Contents 1.0 Introduction 2 2.0 Intrapersonal Effectiveness 2 2.1 Definition of Intrapersonal Effectiveness----------------------------------------------------------------------------------- 2 2.2 Jackson’s Hybrid Model 2 2.3 Learning Style Profiler 3 2.4 Goals Settin 4 2.5 Organisational Effectiveness 4 3.0 Social and Cultural Issues---------------------------------------------------------------------------------------------------------- 5 4.0 Interpersonal Effectiveness 5 4.1 Definition of Interpersonal Effectiveness 5 4.2 Communication Process Model 5 4.3 SPARK 6 4.4 Diversity and Culture 6 4.5 Organisational Effectiveness 7 5.0 Conclusion 7 6.0 References 8 7.0 Appendices 10

1.0 Introduction

Learning is regard as holistic processes of adaptation to the world. People learn for the resolution of possible conflicts between dialectically opposed and synergetic modes between the workplace and oneself (Kolb & Kolb, 2005). In the portfolio I will reflect on my learning in relation to my experiences that I have study on BSB124. I will discuss it in two second, including intrapersonal effectiveness and interpersonal effectiveness. First, I will indicate how my learning style helps me be effective to intrapersonal study and work. Then, I will reflect on my practice as developing our group presentation. My reflections will be evaluated and supported by reference to the related theories and models we have learnt from this unit. Also, I have identified two areas of professional development in order to advance my strength and improve my weakness. 2.0 Intrapersonal Effectiveness

2.1 Definition of Intrapersonal effectiveness
Intrapersonal effectiveness focus on the capacity to understand myself that involves any my biases, styles, strengths, weakness, goals and improving my self-management skills. (De Janasz, Wood, Gottschalk, Dowd & Schneider, 2006, p.3) To promoting intrapersonal effectiveness helps me perform well in teamwork as well as my future workplaces. As an accounting student, I believe that learning is an essential and fundamental approach to development my personal effectiveness; it is because my learning styles tend to predict my job performance (O’Connor & Jackson, 2008).
2.2 Jackson’s Learning Style
The hybrid model of learning in personality (Jackson, 2005) assumes that functional and dysfunctional individuals are motivated by their neuropsychological model, which is called sensation seeking. It also states that a person’s sensation seeking is determined by his or her biological and socio-cognitive aspects. There are four elements for evaluating whether a person in preference to be a high sensation seeker included goal oriented achiever, emotionally intelligent achiever, conscientious achiever and deep learning achiever. The learning model presents functional learners have more success in personality oriented and perform better at workplace In contrast, dysfunctional learners will weaken their work and worse the performance of these people (Jackson, 2005). For example, a dysfunctional learner may be a low goal oriented achiever who tends to have unsteady performance in his or her university study (O’Connor & Jackson, 2008).
2.2 Learning Style Profiler
To identify how a sensation seeker and whether a functional learner I am, I have tested myself by Jackson’s (2012) Learning Style Profiler (LSP) based on the learning model. According to the LSP scores (2012), I am a moderate sensation seeker (at 41st percentile) with a very high rate in emotionally intelligent achievement (at 76th percentile). High emotional intelligence means a person has a great set of abilities to perceive and use emotion, incorporate emotion in thought, understand and reason with emotion as well as regulating emotion in oneself and others (McShane, Olekalns & Travaglione, 2010, p130).
Research has studied how a person with preferred learning style performs in his or her workplace. My high emotional intelligence indicates that I may be assured to perform well at workplace (Singh, 2006,), such as being good at networking (Fineman, 2003). In our team at BSB124, what I performed in our team matching with what a high emotionally intelligent achiever tend to be (Fineman, 2003). Although English is not my first language, I was good at listening to my partners’ suggestion when we were meeting. My partners explained the ideas with simple words and then I understood and did successfully what they expected me to do.
However, I felt I was lack of the professional knowledge of presentation and the BSB124 unit, excluding the language problem, my learning style has be reflected why I was not able to discuss with my partners better. My second and third most conscious preferred learning styles are Deep Learning Achiever and Conscientious Achiever. In my initial study of this unit, I only focus on what I think were the probably key points of the lecture. Research has showed that high emotional intelligence and conscientiousness predict relatively high university GPA (Jackson, Baguma & Furnham, 2009). At the first two tutorial quizzes, I got almost full marks which mean my potential GPA in this part was high. Nevertheless, my limited knowledge was disclosed when I had my last two quizzes and our group meeting. When the quizzes were to exam other part knowledge of the unit, I got merely 50% marks. Besides, I did not know how to research for our presentation about Team Diversity despite I performed well in communication and tended to be a medium conscious team member. It reflects that a medium level of deep learning may not enough to have thorough understanding and critical thinking or much conflict in learning and at work (Smith, Wilson & Colby, 2007).
The major problem of my learning style is my low goal oriented achievement (GOA). I focus on low GOA means I am a dysfunctional learner (Jackson, 2005); therefore, I sometimes fail to manage time effective and efficient. For example, when the deadline was coming in two days, yet I had finished less than one third of my first assignment of the unit named Financial Accounting. In contrast, our group has a member named Jacque, who is a high GOA. Jacque told me she has her schedule and update them every week, also she sets different levels of goals to achieve so that she is able to both manage her study and work functionally. Jacque impacts me that I need professionally develop to outcome my dysfunctional time management.
2.3 Goal Setting
I believe that I need systemic and specific strategy for my professional development so I will use SMART criteria (Clutterbuck, 2008) to help my goal setting. SMART criteria means the goals I will set need to be specific, achievable and realistic, which can be measurable tangibly as well as having time bounded.
My long term goal in five years is to accomplish my postgraduate degree of finance I plan and work as an assistant in a large investment company. This is because I am a sophomore of accountancy and five years later I will just finish my study at university, I may just have a steady job. At this stage, what I need is more experiential learning to practice and improve myself for a further professionalism (Kolb & Kolb, 2005). Simply, my medium goal is to have an opportunity of studying a finance master; therefore, I need a high GPA of my university. So my short term goal is to gain a GPA of 5 in total and a GPA of 6 in BSB124 working in business.
2.4 Organisational Effectiveness
My LSP results show that I am an emotionally consistent achiever, so I will to promote my strength to emphasise on my career as an assistant in an investment company. I will need to be capable to regulate myself and use good networks to me partners, so that I can establish a broad client base and gain a solid reputation for achieving results. Research exams that high emotionally intelligent individuals are better at relation management and jobs requiring emotional labour, organisational learning activities and many aspects of job interview, and can be superior leaders making better decisions (McShane, Olekalns & Travaglione, 2010, p132). Hence, I plan to join the managerial training in order to develop my managerial skills. Without two years I would like to be a leader of an investment team at the workplace.
3. Social and Cultural Issues
As an international student studies abroad half a year, language is still prime problem as we were processing our teamwork. I did not enable to talk anything at a meeting when my team members spoke too fast, I missed the points. Therefore, the barrier of language is one problem why I was often quiet and the least conflict person of our team. Another one is the different education background. In China, it is general that the lecturers or tutors tell students the answers, which lead to the students lack their critical thinking. This makes me more difficult in thinking broadly and critically by comparison with my partners who receive the Australian education. Therefore, what I need to improve is to contact with more my local classmates and join in the community activities.
4. Interpersonal Effectiveness

