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REFLECTIVE STATEMENT EXAMPLEREFLECTIVE STATEMENT EXAMPLEExplaining the factors that determine demand and supply of houses in the UK during the above period

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TABLE OF CONTENTS

REFLECTIVE STATEMENT 2

1. Introduction...................................................................................................................................2

2. Self Awareness...............................................................................................................................3

3. Opportunity Awareness.................................................................................................................4

4. Decision Making............................................................................................................................5

5. Opportunity Search.......................................................................................................................6

6. Application and CV.........................................................................................................................6

7. Selection........................................................................................................................................7

8. Conclusion.....................................................................................................................................7

REFERENCES 9

APPENDICES 11

Appendix A: Solent Career Box........................................................................................................11

Appendix B – John Holland Career Choice Test...............................................................................12

Appendix C: VAK Learning Style Self-assessment Questionnaire.....................................................13

Appendix D: Jung MBTI Test............................................................................................................19

Appendix E: Tables...........................................................................................................................20

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

Appendix G: Job Advertisements.....................................................................................................23

Appendix H: New Curriculum Vitae.................................................................................................25

Appendix I: Mock Job Interview Feedback......................................................................................26

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REFLECTIVE STATEMENT

1. Introduction

Reflection is an important part of the study and reflective statement in this regard gives an

opportunity to students to evaluate themselves and also to think about what they have learned

from their experiences in the past.

Boud et al. (1985) defined reflection in relation to learning as “a generic term for those

intellectual and affective activities in which individuals engage to explore their experiences in

order to lead to new understandings and appreciations” (p. 19). Based on the definition, it can

be said that reflection helps to review the past experiences for the purpose of describing,

analysing, and evaluating best learning practices.

The Southampton Solent University always in search for providing excellent opportunities to

graduate students for starting their careers by developing new skills and abilities and

recognising, enhancing, and critically assessing their existing talent and competencies. In

order to do so, the university has introduced ‘career and CV building unit’ where students

learn how to develop portfolios consisting of various significant elements such as reflective

statement, curriculum vitae, skills profile, job application, and feedback for the mock

interview. For this purpose, the university provides ‘Career Box’ where students can get

many options for self-awareness, opportunities, course focus, and self-promotion to develop

new knowledge and skills. A snapshot of Solent’s Career Box can be seen in appendix A. By

going through this innovative and critical process, students become capable of deciding about

their right career paths successfully. My experience is also excellent with the university.

During the studies and especially during this unit, I learned many things which are mentioned

throughout the statement and concluded in the conclusion section.

This reflective statement aims to uncover the fact that how I developed self awareness, new

skills, capabilities whilst studying ‘career and CV building unit’. Also, how these newly

developed skills and abilities will reflect my career-related decisions? A number of theorists

developed several models which support reflective learning and writing. Three foremost

reflective models include: Kolb’s model of reflection (Kolb, 1984), Gibbs reflective cycle

(Gibbs, 1988), and Driscoll model of reflection (Driscoll, 2000). I have selected Driscoll

(2000) model to describe incidents, problems, choices, and action plans about my future

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options. In this regard, the whole discussion surrounds three constituents of the model such as

what, so what, and now what. In following the order, I first explained key incidents and

problems at ‘what’ stage and analysed and evaluated the significance of those events and

issues at the next stage namely ‘so what’. Lastly, I elucidated the proposed necessary actions

that I need to take to secure my career.

2. Self Awareness

Self-awareness is an important and versatile phenomenon which is comprehensively defined

by Reis (2010) as “recognising self abilities, personality type, and preferences and knowing

the strengths and weaknesses, likes and dislikes, and hot buttons” (p. 207). Over the years,

many self awareness tools and techniques have been developed to explore and analyse skills,

preferences, personality traits, beliefs, values, and preferred learning styles. However, these

tools and techniques are reluctant to provide exact results and are just designed to narrow

down the existing possibilities (Ferrari and Sternberg, 1998). During this course, I attempted

many self-awareness tests through ‘Career Box of Solent University’ to develop self

awareness but found three tools useful in terms of providing excellent results in the context of

personality, learning style, and decision making.

