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.
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 twopagesin 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 isUse-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 font.
RESULT DETAILS
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”.
Graph
Page 1/4
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.”
Page 2/4
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.
Page 3/4
Dynamic
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)
Bridge
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.
Page 4/4 My academic SMART goal is that in order to complete my Early Childhood
Education degree within two years from now, I will successfully pass all courses in
my major with at least a 3.0 GPA. My professional SMART goal states that by
having at least three job interviews with reputable companies prior to graduation, I
will land a new job as an assistant director of a daycare. My motivation for
achieving my academic goal is mostly intrinsic because it has been my dream to
earn a degree. I want to be the first in my family to graduate from college and a 3.0
GPA sets a high bar for myself. My motivation for achieving my professional goal
is that I want to build a sustainable career instead of moving from job to job. This
motivation is extrinsic because I will be rewarded for my efforts by having a solid
career with opportunities to grow and earn more. Challenging myself to participate
in interviews is a good step in establishing the career I desire.
Three strengths that I possess that can help me reach my goals are my ability
to manage time well, my detail-oriented nature, and my ability to communicate
effectively. My ability to manage time well will help me reach both my academic
and professional goals. My Use-First Sequence reflects how well I like to be
organized and meet deadlines, which are important to time management. These are
critical characteristics if I want to earn the best grades on assignments and manage
my workload. It is also important to demonstrate to potential employers that I have
the ability to be organized and complete tasks on-time.
In addition to time management, I am detail oriented as reflected by my
Use-First Precision. This is valuable in the classroom where I have to read and
follow instructions to perform well on assignments. Paying attention to details is
Before starting this assignment, check out the
feedback you received on your Week 1 assignment
to see if you need to adjust your SMART goals.
State your academic
SMART goal.
State your
professional
SMART goal.
Be sure to
discuss your
motivation for
achieving your
goals.
Each
paragraph
begins with a
topic sentence
that includes
language from
the
assignment
directions and
indicates the
topic of the
paragraph.
A topic
sentence is
needed for
every
paragraph you
write for an
assignment.
Clearly state
what your
3 strengths
are.
Consider
talking about
your LCI
scores.
Include
examples for
each strength
you listed.
also important in the workplace, where I will be required to keep records and write
reports. Demonstrating to potential employers that I can pay attention to details will
make me a valuable candidate. Lastly, I communicate effectively with peers and
colleagues. Effective communication will help me in the interviews. I will need
effective written communication skills to create my resume and cover letters to land
the interviews. I will then use oral communication in the interviews to articulate
my value to future employers. Effective communication will also help me achieve
my academic goal as I will have to write well in my classes to demonstrate my
learning and earn the grades I desire.
Along with my strengths, I also have opportunities for improvement. Three
areas where I need to improve in order to reach my goals are knowing when to ask
for help, finding work-life balance, and improving my writing skills. My high score
for Technical Reasoning indicates that I am an independent learner. That can be an
advantage, but it also presents an opportunity to make improvements. I can be so
independent that I fail to ask for help when I need it. If I do not understand
assignment instructions, I will spend too much time trying to figure it out instead
of asking for help. That is something I need to work on if I want to achieve my
academic goal.
Finding work-life balance is also an area where I need to make
improvements. I am highly organized, but I have many responsibilities. I also have
a hard time saying no to friends and family. In order to do well in my classes, I have
to find ways to strike a better balance among my many responsibilities, so I have
enough time to focus on school. This will help with my professional goal as well.
Use examples
from your
personal,
professional,
and academic
life.
A paragraph
should have a
single focus or
topic. The
student has
begun a new
paragraph to
transition to
their new topic
of
opportunities
for
improvement.
Practice
beginning a
new paragraph
when you
transition to a
new topic.
Clearly state
your 3 areas of
opportunity
(otherwise
known as, your
weaknesses or
obstacles you
need to
overcome).
Providing
examples helps
to explain why
something can
be considered
a weakness.
