Reflective Learning

Reflective LearningReflective Learning

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Table of Contents

1.0 Introduction.....................................................................................................................................2

2.0 Developing Self Awareness..............................................................................................................3

3.0 Recognising Opportunities...............................................................................................................4

4.0 Evaluating Opportunities.................................................................................................................4

5.0 Searching and Availing Opportunities..............................................................................................6

6.0 Application and Resume..................................................................................................................7

7.0 Selection..........................................................................................................................................7

8.0 Concluding Remarks........................................................................................................................8

References.............................................................................................................................................9

Appendix A: Diagrams.........................................................................................................................11

Appendix B: Tables..............................................................................................................................12

Appendix C: VAK Learning Style Questionnaire...................................................................................13

Appendix D: The Big Five Model of Personality Traits.........................................................................19

Appendix E: Testing Decision Making Skills.........................................................................................20

Appendix F: Pathfinder........................................................................................................................22

Appendix G: Job Advert.......................................................................................................................24

Appendix H: Old CV.............................................................................................................................25

Appendix I: New (Updated) CV............................................................................................................28

Appendix J: Mock Job Interview Feedback..........................................................................................29

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Reflective Statement

1.0 Introduction

The reflective learning is salient to relate goals of the students to the aim and objectives of

the university. A range of studies conducted by well-known researchers outline the

significance of reflective learning process (Driscoll, 1994; Gibbs, 1988; Kolb, 1984). Solent

University’s career and CV building unit is well-designed for the students that allows them to

think and assess their past experiences to avoid or tackle career related issues ahead. The unit

emphasises the approach of portfolio building including reflecting writing that helps the

university to determine whether students successfully developed and reflected upon their

knowledge, skills, and capabilities while studying at the University. In addition to that

Southampton Solent University also assists students with the provision of several facilities

through ‘Career Box’. The Career Box usually equipped with course focus, self-awareness,

opportunity options, and self-promotion facilities.

During my BA (Honours) in Accounting and Finance discipline in Solent University, I gained

extensive knowledge and countless skills in accounting and finance domains. Further, I

believe that studying career and building unit saliently provides me an opportunity to achieve

my professional career goal which is “to grow in accounting and finance field utilising my

best knowledge and learning abilities so that I can professionally and ethically serve

organisations where I will work”.

In this reflective statement, I described my individual experiences, possibilities, occasions,

and new developed skills under a mixture of Kolb’s experiential learning cycle and Honey

and Mumford’s learning cycle which is shown in figure A1 in Appendix A. The discussion in

this reflective statement surrounds four parameters such as concrete experience (my personal

experiences and feelings), reflective observation (watching and analysing the problems),

abstract conceptualisation (thinking or evaluation different available options, and active

experimentation (taking actions). This reflective statement is structured into the unit elements

shown in figure 1.

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Selection

Application & Resume

Availing Opportunities

Evaluating Opportunities

Recognising Opportunities

Developing Self Awareness

Figure 1: Unit elements

2.0 Developing Self Awareness

The first and critical step was to develop self-awareness. Developing self-awareness is a

difficult phase that consists of discovering one’s nature, personality, learning style, values,

beliefs, skills and capabilities, interests, preferences, liking and disliking, and positive and

negative aspects (McLean, 2005). A range of self-awareness tools and methods helps students

to identify and evaluate their hidden abilities so that they may know themselves. According

to Griffin (2011), it is inherent for the students to identify their learning styles, personality

type, and decision making skills to achieve success and growth in their careers. This is the

reason that I performed three different tests to identify these three traits for developing self-

awareness.

The VAK learning style self-assessment questionnaire is well-recognised and recommended

by theorists to determine between three learning styles: auditory learning style, kinaesthetic

learning style, and visual learning style (Sims and Sims, 1995). In order to identify my

approach to learning, I filled VAK questionnaire online. During the test I selected 14 B’s

(options related to auditory learning style) and 13 A’s (choice associated to visual learning

style). This shows that I am more auditory followed by visual learner; therefore, I can say that

I have adopted an audiovisual learning style. The filled questionnaire is available in

Appendix C.