Firstly, John Holland’s personality types theory was used to determine my type of personality

as well as my behaviour at work. Holland’s test is based on six personality types such as

artistic, conventional, enterprising, investigative, realistic, and social (Holland et al. 1993).

Holland’s test results are available in appendix B where I am assigned a RICASE personality

code which predicts my personality type as more ‘realistic’, followed by ‘investigative’, and

‘conventional’. These results are the outcomes of 15 personality questions based on my

likings and disliking regarding work activities. I believe that these results match my

personality type as I am more realistic in doing machinery and tool-oriented works in

electrical, mechanical, and technical aspects (Lock, 2004). In addition, I like to be

investigative by engaging myself in clerical works and then analysing the situation to devise

the solution of the problem in a conventional way. However, unfortunately I am less

appealing towards artistic (e.g. drawing, creative arts, graphics) and social works (coaching

and assisting others). The Holland test also suggests me a list of appropriate occupations

according to my personality type which also comply with my aspirations where I am more

attracted towards professions related to engineering works.

The second test was performed to know about my learning style and for this purpose I chose

VAK learning style questionnaire to identify and evaluate my learning abilities. The VAK

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learning style theory consists of three kinds of learning abilities such as auditory learners,

kinaesthetic learners, and visual learners (Evans, 2006). The results of VAK assessment are

available in appendix C which uncover the fact that I am a kinaesthetic learner and likes to

experience things myself rather than learning from and listening to others. It is also true about

me that I like to learn by performing actions or physically experiencing things. In my

opinion, this skill is very important for me which will support me in my future aspirations as I

belong to electrical engineering field where physical experiences are more important rather

than listening or visualising things.

In order to identify skills to dealing with information processes, people, and decision making,

I conducted Jung personality test using the MBTI tool (Myers et al., 1995). The MBTI tool

helps me to identify my psychological preferences that fit my career in engineering domain.

On the basis of options I have chosen during the Jung test, the MBTI tool gives me ISTP

code which suggests my personality type as extrovert, sensor, thinker, and judger (see

appendix D). The results of the Jung test match with my personality as I am reluctant to be

extrovert or social and rely more on my abilities of completing assigned tasks. In addition, I

like to resolve problems on own my own by thinking first and then taking actions.

These three self-awareness tests allow me to conduct a SWOT analysis based on my career

which is available in appendix E. The outcome of SWOT analysis reveals my major strengths

(exploratory, analytical thinker, flexible, compatible, and focused minded), weaknesses

(reluctant to support others, aggregative, and over conscious), threats (job competition and

lack of resources), opportunities (foreign qualification, foreign job experience, research work,

or self-employment).

3. Opportunity Awareness

After gathering the knowledge about myself in the context of my personality, learning style,

and decision making, it was crucial to decide among various available opportunities after

graduation. A number of options were obtainable; for instance, research work, admission in

postgraduate study, graduate jobs, self-employment, or charity jobs to gain some practical

experience. To evaluate these options, I looked at the positive and negative aspects of each

alternative. For example, the research work option was not considered because it requires lots

knowledge about the topic and also needs plenty of time and resources to conduct

experiments. More importantly, it was not a suitable choice after graduation because research

results in the electrical engineering domain must be accurately recorded and published

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(Basden and Klein, 2008). In case of any mistake in the findings, it may not rectifiable or

requires additional time and resources to reconcile the outcomes.

The MSc Electrical Engineering course offered by Southampton Solent University attracted

me a lot as it is fully relevant to my study background, but I dropped this option for the time

being because of extremely high fee i.e. £15,000+ for international students. Another

foremost reason for not taking admission in postgraduate study was to consider the opinions

of various experts who focused on obtaining one or two year’s practical experience before

doing an MSc particularly in the science and engineering fields (Boschi, 1999). The UK

government specifically HMRC encourages graduates to start a new business but in fact it

requires ample capital and widespread knowledge and information about the UK market.

