REFLECTIVE STATEMENT EXAMPLEREFLECTIVE STATEMENT EXAMPLECV Work and Portfolio Building

Reflection on unit and course

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TABLE OF CONTENTS

1. 1. INTRODUCTIONINTRODUCTION ------------------------------------------------------------------------------------ 2

2. 2. RELATING UNIT’S AIM WITH MY AIM AND OBJECTIVES RELATING UNIT’S AIM WITH MY AIM AND OBJECTIVES -------------------------------- 2

3. 3. LEARNING STYLES LEARNING STYLES --------------------------------------------------------------------------------- 3

3.1 3.1 LEARNING STYLES AND KOLB’S SYSTEM LEARNING STYLES AND KOLB’S SYSTEM ------------------------------------------------------ 3

3.2 3.2 VAK LEARNING STYLES VAK LEARNING STYLES ---------------------------------------------------------------------------- 3

4. 4. APPLYING DRISCOLL’S MODEL ON INCIDENTS APPLYING DRISCOLL’S MODEL ON INCIDENTS --------------------------------------------- 4

4.1 4.1 WHAT WHAT ------------------------------------------------------------------------------------------------- 4

4.2 4.2 SO WHAT SO WHAT --------------------------------------------------------------------------------------------- 5

4.3 4.3 NOW WHAT NOW WHAT ----------------------------------------------------------------------------------------- 5

5. 5. BENEFITS OF REFLECTIVE LEARNING TOWARDS MY FUTURE CAREER BENEFITS OF REFLECTIVE LEARNING TOWARDS MY FUTURE CAREER -------------- 5

6. 6. REFLECTION ON THE TARGETS ACHIEVED DURING STUDY REFLECTION ON THE TARGETS ACHIEVED DURING STUDY ----------------------------- 7

6.1 6.1 DESCRIPTION DESCRIPTION ---------------------------------------------------------------------------------------- 7

6.2 6.2 EVALUATION EVALUATION ---------------------------------------------------------------------------------------- 7

6.3 6.3 FEELINGS FEELINGS --------------------------------------------------------------------------------------------- 8

6.4 6.4 ANALYSIS ANALYSIS --------------------------------------------------------------------------------------------- 8

6.5 6.5 CONCLUSION & ACTION PLAN CONCLUSION & ACTION PLAN ------------------------------------------------------------------ 8

7. 7. CONCLUSION CONCLUSION ---------------------------------------------------------------------------------------- 9

REFERENCES REFERENCES ----------------------------------------------------------------------------------------- 10

APPENDIX I APPENDIX I ------------------------------------------------------------------------------------------ 12

FIGURE1: MIXTURE OF KOLB & HONEY AND MUMFORD'S LEARNING STYLES FIGURE1: MIXTURE OF KOLB & HONEY AND MUMFORD'S LEARNING STYLES ------ 12

APPENDIX II APPENDIX II ----------------------------------------------------------------------------------------- 13

TABLE1: CAREER-BASED SWOT ANALYSIS TABLE1: CAREER-BASED SWOT ANALYSIS ---------------------------------------------------- 13

APPENDIX III: VAK LEARNING STYLE SELF ASSESSMENT QUESTIONNAIRE APPENDIX III: VAK LEARNING STYLE SELF ASSESSMENT QUESTIONNAIRE --------- 14

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1. INTRODUCTION

Many experts and scholars give importance to reflective learning as a part of the

education (Kolb, 1984; Gibbs, 1988; Driscoll, 1994; and Boud, 1995). ‘Career and CV

building unit’ offered by Solent University helps the students to develop reflective

thinking in order to evaluate past experiences for the purpose of setting the future plans to

make their careers successful. In this reflective statement, I will try to explain my

experiences, feelings, and action plans whilst studying in Solent University using

different learning and reflective theories/models.