4.0 Definition of Interpersonal Effectiveness
Interpersonal effectiveness are those essential abilities of teamwork, involving dealing with conflict, constructing and supervising high-performance teams , conducting efficient meetings, coaching and guiding employees, providing negative feedback in constructive ways, influencing others' opinions as well as motivating and energizing employees (Whetten & Cameron 2011, p.130).
Only to recognise and establish a good learning style is not enough, we need to improve our international skills for the workplaces. Interpersonal skills are related to “how we communicate with others, our confidence, and our ability to listen and understand.” (Allen, 2002, p.213). it is significant for me to achieve successfully interpersonal skills in my workplace.
4.2 Communication Process Model
In my tutorial class of BSB124, students were divided into four teams with six members of each for the presentation. In order to achieve a high score of our presentation, our team believed that communication skills should be regard as the key to success. We have learnt that we can only work interdependently if we communicate effectively (McShane, Olekalns & Travaglione, 2010, p.344). In our communication process style, we practised by meetings to decide our purpose, our goals, our PowerPoint and presentation practices. Also, we used both Facebook and e-mails for tracing the processes of our teamwork and summary of this meeting as well as the plans of next meeting. The efficiency was obvious because we were confident and enthusiastic about our presentation; meanwhile, team members received their feedback from others timely, which can aid members’ wellbeing, at least we understood how to operate our teamwork, which saved much time. Such communicational styles help me to assist my allocated part a lot. I am an international student whose English is not a first language.
4.3 SPARK
SPARK is an on-line feedback for performance rating and providing anonymous evaluation by giving and receiving feedback from others. It helps promote the development of our interpersonal effectiveness by reflecting on the critical evaluation. SAPA was evaluated by me and SPA was done by my team members. From my first formation feedback, the score of my SPA is 0.91, which is lower than SAPA (at 1.04), which suggests that I was aware of the underperformance among the peers. The difference between SAPA and SPA indicates the feedback of my strength and weakness in my interpersonal skills. I was identified as a shy and quiet girl though my partners believed I always already to share my ideas. They are a group of conscious partners because they understand my barrier of communication is language. I was aware of my weakness, so I tried to be a good listener when I asked my partners about the confused points after meeting and a good speaker when presenting our work. The summative feedback accessing SPARK shows my SPA has slightly increased, and I was acknowledged by my partners. I was in a remarkable team with ambitious and optimistic partners. As a result, our team gained more than 16 scores (at GPA6).
4.4 Diversity and Culture
Diversity means differently identifiable dimensions among members of an organisation, such as gender, age, first language and educational background (Davidson et al., 2009, p. 77). With an advance in globalisation, companies are increasing the value in cultural diversity of workforce. Research presents that developing cultural diversity aids their businesses access to new markets and achieve the competitive advantages, including resource acquisition, marketing, creativity, problem solving and organisational flexibility (Strachan, French & Burgess, 2009). In my future career in Australia, I will join in a number of diversity teams. If I can recognise the international education standards; have better access to training and development from accounting or financial mentors, I will soon to address harassment and vilification
4.5 Organisational Effectiveness
In my career in the investment industry; understanding of organizational culture will be significant for my effectiveness. I will join in a number of diversity teams. If I can recognise the international education standards; have better access to training and development from accounting or financial mentors, I will soon to address harassment (Strachan, French & Burgess, 2009). As a manager I expect to, I want to develop team that has good attention details, such as operating, collaborating and communicating, due to the fact that good communication is the vital for relationship and success in tasks. This is what I have learnt from my first teamwork at BSB124 – working in business at my university. Moreover, my team needs to have Professionalism and information power because of the traits of investment markets is timely, accurate and professional. I plan to find a mentor who has magnetic experience to train my team for promoting organisational effectiveness.
5. Conclusion
In conclusion, this portfolio has emphasised on intrapersonal and interpersonal effectiveness as well as development in organisational effectiveness to exam the importance of self-awareness. Access reflecting on my learning performance in BSB124 classes and teamwork, I have learned that my high emotional intelligence makes me be a peer rating of ‘value’ to my group presentation. However, due to the low competence of time-management and setting goals, I was dysfunctional to my learning and shown as shortages of deeper knowledge of this unit. Another matter is language. Because of English as my second language, I tended to be quiet and unable to express my thoughts of our assignment. Through measuring and recognising my strength and weakness in terms of self-learning and teamwork, I learn to develop my effectiveness performance not only for my present study at university, but also for my future career in the investing and banking industry.