In order to determine my personality type, I performed big five factor model personality test.

This test is based on five big personality traits such as extraversion, agreeableness,

neuroticism, conscientiousness, and openness to experience (Digman, 1990). The personality

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test results in Appendix D indicate that I have a more Conscientious behaviour followed by

Agreeableness. The Conscientious trait shows that I am well-organised and self-disciplined,

and employers and other people can rely on me. Similarly, Agreeableness feature of my

personality illustrates my good & sympathetic nature and supportive behaviour. The big five

personality traits test also reveals my inability to open to new experience/intellect. This

means that I tend to be curious, uncreative, and traditional. Overall I agree with the test

results which match my personality and aspirations. Also, performing this test allowed me to

discover strong and weak points of my personality.

Finally, to test my decision making skills, I filled an online questionnaire provided by

mindtools.com. The final score i.e. 69 reveals my ‘good’ decision making skills in setting up

processes and generating potential solutions to the problems. The filled questionnaire and

score interpretation are listed in Appendix E.

3.0 Recognising Opportunities

It is a difficult decision for any student to recognise opportunities available to him especially

after completing his graduation. I was also somehow confused about what to do after

graduation but career and CV building unit provided me an opportunity to identify and

evaluate various opportunities that I can avail after my graduation. For example,

employment, further study, time out, and self-employment were the possible choices I was

looking to decide between but the question was still holding the ground which opportunity I

should go for. To solve this dilemma, I searched for different possible options on the basis of

their pros and cons. The foremost benefits and risks associated with each option are listed in

table B1 in Appendix B.

4.0 Evaluating Opportunities

After reviewing the benefits and risks of each option, I evaluated the benefits of available

options using evaluation matrix shown in table 1.

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Table 1: Evaluation Matrix

CRITERIAEVALUATION

Employment Further Study Time out Self-

EmploymentBenefits Weights

Monetary benefits 5 1 1 5Skills and development 5 4 3 4Study opportunities 3 5 2 1Career development 5 4 3 2Better scope 5 4 2 4Self-awareness 5 3 3 5Freedom 2 3 5 5Stress free life 2 3 5 5Reducing debts 5 1 1 2Professional approach 5 2 2 4

Gross Rating 42 30 27 37W = Weight (5-high to 1-low) Source: Spaulding (2008)

It is evident from the above evaluation that job after graduation option is suitable for me on

the basis of its benefits over other choices. Furthermore, by working in the profession of

accounting and finance will allow me to professionally utilise my knowledge and skills that I

developed whilst studying in Solent University. Similarly in order to evaluate risks associated

with each option, I used risk register to record and prioritise risks. Similarly, risk map was

used to graphically show the significance of risks on the basis of their probabilities and

impacts. The risk register is available in table 2 followed by the risk map.

Table 2: Risk register

Ran k Category Probable Risks

Prob.(P)

Impact(I)

Score(P x I)

R1 TO Missing out employment chances 4 5 20R2 FS, TO More debt 4 5 20R3 FS High fee 4 4.5 18R4 SE, EMP Prevent further studies 4 4.5 18R5 TO Hinder personal commitment 4 4 16R6 SE HMRC restrictions 3 4 12R7 SE Tax constraints 4 3 12R8 EMP Time constraints 3 3 9R9 TO Negative impression 3 3 9R10 EMP Doing wrong job or competition 2 3 6

EMP = Employment, FS = Further study, TO = Time out, SE = Self-Employment

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The risk analysis of various opportunities reveals high risks in selecting time out, further

studies, and self employment on the basis of different risk factors. Whereas employment

opportunity has low risks compared to other opportunities.

5.0 Searching and Availing Opportunities

On the basis of benefits and risks evaluations, I gave priority to graduate employment.