2. RELATING UNIT’S AIM WITH MY AIM AND OBJECTIVES

According to Zubizarreta (2009), developing the portfolio helps the university and

departmental programs to decide whether they have achieved the desired objectives of the

program. The core aim of ‘career and CV building unit’ is to discover and reflect upon

the skills, abilities, and awareness of the students that they have developed whilst

studying at Southampton Solent University (Solent University, 2012). Also, helping

students to find out best job and work opportunities in their respective areas of study. For

this purpose, students are assessed by developing portfolios that include personal profiles,

CV building, mock interview, and a reflective statement. The university also provides

many online facilities for employability resource such as ‘CareerBox’.

Reflective learning is very important in achieving personal aim and objectives. Allen

(2006) explained that portfolio development provides the opportunity for students for

reflective learning that can help them in choosing their careers. In addition, it also

engages students to think and discover what they have learned during the whole course

and also to endorse thinking about future career (Zubizarreta, 2004). During my

graduation from Solent University, I had the opportunity to learn lots of new ideas and

concepts in the field of accounting and finance. I am having a considerable experience of

working with one of the leading IT based company in Saudi Arabia and my core aim of

study in the UK was to enhance and polish my knowledge, skills, and abilities in order to

achieve my career objective which is based on “to become a dedicated and result-

oriented team leader with a highly successful educational and practical background in

the field of accounting and finance”.

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3. LEARNING STYLES

3.1 LEARNING STYLES AND KOLB’S SYSTEM

According to Honey and Mumford (1994), people may adopt four learning styles:

activist, reflectors, theorists, and pragmatics. These styles are very much alike with

Kolb’s (1984) learning styles (e.g. accommodating, diverging, assimilating, and

converging) which are mentioned in his learning cycle. In order to explain my learning

styles, I think it is the best option to use the mixture of both theories that is commonly

known as ‘Honey and Mumford’s variations on the Kolb system’. The figure 1 in

appendix I shows the mixture of two models.

On the basis of above stated models, I believe that I had different learning styles during

the entire course. In the beginning and the middle of the course at concrete experience

stage, I adopted activist style (accommodating in the Kolb’s cycle) when I experienced

different methods of study which were dissimilar to the education system in my country

Kingdom of Saudi Arabia (KSA). Unlike the UK, the education system of KSA is

entirely different which is primarily based on lecture notes, assignments, and exam

assessments but in the UK I practised some additional learning techniques by attending

seminars, working in groups/teams, giving presentations, and writing a critical literature

based assignments. The activist style was important to me to tackle the problems by

brainstorming in order to relish immediate experiences. By adopting activist style, I

learned that weighing up previous experience is good but not always considerable in case

of new situations.

During ‘career and CV building unit’ at reflective observation stage of Kolb’s system, I

found myself in ‘reflector’ style (diverging in learning cycle) since I was looking back to

determine what I did, experienced, and learned from the course at Solent University in

achieving my career aim and objectives. On the basis of reflective observation, I

developed my career SWOT analysis which is shown in table 1 in appendix II.

3.2 VAK LEARNING STYLES

According to Northey and Waterman (2005), there are three types of VAK learning

styles: Visual learners, Auditory learners, and Kinaesthetic learners. Visual learners learn

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and believe in what they see or observe from the environment around whereas auditory

learners prefer to learn through hearing and listening. Kinaesthetic learners learn by

experiencing something physically/personally.

For me I guess adopting a VAK learning style depends on the situation. For example,

whilst studying in Solent University, I and my colleagues adopted ‘visual’ and ‘auditory’

styles when we were listening our teachers in the classrooms and attending seminars. In

addition, I believe that I adopted ‘Kinaesthetic’ learning style when I was working in the

group/team for presentations, writing coursework assignments, and giving exams because

I learnt many things by gaining personal experience. In order to test my general VAK

learning style I filled VAK learning style questionnaire (see appendix III) and found

myself mainly in two styles (i.e. visual and auditory).