Therefore, self-employment option was also dropped.

Finally, two options i.e. graduate employment and voluntary work were adequate for me but I

was confused which one to prefer to secure my future. In this regard, I critically evaluated

both options by comparing them with each other on the basis of their similarities and

differences. These similarities and differences are illustrated in table 2 in appendix E. By

comparing these two ultimate options, I felt that graduate job is an adequate for me after

graduation especially in terms of learning practical things as well as enhancing my skills,

knowledge, and abilities. In addition, by doing graduation job I will be able to save money to

support myself during postgraduate studies as well. I will try to focus on doing electronic

technician or trainee engineering job because I guess I will get more opportunities to learn

whilst working at operational level along with senior engineers and technicians.

4. Decision Making

Prior to evaluating different available alternatives after graduation, I was unsure which one to

choose to secure my future and also to best use of my skills learned during graduation. But

comparing different alternatives with each other gave me a clear direction and therefore I

preferred graduate employment because during the job I will be able to utilise my knowledge

and skills that I developed during graduate studies. In addition, the practical experience in the

electrical engineering domain will also help me during my postgraduate studies in the future.

Now the question was which particular jobs I can apply for. In order to resolve this matter

and also to clarify my career path for applying graduate jobs, I used ‘career pathfinder’ tool

provided by workbc.ca. The pathfinder provided me 10 adequate job suggestions that match

with my background study (see appendix F). Using this tool it was clear about the jobs I can

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apply for because ultimately all are relevant and I can achieve my personal long-term goals

and short-term objectives by working with senior electrical or electronic engineers during my

jobs.

5. Opportunity Search

After the decision, I started to find and apply for graduate work schemes in the engineering

sector. By some means I was mystified about which source is best for me for applying

graduate jobs. For example, I was supposed to select one or two sources such as newspapers,

internet, or recruitment agencies. In these days, online job search is popular due to its

underlying benefits (e.g. quick, cost effective, effortless, and convenient) over conventional

methods (Brown, 2008). In addition, various websites are particularly designed for jobs in

specific domains. For example, Hays.co.uk and Reed.co.uk provide an opportunity to

engineering students to find particular jobs in specified areas as convenient to them.

Although, ‘Career Box’ allows students to find employers adequately but priority was given

to Reed and Hays due to their popularity for the availability of variety of jobs especially for

fresh graduates. Through these recruitment websites, I applied for 10 jobs in engineering

companies and received interview calls from two companies. The both copies of job

advertisements are placed in appendix G where job title, description, salary, and other

requirements are mentioned in detail. My first preference is to work in the UK for at least 2

years and then take admission in MSc in Electrical Engineering. In the meanwhile, I have

also developed my profile on LinkedIn to develop relationships with professionals in my

field. This strategy is the part of my long-term planning because ultimately after finishing my

MSc. I will go back to KSA for obtain greater opportunities.

6. Application and CV

According to Corfield (2006), the Curriculum Vitae (CV) has a critical role for a candidate to

bring him on the interview seat. Similarly, a well-ordered and regimented CV also impresses

employers and let them understand the education and experience levels of the candidate.

Before studying ‘Career and CV building unit’ my CV was not impressive and standardised.

But the unit helps me to develop an attractive CV with meaningful updated information

regarding my career objective, education, experience, new knowledge and skills, and

capabilities. Overall, I am satisfied with the unit in assisting me to develop a new CV

replacing my old tedious resume. The major changes I made in my CV are: adding career

objective, adding skills and abilities section, and updating my educational and qualification

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details more professionally. I am confident that these changes will allow me to confidently

apply for graduate employment schemes.

7. Selection

The mock interview was the last element of the career search process. The mock interview

before real interview gives confidence to interviewee especially when the interviewer

pinpoints strong and weak points of the interviewee by providing timely and detailed

feedback. The mock interview was arranged for me to lessen interview nervousness during

the real interviews with two companies from where I received interview calls. These two

interviews will be held for ‘electronic technician’ and ‘trainee engineer’ posts respectively.