Although, I am an accounting and finance professional with adequate work experience of a

well-known oil firm and a reputed bank in the KSA, but I was planning to gain work

experience in the UK after completing my graduation. Therefore, I was slightly confused

about what kind of jobs I should apply to start my career in the UK. To clarify my mind, I

used two tools from different websites. For example, ‘Job Discovery Wizard’ is used to

explore my skills and knowledge in accounting and finance domain while ‘Career Pathfinder’

tool is used to scrutinize the kinds of jobs I should apply for.

As shown in Appendix F that the results of job discovery wizard highlight 5 core skills and 3

key areas of my knowledge depending on the questions asked during the wizard. On the other

hand, the outcome of career pathfinder tool indicates two major job titles such as ‘financial

auditors and accountants’ and ‘accounting and related clerks’ as shown in Appendix F.

On the basis of the above facts, I decided to look for job sites and recruitment agencies that

can help me finding a job in accounting and finance domain. I preferred recruitment agencies

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websites because of its numerous advantages over other conventional methods. For example,

cost effectiveness, rapid response, and latest technology (Dhar, 2008). Another important

decision was to select appropriate recruitment agency with adequate online facilities for

graduate students. I tried the Google search engine to find some websites of recruitment

agencies with a list of appropriate jobs for me. I found that some websites are especially

designed for accounting and finance jobs. So I picked up two websites i.e. www.reed.co.uk

and www.accountancyagejobs.com to apply same kind of jobs recommended by pathfinder. I

applied nearly 5 jobs through these websites and received an interview call from ‘HealthCare

International’ through reed.co.uk. The copy of job advert is included in Appendix G.

6.0 Application and Resume

The importance of preparing a perfect CV that makes a great impression on the employer is

very important for a candidate applying for graduate jobs (Corfield, 2006). The career and

CV building unit and especially the mock interview encouraged me to make significant

changes in my CV to make it more professional, purposeful, concise, and tidy. My old CV

(available in Appendix H) was according to the style which is acceptable in Saudi Arabia but

it was inappropriate to apply for jobs in the UK with this kind of CV. Therefore, I made some

significant changes in my CV to make it more attractive and professional with full of

necessary information and skills. On the basis of mock interview feedback, the significant

changes I made in my CV include: reduced to one page, removed extra spaces, use of tables

to summarise information, and inclusion of relevant skills and abilities. My new and updated

CV is available in Appendix I. Now I am sure that these significant changes will help me to

confidently apply for jobs and also I am expecting considerable job offers in future.

7.0 Selection

The career research process ended with a mock interview for the job of ‘Assistant

Accountant’ in HealthCare International. This job I applied through reed.co.uk. The mock

interview was conducted for many purposes; for example, to defeat my hesitation during real

interview, to probe into the situation, to overcome my weaknesses, and to gain confidence for

the real interview. As shown in Appendix J that my mock job interviewer, Victoria Simpson,

mentioned various positive and negative points about the mock interview. She highlighted

some positive perspectives of my mock interview; for example, well-presented and neat

dressing, strong answers of the interviewers, suitability to the role, and professional cover

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letter. On the other hand, she has also indicated some flaws or weaknesses during mock

interview. For example, avoid using negative language such as dismissing the work as ‘only

for a few months’, keep the body language calm during an interview, and finally develop new

and updated CV according to the requirements of applying in the UK job graduate schemes.

The mock interview encouraged me and provided me the opportunity to remove any barriers

prior to conduct real interviews.

8.0 Concluding Remarks

It is not easy to count the benefits that I received whilst studying in Solent University

particularly the career and CV building unit. But overall, I feel extremely pleased after

completing BA (Honours) Accounting and Finance from Solent University. I am also

satisfied from the new knowledge and competencies I developed during this course.

Particularly, career and CV building unit helped me to: develop an effective and

comprehensive portfolio, recognise my personality traits, identify learning styles, and

discover my decision making skills. Further I learned how different career pathfinder tools

can help me to narrow down the future job possibilities.