4. APPLYING DRISCOLL’S MODEL ON INCIDENTS

The Driscoll model (1994 and 2000) is primarily based on three fundamental questions

(i.e. what, so what, now what) to complete the experiential learning cycle on incidents.

Application of learning theories is very important on incidents in terms of feedback from

the teachers and also to improve teacher-student relationships (Burnett, 2002). During my

studies at Solent University, I came across many incidents where few have great

significance. I will describe one of the major incidents in this section.

4.1 WHAT

As I mentioned earlier that the UK education system is different from the education

system in Saudi Arabia. In KSA, universities and colleges encourage assignments and

course works but their criterion is entirely different. In the accounting and finance field,

most of the institutes emphasize on quantitative or practical work rather than course

works that include literature review, critical writing, and reflective learning. Studying at

Solent University was my first international study experience and I was unaware of the

few concepts/terms like plagiarism, critical writing, and reflective learning. I was

enjoying my lectures and other study-based activities within the classroom but the

problem occurs once I received the instructions on writing my first assignment.

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However, the instructions were very clear but I was experiencing some problems in

understanding the terms (stated above). The tutors and the university staff helped me a lot

in explaining me how to avoid plagiarism but I was facing difficulties in writing critical

assignment by reviewing the literature. I finished a particular part of the assignment and

once I showed to my teacher, he became very angry over my performance and I received

so many negative remarks. I was very confused and scared to write the next section of the

assignment.

4.2 SO WHAT

To solve this dilemma, I read many essays and reports based on critical literature reviews

from many sources such as journals, online databases, and internet. The time was running

away and the deadline was coming nearer. The pressure was building on me because

other teachers were also given their assignments. Then I decided to ask for help from one

of my former professors in the Saudi Arabia because he earned his PhD degree from one

of the reputed institute in the UK. I arranged a videoconferencing with him by taking the

appointment via email. My teacher guided me very well by showing me some good

examples. He also encouraged me to start the assignment confidently by utilizing my

good written English skills. After the meeting I was feeling confident but I thought it is

also a good idea to meet my current module tutor to gather some more important tips.

This time I emailed my current supervisor and received a quick positive feedback about

the meeting. He gave me one hour of his precious time in explaining and guiding me how

to address the question effectively by reviewing the relevant literature.

4.3 NOW WHAT

I started the assignment confidently and handed over before deadline and obtained good

marks. I was very happy but also conscious about next assignments. The major thing I

learned from the incident that it is always best practice to consult with experienced

persons. I set the action plan for the next assignments by keeping in mind that if it will

happen again then I will avoid repeating such mistakes.

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5. BENEFITS OF REFLECTIVE LEARNING TOWARDS MY FUTURE CAREER

Organizations from all around the world seek for knowledgeable and skilled employees

with educational excellence (Smith et al., 2000; Bennett et al., 2008). When I started the

course at Solent University, I was self-assured that my previous knowledge and practical

experience will be helpful in performing well during the course. In reality, I faced too

many problems in the beginning of the course due to the entirely different education

system by UK as compared to KSA but with the passage of time I overcome my

deficiencies and learnt lots of things. For example, working in group/team for the purpose

of presentations, I performed ‘team worker’ and ‘resource investigator’ roles (see Belbin

team roles in the book ‘team roles at work’ by Belbin, 2010) and learnt how to perform

my role effectively in achieving team’s ultimate targets.

The entire course and especially ‘career and CV building unit’ helped me to improve core

skills required for successful career such as time and self-management skills, team

working skills, problem solving skills, and most importantly communication skills

including reading, writing, speaking, and listening English. Today, I am confident in

saying that strong academic background is very important for the students in achieving

their short-term job-related goals and long-term career-oriented objectives. Based on

educational experience with Solent University, I believe that ‘career and CV building

unit’ has been beneficial for me in a number of ways as follows:

Enhanced most important enterprise skills and aptitude

Leant about job interview techniques and selection procedures through mock

interview

I came to know about do’s and don’ts during interviews

Leant the techniques to develop effective and eye-catching CV to increase the

success rate in the job market

Increased self-awareness

Identified areas of success and non-success

Leant the importance of portfolio development to start a successful career

Got the opportunity to think about what went wrong in the past and how to

improve my abilities in the future by not repeating past mistakes

Leant ethics and social responsibilities

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Furthermore, the online facilities provided by Solent University such as ‘Mahara e-

Portfolio’ and ‘CareerBox’ helped me in understanding what employers look for and also

to assess my skills, abilities, and interests in making imperative career decisions.