6.0 References
Allen, M. (2002). Interpersonal Communication Research: Advances through Meta-analysis. Mahwah, N.J: L. Erlbaum.
Clutterbuck, D. (2008). Are you a goal junkie? Training Journal, May, 2008. 43-46. Retrieved February 16, 2010, from ABI/INFORM Global. (Document ID: 1481137601).
Davidson, P., Simon, A., Woods, P., and Griffith, R.W. (2009). Management. 4thAustralasian Edition, Wiley & Sons: Milton AUS, Chapter 3, The International environment: culture and diversity, 87..
De Janasz, S., Wood, G., Gottschalk, L., Dowd, K., and Schneider, B. (2006). Interpersonal Skills in Organisations. North Ryde, NSW: McGraw Hill
Fineman, S. F. (2003). Understanding Emotion At Work. London: SAGE Publications Ltd.
Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon: Australia.
Jackson, C.J. (2009). Using the hybrid model of learning in personality to predict performance in the workplace. Paper presented at the 8th IOP Conference, Conference Proceedings, Sydney, Australia, 75-79. Retrieved fromhttp://www.med.unsw.edu.au/home/currentevents.nsf/weblink/1E00165560/%24FILE/Jackson%20%20Hybrid%20Model%20of%20Learning%20in%20Personality.pdf
Jackson, C. J., Baguma, P., & Furnham, A. (2009). Predicting Grade Point Average from the hybrid model of learning in personality: Consistent findings from Ugandan and Australian Students. Educational Psychology.
Jackson, C.J. (2012). Assessment of Functional And Dysfunctional Self-Development Learning Using The Learing Styles Profiler (LSP-iii).Retrieved from http://www.cymeon.com/cgibin/LSPI_UK3_v6.exe
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4, 193-212.
McShane., A. Olekalns, Travaglione initials. (2010). Organisational Behaviour on the Pacific Rim (3rd ed.). McGraw-Hill Australia Pty Ltd Pubulishing.
O’Connor, P. J., & Jackson, C. J. (2008). Learning to be Saints or Sinners: The Indirect Pathway from Sensation Seeking to Behavior through Mastery Orientation. Journal of Personality, 76, 733 – 752.
Smith, Wilson, T. & Colby, S. A. (2007). Teaching for Deep Learning, 80. The Clearing House, 80, 205-210.
Strachan, G. French, E., and Burgess, J. (2009). Managing Diversity in Australia Theory and Practice. AUS: McGraw Hill.
Whetten, D. and Cameron, K. (2011). Developing Management Skills (8th ed.). New Jersey: Prentice Hall

7.0 Appendices
7.1 Appendices 1 Jackson’s learning styles Factor | My Score | Sensation seeker | 41 (Highest) | Goal Oriented Achiever | 24 (Lowest) | Emotionally Intelligent Achiever | 76 | Conscientious Achiever | 41 | Deep Learning Achiever | 42 |

7.2 Appendices 2 SPARK Items | SAPA | SPA | Provisional Presentation Mark | Final Individual Pres.Result | Formation | 1.04 | 0.91 | — | — | Summative rate | 1.02 | 0.94 | — | — | Grade | — | — | 16.6 | 15.604 |