At the end, the mock interview prior to a real interview for the post of Assistant Accounting

in HealthCare International was very useful for me. Although, it highlighted my positive

approach of interview but it also indicated some weaknesses regarding my CV, appearance,

body language, and negative language during the interview. On the basis of the above facts, I

can confidently say that the entire course and career and CV building unit facilitated me to

develop many transferable skills and abilities that are vital for any student in his career.

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References

Corfield, R. (2006). Preparing the perfect CV: How to make a great impression and get the job you want. 3rd edition, Kogan Page Publishers

Dhar, R.L. (2008). Strategic Human Resource Management. Excel Books.

Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights, MA: Allyn and Bacon

Digman, J. M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, pp. 417-440.

Gibbs G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit

Griffin, R.W. (2011). Fundamentals of management. Cengage Learning

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall

Lee-Davies, L. (2006). Developing work and study skills. Cengage Learning EMEA

McLean, G.N. (2005). Organisational development: principles, processes, performance. Berrett-Koehler Publishers

Research Education Association (1997). Careers for the Year 2000 and Beyond. Research and Education Association

Russell, H., Smyth, E. and O'Connell, P.J. (2005). Degrees of Equality: Gender Pay Differentials among Recent Graduates. ESRI

Sims, R.R. and Sims, S.J. (1995). The importance of learning styles: Understanding the implications for learning, course design, and education. Greenwood Publishing Group

Schnitman, I. (2007). The Dynamics Involved in Web-based Learning Environment (WLE) Interface Design and Human-computer Interactions (HCI): Connections with Learning Performance. ProQuest

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Spaulding, D.T. (2008). Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis. John Wiley & Sons

Zbilgin, M.F. (2009). Career Choice in Management and Entrepreneurship: A Research Companion. Edward Elgar Publishing

Online Sources

www.reed.co.uk

www.accountancyagejobs.com

www.outofservice.com/bigfive/

www.careerpath.com/career-tests/skills-assessment/

www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx

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Appendices

Appendix A: Diagrams

Figure A1: Amalgamation of Kolb and Honey & Mumford’s learning cycles

Source: Lee-Davies (2006, p. 35)

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Appendix B: Tables

Table B1: Pros and Cons of available options

Option Pros Cons

Employment

o Monetary benefitso Paying up student loanso Professional skills developmento Positive approach

o Continuing part time study

o Risk of doing wrong jobo Unable to apply for further jobs due to

time constrainto May prevent further studies

o Chance of rejections due to rivalry

Further study

o Academic skills developmento Intellectual ability developmento Career development opportunityo More better scope

o Better job offers

o Not a guarantee of top job in starto Lack of moneyo High fee for international studentso More debto More time invested in study

Time out

o Developing skillso Shaping career patho Self-awarenesso Impress employers

o Good addition to CV

o High cost may increase debt levelo Missing out employment chanceso Too much focus on enjoymento Negative impression

o May hinder personal commitment

Self employment

o Freedomo Earn more moneyo Creative skills developmento Be my own bosso Flexible work hours

o Stress or pressure free life

o No guarantee for business successo Problems during nadir timeso Requires extensive knowledge of

marketo Lack of capital to be investedo Extra taxes

o HMRC restrictions

Sources: Research Education Association (1997), Russell et al. (2005), Zbilgin (2009)

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Appendix C: VAK Learning Style Questionnaire