Buzzetto-More (2010) reported that online tools and websites are providing the facility

for students to develop e-portfolios in order to hunt particular career opportunities. In

addition, these tools also help employers to find out most appropriate employees for the

desired position. Overall, I would say that due to ‘career and CV building unit’ I acquired

lots of knowledge and skills in setting up the future career directions.

6. REFLECTION ON THE TARGETS ACHIEVED DURING STUDY

In setting clear directions about my career before taking admission in Solent University,

my major target was to obtain an international degree in accounting and finance discipline

to enrich my job-related skills and also to develop multiple skills in my personality which

are important for a successful career. The entire course helped me a lot to improve my

interpersonal, presentation, communication, and management skills and I also learned

new accounting and finance techniques to bring clarity in the organizational operations.

Today, I am confident in saying that due to the strong academic course which I am doing,

I can easily achieve my career-oriented goals in the future. Throughout my course, I came

across many situations that result in developing useful skills in my personality. The

academic presentations are always the best way improve many types of skills. In this

section of the report, I will prefer Gibbs (1988) reflective model to describe how I learned

and developed different skills from the presentations.

6.1 DESCRIPTION

Before my first presentation in the Solent University, I had some experience of giving

presentations during my previous studies but all those presentations were in my first

language (i.e. Arabic). I was handed over the responsibility to present a particular topic in

the class and once I came on the stage I was so confused in facing the audience especially

my teacher but I started the presentation with low and nervous voice and finished my part

of the presentation successfully.

6.2 EVALUATION

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There were some bad and good points about my presentation. I was well dressed and my

body language was good as told by my tutor and colleagues after the presentation but

there were also some negative points. For example, I was speaking with low and nervous

voice and some colleagues sitting on back chairs were unable to hear my voice properly.

In addition, due to the lack of confidence my eye contact was not appropriate and I was

avoiding looking at my tutor and was constantly looking at my group members. In the

question answer session, I got confused when one of my colleagues asked me an

irrelevant question. I straightforwardly refused to answer the question by saying ‘ it is an

irrelevant question’.

6.3 FEELINGS

In the beginning, I was focusing only my group members with the thinking that if I will

see my tutor or other colleagues, I will be pressurised and might forget what I was saying

or might get more confused. In addition, I was also feeling shy in speaking English in

front of the audience.

6.4 ANALYSIS

After presenting for five minutes, I got some confidence when my teacher appreciated

one of my points by saying ‘good’. The appreciation given me self-confidence and my

eye contact became much better than after that.

6.5 CONCLUSION AND ACTION PLAN

In concluding the whole scenario, I would say that my first presentation was good in

terms of presentation material but it was not up to the standards because of lack of

confidence. After the presentation I was not feeling well once my tutor highlighted my

weaknesses but later on I realised that people learn from their mistakes and this

presentation gave me a chance not to repeat such mistakes again.

The presentations helped me to develop communication, interpersonal, and presentation

skills. Since the incident in question answer session, I learned that if somebody asks an

irrelevant question then allow it if it serves my interest and keep the answer short.

Otherwise, the best way to answer is that “I want to keep my discussion focused on the

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subject/topic”. I also learned that if someone missed some point in the presentation then it

is good to repeat it briefly.