Without a healthy work-life balance, I will not find the time to adequately prepare
for the interviews. Additionally, I need to work on my writing skills if I want to
reach my goals. I think I am a good writer, but I do have problems with my
grammar. My writing creates an impression on the reader. To create a positive
impression on my peers, instructors, and potential employers, I need to work on
perfecting those skills.
Give examples
for each of
your areas of
opportunities.
Need help with
grammar or
proofreading?
Be sure you
are utilizing
the
Grammarly
tool for any
writing you do.
Set up your
free account
now by
following
instructions
found on the
Writing
Center’s
Grammarly
Guide.
Still have questions about this assignment? Reach
out to your instructor! They are happy to help
answer your questions.
https://writingcenter.ashford.edu/grammarly
https://writingcenter.ashford.edu/grammarly
https://writingcenter.ashford.edu/grammarly
https://writingcenter.ashford.edu/grammarly Date: December 13, 2020
Week 1: SMART Goals
Your Name:
Ronda Kemp
Directions: Complete the four parts of this document.
1. Write an
academic
SMART goal:
I will make sure I complete all the given assignments within the set year at least two days before the required submission date to create enough time to revise the work. By doing this, I will list and assign all my assignments time according to their due date and work on them systematically. I will then identify the projects that require attention every Sunday and work on them the week ahead to help me engage in in-depth research.
Need help?
Consider using one of the following templates to craft your SMART goal:
1. In order to _____________ (relevant goal), ____________ (specific, measurable, achievable action) before _______ (deadline).
2. _____________ (specific, measurable, achievable action) by _____ (deadline) in order to ________ (relevant goal).
3. Before _______ (deadline), ___________ (specific, measurable, achievable action) in order to ________ (relevant goal).
2. Explain how your academic goal is SMART. Be sure to answer in one to two complete sentences.
S
Specific
Explain how your academic goal is
specific
:
My specific goal is to complete the assignments at least two days before the submission deadline is reached, giving me enough time to go through the assignments and rectify answers that I am not satisfied with.
M
Measurable
Explain how your academic goal is
measurable
:
By doing thorough research and revising my assignments, I will measure my progress after delivering and passing the assignment submission date. My progress will determine my future assignments success and help me achieve them after I have handled the first ones.
A
Achievable
Explain how your academic goal is
achievable
:
The listing, assigning, and working on all my assignments systematically organizes my work and makes me cluster them as achievable goals. Through work organization, I can complete the assignments hence clustering my goals as achieved.
R
Relevant
Explain how your academic goal is
relevant
:
Finishing projects that need thorough research before the due submission day helps me revise my work and deliver quality assignments that I am well-versed with.
T
Time-Bound
Explain how your academic goal is
time-bound
:
My set goals of completing the assignments two days before the due date are time-bound, and sparing my Sundays to work on projects that need attention on the week ahead make me accomplish all my assignments of the set academic year.
3. Write a
professional,
SMART goal:
In order to keep my current position as an early head start teacher at my current job. I need to obtain my associates degree in early childhood. My supervisor put me on a three-year education plan, if I do not receive my associates degree in early childhood with in that three-year period then I will be demoted until I do receive it. To help with this, I will write due dates down by the week, making sure to complete assignments in a timely fashion.
Need help?
Consider using one of the following templates to craft your SMART goal:
1. In order to _____________ (relevant goal), ____________ (specific, measurable, achievable action) before _______ (deadline).
2. _____________ (specific, measurable, achievable action) by _____ (deadline) in order to ________ (relevant goal).
3. Before _______ (deadline), ___________ (specific, measurable, achievable action) in order to ________ (relevant goal).
4. In one paragraph, answer the following question: What is the valueofcreating SMART goals?
Setting SMART goals helps in the identification, clarification, and planning of ideas. Through clarification, an individual can focus their attention and efforts into achieving goals that will foresee the success of planned projects. Additionally, through the set goals, I can productively use my time and resources to achieve what they were allocated for. SMART goals increase and enhance individuals ability to achieve their heart desires within the scheduled time.
Dont forget to submit your assignment! After completing this worksheet, save it to your computer and upload it to the Assignment Submission area within your Canvas Classroom. For help submitting this assignment, watch this video:
Submitting an Assignment to Waypoint
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