ABSTRACTThis project is prearranged in 2 parts. The aim of part A is to establish what type of student the writer is also then connect this with career choice, whereas part B is concerned with a particular selected theme, that is related to the writer 's future occupation plus the programme of learning at university.
The initial part of the project is structured in 2 pieces. The opening piece aspires to use the several psychometric test outcomes, assess their integrity as well as think about their consequence. Within the subsequent piece, the means of how to use the strengths to the place of work plus how to better the limitations within the future to be examined analytically.
With the outcome analysis of the examinations of psychometric, the industry in general insurance seems more appropriate for the writer. The paper deliberates on the learning programme in the University and for the general insurance industry HR manager is an appropriate profession for the writer. Turnover of employee in the general insurance industry has issues, part B will centre on the aspects that affect turnover, contrasted with the US as well as Singapore general insurance industry. This theme is planned in 4 major aspects that are the present state of employee turnover in the US and Singapore general insurance, the workforce structure, job satisfaction plus national culture, plus work motivation. Thus, the research will offer certain suggestions to address employee turnover within the US in addition to Singapore general insurance industry.
Briefly, this project gives a chance for the writer to spot the personal learning style plus verify the future profession mainly. Moreover, this research assists the writer acquire an improved comprehension of employee turnover in the general insurance industry.
Keywords: Employee turnover, the General insurance Industry, United States, Singapore
ACKNOWLEDGEMENTSTABLE OF CONTENTS TOC \o "1-3" \h \z \u ABSTRACT PAGEREF _Toc448946890 \h 2ACKNOWLEDGEMENTS PAGEREF _Toc448946891 \h 3TABLE OF CONTENTS PAGEREF _Toc448946892 \h 4LIST OF TABLES PAGEREF _Toc448946893 \h 6SECTION A PAGEREF _Toc448946894 \h 7INTRODUCTION PAGEREF _Toc448946895 \h 7PART 1 PAGEREF _Toc448946896 \h 7WHO I AM AS A LEARNER PAGEREF _Toc448946897 \h 71.1What is learning PAGEREF _Toc448946898 \h 71.2VARK Questionnaire PAGEREF _Toc448946899 \h 91.2.1What is VARK? PAGEREF _Toc448946900 \h 91.2.2Implication for Learning PAGEREF _Toc448946901 \h 101.3MMDI and Myers-Briggs Test and the Jung Typology Test PAGEREF _Toc448946902 \h 121.3.1The Myers-Briggs Test and the Jung Typology Test PAGEREF _Toc448946903 \h 121.3.2Implication for Learning PAGEREF _Toc448946904 \h 131.4The honey and Mumford Learning Styles Questionnaire PAGEREF _Toc448946905 \h 151.4.1Implications for Learning PAGEREF _Toc448946906 \h 161.5The Belbin Test PAGEREF _Toc448946907 \h 171.5.1Implications for Learning PAGEREF _Toc448946908 \h 181.1Comments from Family and Friends PAGEREF _Toc448946909 \h 19PART 2: IMPLICATIONS FOR CAREER CHOICE PAGEREF _Toc448946910 \h 202.1Lifelong Learning PAGEREF _Toc448946911 \h 202.2Transferable Skills PAGEREF _Toc448946912 \h 212.1Justify Chosen Career Choice PAGEREF _Toc448946913 \h 22SECTION B PAGEREF _Toc448946914 \h 24Factors that Influence Employee Turnover in General Insurance Industry in US and Singapore PAGEREF _Toc448946915 \h 24PART 1 INTRODUCTION PAGEREF _Toc448946916 \h 243.1Background and Reason for Choice of Topic PAGEREF _Toc448946917 \h 242.3Purpose and Objectives PAGEREF _Toc448946918 \h 243.3Outline of Sections PAGEREF _Toc448946919 \h 25Part 2 LITERATURE REVIEW PAGEREF _Toc448946920 \h 253.2.1Work Motivation and Job Satisfaction PAGEREF _Toc448946921 \h 253.2.2National Culture PAGEREF _Toc448946922 \h 30PART 3 PAGEREF _Toc448946923 \h 34SUMMARY AND CONCLUSIONS PAGEREF _Toc448946924 \h 34Future research PAGEREF _Toc448946925 \h 35Limitations PAGEREF _Toc448946926 \h 35REFERENCES PAGEREF _Toc448946927 \h 37Section A PAGEREF _Toc448946928 \h 37Section B PAGEREF _Toc448946929 \h 44Bibliography PAGEREF _Toc448946930 \h 50APPENDIX A PAGEREF _Toc448946931 \h 54Appendix 1: VARK Questionnaire Result PAGEREF _Toc448946932 \h 54Appendix 2: Myers-Briggs Based Personality Type Indicator Result PAGEREF _Toc448946933 \h 55Appendix 3: Scoring Learning Style for the Honey and Mumfords PAGEREF _Toc448946934 \h 59Appendix 4: Test Result Jungian Typology PAGEREF _Toc448946935 \h 60Appendix 5: Test Result Belbin PAGEREF _Toc448946936 \h 61APPENDIX B PAGEREF _Toc448946937 \h 62Appendix 1: Curriculum Vitae PAGEREF _Toc448946938 \h 62Appendix 1: Two Jobs Adverts PAGEREF _Toc448946939 \h 68
LIST OF TABLES TOC \h \z \c "Table" Table 1 Four learning Preferences Characteristics PAGEREF _Toc448946983 \h 9Table 2 Questionnaire results of VARK PAGEREF _Toc448946984 \h 10Table 3 Preferences of MMDI PAGEREF _Toc448946985 \h 12Table 4 Test Result of Myers- Briggs PAGEREF _Toc448946986 \h 13Table 5 Test Result Jung PAGEREF _Toc448946987 \h 14Table 6 learning Style Cycle of Honey and Mumford PAGEREF _Toc448946988 \h 15Table 7 Test result Belbin PAGEREF _Toc448946989 \h 18Table 8 Five Isolate Dimensions on National Culture of Hofstedes PAGEREF _Toc448946990 \h 30
SECTION AINTRODUCTIONThis section aims at giving an overview of my personality characteristics as well as help in the identification of my main skills. It discusses five psychological investigations known as VARK, the Belbin Test and the Jung Typology, Honey and Mumford Learning Styles Questionnaire, and the Briggs Myers Test. Based on the results obtained from the psychometric test and the literature from previous theories, it will analyze the kind of a learner that I am. In addition, the efforts to test the accuracy of the questionnaire findings will lead to the review of the learning experience got during the learning session. The test of the results will further be supported by opinions and thoughts from family and friends.