But I was supposed to select one post for the mock interview and thus I gave a mock

interview for ‘Electronics Technician’.

The feedback for mock interview is available in appendix I. The overall feedback was

positive as the interviewer, Judith Hanley, indicates some positive points about my interview

such as regularity, stable eye contact, excellence of cover letter, professionalism of CV, and

polite and friendly communication throughout the interview. Apart from these positive

aspects, the following key areas for improvement are also highlighted:

Wear tie and suit in the real interview;

Add more detail to my CV particularly about topics studied at the university that are

relevant to the job applied for;

The information in cover letter should be reflected in my CV;

Give proper and detailed answers of the questions asked by the interviewer

Above stated areas for improvement provide me the opportunity to prepare myself for the real

interview.

8. Conclusion

I must say that overall I acquired excess new knowledge and developed valuable skills over

the duration of ‘career and CV building unit’. Furthermore, I learned about:

o the paramount significance of developing a comprehensive portfolio and

understanding how it can assist me in my career growth

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o the significance of building self-awareness using various tools and techniques in order

to recognise my abilities, personality type, and preferences and also knowing the

strengths and weaknesses

o the consequence of opportunity awareness and decision making in my professional

career to foresee opportunities

o developing eye catching CV to apply online jobs through recruitment websites

o the significance of preparation before the real interview to achieve considerable

success

o how to develop various transferable skills and abilities that can help me at work

o last but not least, writing an effective reflective statement

On the basis of the above, I can be said that it is vital for a student to obtain quality education

from a reputable institution as it will have deep impact on its entire career.

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REFERENCES

Basden, A. and Klein, H.K. (2008). New research directions for data and knowledge engineering: A philosophy of language approach. Data & Knowledge Engineering, 67(2), pp. 260-285.

Boschi, N. (1999). Education and training in indoor air science. Springer

Boud, D., Keogh, R. and Walker, R. (1985). Reflection: Turning Experience into Learning. London: Kogan Page.

Brown, L.E. (2008). Job seekers on the internet: An empirical analysis. ProQuest

Corfield, R. (2006). Preparing the perfect CV: How to make a great impression and get the job you want. 4th edition, Kogan Page Publishers

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

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

Evans, C. (2006). Learning styles in education and training. Emerald Group Publishing

Ferrari, M.D. and Sternberg, R.J. (1998). Self-awareness: its nature and development. Guilford Press

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

Greener, S., Bourner, T. and Rospigliosi, A. (2011). Graduate employment. Bookboon

Holland, J. L., Johnston, J. A., & Asama, N. F. (1993). The Identity Scale: A diagnostic and treatment tool. Journal of Career Assessment, 1, pp. 1–12

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

Lock, R.D. (2004). Taking charge of your career direction: career planning guide. 5th edition, Cengage Learning

Myers, Isabel Briggs with Peter B. Myers (1980, 1995). Gifts Differing: Understanding Personality Type. Mountain View, CA: Davies-Black Publishing.

Reis, M. (2010). A manager’s guide to human behaviour. 5th edition, AMACOM Div American Mgmt Assn

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Online Links

BC Student Outcomes (2013). Career Pathfinder. [online]. Available from: http://www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx [Accessed: 11 February 2013]

John Holland Career Choice Test http://www.123test.com/career-test/

Jung MBTI Test http://www.123test.com/jung-personality-test/

Solent CareerBox http://solent.ac.uk/careerbox

VAK Learning Style Self-assessment Questionnaire http://www.businessballs.com/vaklearningstylestest.htm

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APPENDICES

Appendix A: Solent Career Box

Source: http://solent.ac.uk/careerbox

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Appendix B – John Holland Career Choice Test

Test source: http://www.123test.com/career-test/

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Appendix C: VAK Learning Style Self-assessment Questionnaire

Bold and Italicized options are my selection

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 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

