply my
learning
every aspect
of my life.
More
research
required on
subjects,
methods
and
concepts.

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I think I am
deep learner
most cases
than surface
learner. I like
to research
and learn
more about
what taught
in the class
as well as at
work.
02.02.
12
Fayol’s
Elements
of
Manageme
nt.
To manage
my time,
study and
work all
together.
I have learnt
to plan my
time and
organise
them
accordingly
to
implementing
and
coordinating
them. I am
controlling
my time and
monitoring
them as well.
I have made
a diary to
implement
Fayol’s
Elements of
Management
. I have start
doing it on
my study
and at my
work.
Still I am on
learning
process
and I have
to improve
my time by
monitoring
closely
each time I
am doing
something.
08.02.
12
Motivation Motivate
myself and
my team at
university
and work.
I learnt to
observe my
colleagues to
indentify the
nature of
behaviour
and
performance.
Identifying
our
behaviours
and
performance
s and
implementin
g them
accordingly.
Also getting
feedback
from group
Feedback
require
from
groups and
from my
professors
of the
performanc
es.

21. 21
members
and improve
them in
university
and at work
to get better
rewards.
14.02.
12
Critical
reading,
writing and
taking
notes
To develop
my reading
and writing
skills.
Critical
reading has
some
strategies.
Such as
previewing,
outlining,
evaluate the
context and
compare.
Writing is
important
part of
communicati
on. Writing
should be
clear and
specific. I
have lacking
of describing
the context
while I write.
Taking notes
is crucial to
revise the
details of my
list of
information.
I can apply
this learning
at my
university
and in work
place.
It is vital for
me to pass
the
information
clearly to my
receiver.
I am still
learning
and I need
feedback
from my
tutors so
that I can
improve my
lacking.

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4. SMART Objectives
Objective 1
Build up your objective here
Feedback from
my colleagues
SPECIFIC To be the best at academic
MEASURABLE
I have to study at least 2 hours a day
and also review my notes every
weekend for an hour.
ACHIEVABLE
Use the text relevant text books for an
example from different authors, internet
and journals from academic sources
such as www.academicjournals.org,
www.oxfordjournals.org ect. and also
professional sources such as blogs,
newspapers, articles ect.
RELEVANT
Analyzing research, debates and gain
knowledge from sources such as
Financial Times, Economist, The
Chartered Institute of Marketing ect.
TIME DEFINED End of module results.
Objective 2
Build up your objective here
Feedback from my
colleagues
SPECIFIC To become a retail area manager
MEASURABLE
I am working 3 days a week and
hopefully within one and a half year I
will become a manager.
ACHIEVABLE
I am already part of the management
team. I have been Team Leader at
Clarks last one and half year.
RELEVANT
I recently moved into one of our
biggest branch and I am getting
training for management skills.
TIME DEFINED End of this year.

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Objective 3
Build up your objective here
Feedback from my
colleagues
SPECIFIC To become a better team member
MEASURABLE
Every day I contact with my group
members and share our information
to keep up to date.
ACHIEVABLE
I am learning my group members’
behavior, their strength and
weakness so that we can work
effectively and get best out from
every one.
RELEVANT
I am analyzing Tuckman and
Jensen’s ‘team development’
theories and working on it.
TIME DEFINED End of the group presentation.