7. CONCLUSION

Studying in the Solent University is an excellent experience in learning from a number of

activities such as creating a personal portfolio, CareerBox, and mock interview. The

entire course supported me to highlight my weaknesses and also to develop many

transferable skills and abilities that will help me in my career. Today, I believe that

quality education from reputable institution is very important for one’s career.

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REFERENCES

Allen, M. J., (2006). Assessing general education programs. Bolton: Anker Publishing

Belbin, R. M., (2010). Team roles at work, 2nd edition, Butterworth-Heinemann

Bennett, R., Eagle, L., Mousley, W. and Choudhury, A. R., (2008). Reassessing the value of work-experience placements in the context of widening participation in Higher Education, Journal of Vocational Education & Training, 60(2), pp. 105 – 122

Boud, D., 1995. Enhancing learning through self assessment, London: Kogan Page

Burnett, P. C., (2002). Teacher praise and feedback and student’s perceptions of the classroom environment, Educational Psychology, 22(1), pp. 5 – 16

Buzzetto-More, N., (2010). The e-Portfolio paradigm: Informing, educating, assessing, and managing with e-Portfolios, Information Science

Chapman, A., (2005). VAK Learning Styles Self-Assessment Questionnaire, [online], Available from: www.businessballs.com/.../vaklearningstylesquestionnaireselftest.doc [Accessed: 10 April 2012]

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

Driscoll, J. (2000). Practising Clinical Supervision. Edinburgh: Balliere-Tindall

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

Honey, P. and A., Mumford (1992). Manual of Learning Styles, 3rd edition, Maidenhead, Honey Publishing

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

Northey, S. and Waterman, S. N., (2005). Handbook On Differentiated Instruction For Middle And High Schools, Eye on Education

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Smith, J. McKnight, A. and Naylor, R., (2000). Graduate Employability: Policy and Performance in Higher Education in the UK, The Economic Journal, 110 (June), pp. 382-411

Solent University, (2012). CV and Career Building Unit (CPU113), [online]. Available from: https://portal.solent.ac.uk/careers/curriculum-plus/cv-careerbuilding-unit.aspx [Accessed: 09 April 2012]

Zubizarreta, J., (2004). The learning portfolio: Reflective practice for improving student learning, Bolton: Anker Publishing

Zubizarreta, J., (2009). The learning portfolio: Reflective practice for improving student learning, 2nd edition, John Wiley and Sons

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APPENDIX I

Figure 1 – Mixture of Kolb learning cycle and Honey and Mumford's learning styles

Source: http://www.businessballs.com/kolblearningstyles.htm

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APPENDIX II

Table 1 – Career-based SWOT analysis

STYLE STRENGTHS WEAKNESSES

ACTIVIST

(Accommodating in Kolb’s system)

o Relish in working with group/team

o Enjoy in new situations in learning new things

o Broad minded, tolerant, flexible, and accessible

o Considerable educational background with strong theoretical concepts

o Valuable past working experience with international study exposure

o Fluent in English language and having an understanding of two more languages that includes Arabic and Persian

o Dominate and help to drive innovative ideas

o Easily distracted by novel experiences

o Tendency to get bored in repeating same type of work

o Possibility of failure in trying new idea without adequate information

o Not always aware from the technological changes in the area of accounts and finance

o Wish to attract colleague’s and boss’s attention

REFLECTOR

(Diverging in Kolb’s system)

o Finding alternative solutions of the problems

o Watchful in task accomplishment

o Listening, observing, evaluating and then speaking or commenting

o Learn from the experiences of others

o Not assertive in drawing conclusions at early stages

o Consider all possibilities before taking action

o Lack of quick decision making

o Avoid direct contribution

o Anxiousness

o Not always confident in doing tasks

OPPORTUNITIES THREATS

o Many accounting and finance opportunities in Saudi Arabia for local and international people

o Studying in UK is a leading edge that will open the path for extensive opportunities for me

o Work placement and job opportunities in the future

o High rivalry due to international arrivals in KSA

o Revolutionary IT-based changes in accounting and finance field

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APPENDIX III: VAK Learning Styles Self-Assessment Questionnaire