1. When I operate new equipment I generally:

a) Read the instructions first

b) Listen to an explanation from someone who has used it before

c) Go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually:

a) Look at a map

b) Ask for spoken directions

c) Follow my nose and maybe use a compass

3. When I cook a new dish, I like to:

a) follow a written recipe

b) call a friend for an explanation

c) follow my instincts, testing as I cook

4. If I am teaching someone something new, I tend to:

a) write instructions down for them

b) give them a verbal explanation

c) demonstrate first and then let them have a go

5. I tend to say:

a) watch how I do it

b) listen to me explain

c) you have a go

6. During my free time I most enjoy:

a) going to museums and galleries

b) listening to music and talking to my friends

c) playing sport or doing DIY

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7. When I go shopping for clothes, I tend to:

a) imagine what they would look like on

b) discuss them with the shop staff

c) try them on and test them out

8. When I am choosing a holiday I usually:

a) read lots of brochures

b) listen to recommendations from friends

c) imagine what it would be like to be there

9. If I was buying a new car, I would:

a) read reviews in newspapers and magazines

b) discuss what I need with my friends

c) test-drive lots of different types

10. When I am learning a new skill, I am most comfortable:

a) watching what the teacher is doing

b) talking through with the teacher exactly what I’m supposed to do

c) giving it a try myself and work it out as I go

11. If I am choosing food off a menu, I tend to:

a) imagine what the food will look like

b) talk through the options in my head or with my partner

c) imagine what the food will taste like

12. When I listen to a band, I can’t help:

a) watching the band members and other people in the audience

b) listening to the lyrics and the beats

c) moving in time with the music

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13. When I concentrate, I most often:

a) focus on the words or the pictures in front of me

b) discuss the problem and the possible solutions in my head

c) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like:

a) their colours and how they look

b) the descriptions the sales-people give me

c) their textures and what it feels like to touch them

15. My first memory is of:

a) looking at something

b) being spoken to

c) doing something

16. When I am anxious, I:

a) visualise the worst-case scenarios

b) talk over in my head what worries me most

c) can’t sit still, fiddle and move around constantly

17. I feel especially connected to other people because of:

a) how they look

b) what they say to me

c) how they make me feel

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18. When I have to revise for an exam, I generally:

a) write lots of revision notes and diagrams

b) talk over my notes, alone or with other people

c) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to:

a) show them what I mean

b) explain to them in different ways until they understand

c) encourage them to try and talk them through my idea as they do it

20. I really love:

a) watching films, photography, looking at art or people watching

b) listening to music, the radio or talking to friends

c) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:

a) watching television

b) talking to friends

c) doing physical activity or making things

22. When I first contact a new person, I usually:

a) arrange a face to face meeting

b) talk to them on the telephone

c) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people:

a) look and dress

b) sound and speak

c) stand and move

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24. If I am angry, I tend to:

a) keep replaying in my mind what it is that has upset me

b) raise my voice and tell people how I feel

c) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember:

a) faces

b) names

c) things I have done

26. I think that you can tell if someone is lying if:

a) they avoid looking at you

b) their voices changes

c) they give me funny vibes

27. When I meet an old friend:

a) I say “it’s great to see you!”

b) I say “it’s great to hear from you!”

c) I give them a hug or a handshake

28. I remember things best by:

a) writing notes or keeping printed details

b) saying them aloud or repeating words and key points in my head

c) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:

a) writing a letter

b) complaining over the phone

c) taking the item back to the store or posting it to head office

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30. I tend to say:

a) I see what you mean

b) I hear what you are saying

c) I know how you feel

Source: Schnitman (2007, p. 151)

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Result:

A = 13 (Visual)

B = 14 (Auditory)

C = 3 (Kinaesthetic)

Appendix D: The Big Five Model of Personality Traits

Source: http://www.outofservice.com/bigfive/

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Appendix E: Testing Decision Making Skills

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Source: http://www.mindtools.com

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Appendix F: Pathfinder

Source: http://www.careerpath.com/career-tests/skills-assessment/

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Source: http://www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx

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Appendix G: Job Advert

Source: www.reed.co.uk

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Appendix H: Old CV

Hussain Almansour

Address: Room D, flat 72, block D, Emily Davies, Southampton campus SO15 2PU

Email: [email protected]

Mobile: 07529789554

Professional profile

I am a straight forward person, with thirst for different experiences, I have high ambitious. I

am always motivated and eager to contribute with work regardless if it’s academic or

employee in a work place.