Secondly, the results of the several psychometric tests done in part one gave an indication that the career choices of a human resource manager in the hospitality industry are highly determined by the hospitality manager. Therefore, there will be a combination of my career with my strengths and weaknesses (Abidin, & Daud, 2012). This combination will be done through the review of literature by various scholars. In addition, the methods of applying the strengths for my success in the workplace and the ways that the weaknesses can be overcome will be discussed. In general, the second part will focus its discussion on how my choice of career can be affected by my personality characteristics as well as my style of learning.
PART 1WHO I AM AS A LEARNERWhat is learningThis section aims at knowing what learning is, what should be learned by students, the main objectives of learning, and how exactly the process of learning takes place (Klein, McCall, Austin, & Piterman, 2007). Though this series of questions may be simple at first, it may also be complex to understand. People start learning immediately when they are born and start by learning how to walk, speak, and eat among others. As a result, our whole life is accompanied by the process of learning something new every new day and it becomes the habit of everybody. Currently at the institutions of higher learning such as universities and colleges, there are higher demands of learning. However, the ability of an individual to learn should be high and just about knowing what to learn, but also how and the reasons why learning is essential in our career lives. It may thus be significant to know what exactly learning is and how it can be improved.
Several studies indicated the importance of the learning results to individuals (Klein, McCall, Austin, & Piterman, 2007). They further defined learning as a process that involves change. In reality, reflective learning has its aims and objectives of checking the process of change and the capability of learners to deal with the ever changing in a sufficient and acceptable manner. For the learners to be able to improve their change capabilities, they need some experience that will guide them. According to Chan and Mak (2010), this indicates that self-actualization of an individual guide them in the process of change. To reach such a stage in life, individuals have to advance in their chosen careers and ensure their basic needs are well satisfied.
On the other hand, several studies indicated that learning should be a constant process that does not involve changes. As a result, they defined learning to involve knowledge gathering through the collection of the knowledge as remembrance and keeping it for future use as experience (Chan, & Mak, 2010). For instance, a language learner should improve their capability to remember words so that they can be used in the construction of sentences. The ability to make sensible sentences is dependent on constant and improved knowledge. Nevertheless, the most significant part of learning, which is reflection, is mostly ignored by many people. For instance, when we learned English during our school lives, we could listen, read and write very good items in English but we spoke it rarely. As a result, I have a great weakness in speaking English. Therefore, reflection of what is learned is critical as it assists in the development of understanding knowledge and skills.
Consequently, learning can be described as an on-going cyclic process which lasts forever (Curtis, & Winarick, 2012). The process further involves the assembling of various aspects of knowledge using different steps. It is done over different periods during the life-cycle of an individual. Afterwards, there will be a reflection on the activities that can be used in the learning practice.
VARK QuestionnaireWhat is VARK?Learning can be divided into two broad categories as unconscious and conscious. For instance, sometimes there are songs or sentences that we remember constantly. In such situations, it may never come to us that we are learning through listening (Khanal, Shah, & Koirala, 2014). VARK is popularly known as a typology that puts its focus on the psychological; dimension of the styles used in learning (see table 1) VARK 2011.
Table SEQ Table \* ARABIC 1 Four learning Preferences CharacteristicsLearning Preferences Interests Strength
Read/Write Taking notes during lectures or meetings and reading material Note takers
Audition Video, lecture or some other types of aural instructions Discussion and dialogues
Kinesthetic Learn through practices, such as touching, moving and interacting with the environment to learn Practical actions
Visual The look of an object and interested in colors, layout, and design, such as pictures, charts, symbols, and some other forms of visual Draw pictures or use diagrams to output information
Source: (VARK 2016)
Implication for LearningTable SEQ Table \* ARABIC 2 Questionnaire results of VARKRead/Write Audition/Aural Kinesthetic Visual
2 10 13 3
Source: www.vark-learn.com/english/result.asp, VARK 2016
The VARK questionnaire results in Table 2 indicated that different individuals have different preferences for learning. For instance, the results indicated that thirteen individuals preferred kinesthetic, twelve preferred audition, nine preferred visual while seven preferred read/write. The results further confirmed that I prefer aural and kinesthetic as the methods of learning which a definitely agree.
For effectiveness in learning, one should however try different methods. For instance, my learning effectiveness took place from working in teams. This was through discussions and ensuring constant communication with members which gave me the ability not only to effectively master knowledge, but also offere...
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