The choices I made is written in CAPS

1. When I operate new equipment I generally:

A) READ THE INSTRUCTIONS FIRSTb) listen to an explanation from someone who has used it beforec) 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 mapB) ASK FOR SPOKEN DIRECTIONSc) follow my nose and maybe use a compass

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

A) FOLLOW A WRITTEN RECIPEb) call a friend for an explanationc) follow my instincts, testing as I cook

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

a) write instructions down for themB) GIVE THEM A VERBAL EXPLANATIONc) demonstrate first and then let them have a go

5. I tend to say:

A) WATCH HOW I DO ITb) listen to me explainc) you have a go

6. During my free time I most enjoy:

a) going to museums and galleriesB) LISTENING TO MUSIC AND TALKING TO MY FRIENDSc) playing sport or doing DIY

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

A) IMAGINE WHAT THEY WOULD LOOK LIKE ONb) discuss them with the shop staffc) try them on and test them out

8. When I am choosing a holiday I usually:

a) read lots of brochuresB) LISTEN TO RECOMMENDATIONS FROM FRIENDSc) imagine what it would be like to be there

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

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A) READ REVIEWS IN NEWSPAPERS AND MAGAZINESb) discuss what I need with my friendsc) test-drive lots of different types

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

A) WATCHING WHAT THE TEACHER IS DOINGb) talking through with the teacher exactly what I’m supposed to doc) 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 likeB) TALK THROUGH THE OPTIONS IN MY HEAD OR WITH MY PARTNERc) 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 audienceB) LISTENING TO THE LYRICS AND THE BEATSc) moving in time with the music

13. When I concentrate, I most often:

A) FOCUS ON THE WORDS OR THE PICTURES IN FRONT OF MEb) discuss the problem and the possible solutions in my headc) 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 lookB) THE DESCRIPTIONS THE SALES-PEOPLE GIVE MEc) their textures and what it feels like to touch them

15. My first memory is of:

A) LOOKING AT SOMETHINGb) being spoken toc) doing something

16. When I am anxious, I:

a) visualise the worst-case scenariosB) TALK OVER IN MY HEAD WHAT WORRIES ME MOSTc) can’t sit still, fiddle and move around constantly

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

a) how they lookB) WHAT THEY SAY TO MEc) 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 DIAGRAMSb) talk over my notes, alone or with other peoplec) imagine making the movement or creating the formula

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

a) show them what I meanB) EXPLAIN TO THEM IN DIFFERENT WAYS UNTIL THEY UNDERSTANDc) 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 WATCHINGb) listening to music, the radio or talking to friendsc) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:

a) watching televisionb) talking to friendsC) DOING PHYSICAL ACTIVITY OR MAKING THINGS

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

a) arrange a face to face meetingB) TALK TO THEM ON THE TELEPHONEc) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people:

a) look and dressB) SOUND AND SPEAKc) stand and move

24. If I am angry, I tend to:

a) keep replaying in my mind what it is that has upset meB) RAISE MY VOICE AND TELL PEOPLE HOW I FEELc) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember:

A) FACESb) namesc) things I have done

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

A) THEY AVOID LOOKING AT YOUb) their voices changesc) they give me funny vibes

27. When I meet an old friend:

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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 DETAILSb) saying them aloud or repeating words and key points in my headc) 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 letterB) COMPLAINING OVER THE PHONEc) taking the item back to the store or posting it to head office

30. I tend to say:

a) I see what you meanb) I hear what you are sayingC) I KNOW HOW YOU FEEL

Explanation:

If somebody chosen most A’s, it means he/she is having VISUAL learning style;

If somebody chosen most B’s, it means he/she is having AUDITORY learning style; and

If somebody chosen most C’s, it means he/she is having KINAESTHETIC learning style

Source: Chapman (2005)

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