I think am a active person who likes to explore the world and get along with people from

different background. I can speak at least 3 different languages which can be helpful for me if

I am travelling in future or working abroad.

I have an easy going persona and can make friends with people from different backgrounds.

Education

2011-2012, university of Southampton Solent, United Kingdom, Bachelor in

accountancy and Finance I have finish my first year and I feel that I improved my

skills and knowledge in my studies.

2010-2011, university of Swansea Metropolitan, UK, International Foundation

program business. This helped to improved my English language, communication

skills and provide me with business basics in general. Also, it qualified me to

complete my studies at Southampton SolentUniversity.

2008-2009, studied for IELTS in Manchester

2004-2006 High School Alhadithah Diploma in Natural Science, Mathematics,

English; Arabic, Physics and Religious Studies.

Subjects studied

Science

Mathematics

English

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Arabic

Geography

History

RE religious studies

Nature studies

ICT

Business studies

Work experience

April 18th 2006- February 9th2007 work experience in Al riyad bank in Saudi Arabia

August 17th 2007- November 27th, work experience with Saudi Aramco as a learner

for accounting

14th march 2008- 05th July 2008, worked in a coffee shop as a customer assistant.

Additional skills

Working and gaining the experience thought me a great experience which I needed as an

essential with my life, I have gained new skills and experiences. I can deal with customers in

a polite well-mannered way; I can work in a team or individually. I can take and give orders

if needed, I I have the skills to motivate my group mate or my friends. Working made me

realize the value of money and how vital it is for one to survive in the real world.

The following skills are my strong points

• Listening skills

• Presentation skills

• Communication skills

• Team working

• Customer services

• Ability to work unsupervised

• Hygienic

Interests

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I have hobbies and things that I like to enjoy during my free time, I love playing sports and

getting involved in activities. I like to keep myself fit and go to the gym during my free time.

I love to cook and am one of my hobbies as well which is essential to know. I go and watch a

movie sometimes with friends; I have interest in reading books with good nonfiction stories. I

like to read newspaper and watch news as well to get updated with what happening around

the world. I watch documentaries about nature and mysteries.

Reference available on request

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Appendix I: New (Updated) CV

HUSSAIN ALMANSOURAddress: Room D, flat 72, block D, Emily Davies, Southampton campus SO15 2PU

Contact: 07529789554

Email(s): [email protected]

Objective: I am self-motivated person with adequate problem solving abilities, looking to secure a position in a reputable organisation that can allow me to effectively utilise my skills and competencies so that the outcome can be used for the befit of the organisation.

Academic Education

Sr. Certification / Degree Institution / University Specialization Duration1 BA (Hons.) Accounting

and FinanceSouthampton Solent University – UK

Accounting and Finance 2011-2012

2 UK, International Foundation program business

University of Swansea Metropolitan

English Language Program 2010-2011

3 IELTS Manchester English 2008-20094 Diploma in Natural

Science, Mathematics, English; Arabic, Physics and Religious Studies

High School Alhadithah Science 2004-2006

Work Experience

Organization : Saudi AramcoOrganization Type : State-owned national oil company of Saudi ArabiaDesignation : Accountant AssistantTenure : March 2007 to November 2007

Organization : Al-Riyadh Bank in Saudi ArabiaOrganization Type : BankDesignation : Trainee Assistant AccountantTenure : April 2006 to February 2007

Computer Skills and Other Abilities

Sr. Skills & Abilities Level Last Used / Practiced 1 Presentation skills Good Currently Using2 Interpersonal skills Good Currently Using3 Communication skills Adequate Currently Using 4 Team working skills Good Currently Using5 Computer skills (MS Office) Good Currently Using

ReferencesWill be furnished on demand

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Appendix J: Mock Job Interview Feedback

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