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c) playing sport or doing DIY

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

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c) moving in time with the music

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

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

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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

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

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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

30. I tend to say:

a) I see what you mean

b) I hear what you are saying

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c) 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

Results:

A = 5, B = 5, C = 20

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

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Appendix D: Jung MBTI Test

Test source: http://www.123test.com/jung-personality-test/

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Appendix E: Tables

Table 1: Career SWOT Analysis

Inte

rnal

Strengths Weaknesses

o Practical approach of getting things doneo Deep thinking, exploratory and analytical

natureo Energetic and communicative o Enterprising and conventionalo Flexible in personality, easily adjustableo Well-organisedo Quality believero Compatible in team working environment o Focused mindo International study exposureo Rapid problem handling skillso Fluent in English and Arabic

o Does not like administrative workso Reluctant to support or guide otherso More conventional rather than

social or enterprisingo Can be aggregative to othero Require sufficient information to

complete the projecto Over conscious in completing taskso Lack of intuitive skillso Bored from routine and repeated

tasks

Ext

ern

al

Opportunities Threats

o Plenty of opportunities in my country due to foreign qualification

o Graduate jobs to enrich practical working skills

o Self employmento Admission in postgraduate courseo Research work

o Increasing fees for postgraduate courses

o Job competition in KSA and UK markets

o Lack of capital, information, and skills of running own business

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Table 2: Graduate employment vs. Voluntary work

Graduate job Voluntary work

Similarities

Knowledge and experience Yes Yes

Skill development and improvement Yes Yes

Succession planning Yes Yes

Overcoming self limiting beliefs Yes Yes

Goal attainment Yes Yes

Contribution to the business Yes Yes

Personal satisfaction Yes Yes

Differences

Remuneration (or financial assistance) Yes Pocket money

Potential opportunities More Less

Level of responsibility (legal or ethical) High Low

Time consuming No Could be

Working hours Fixed Flexible

Reliability Strong Weak

Employer-employee relationship Strong Weak

Routine Yes No

Sense of social responsibility No Yes

Trust and loyalty High Low

Sources: Greener et al. (2011)

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Appendix F: Pathfinder

Source: BC Student Outcomes (2013)

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Appendix G: Job Advertisements

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Appendix H: New Curriculum Vitae

RASHED MOHAMMED ALDAWSARI

Personal Detail

Address: 51 Endeavour court, 50 Channel way, Southampton, So14 GD Mob #: 07808501665Email: rmd.111@hotmail.com

Nationality: SaudiDOB: 14/03/1985 Status: Married

Career Objective

Looking for a demanding and reliable position in a progressive firm for professional development and personal growth in order to attain organisational and personal long term goals and short term objectives

Professional Experience

SAAB BANK (Jan06 – July-06)

Call Center Support Representative

Job Description:

Inbound support Outbound calling

Educational Qualification

BSE (HONS) ELECTRONIC ENGINEERING

Southampton Solent University – UK

THE GENERAL ALSULAYYL SECONDARY SCHOOL 2003

HUTAIN PRIMARY SCHOOL 1997

Skills and Abilities

Problem solving Customer Relationship Presentation Skills Communication Skills Quick learner, Self-directed Team player Computer literate Good written, spoken, and listening skills

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Appendix I: Mock Job Interview Feedback

Overall summary of performance

Name: Rashed Mohammed Aldawsari Date: 22nd February 2013

Position interviewed for: Electronics Technician

Interviewer: Judith Hanley

A brief summary of positive aspects and any key areas for improvement/development:

Positive Aspects

You arrived early for your interview and were polite and friendly. During the interview you maintained good eye contact and were leaning forward in your seat.

You were not dressed for an interview but were able to say that for a real interview you would wear a suit and tie.

Your cover letter was well laid out and contained all the relevant information required, but some of it had been copied and pasted directly from the job advert. Ideally you should use the job advert as a prompt but then put this into your own words. Your CV looked professional, well laid out and included all of the key topics expected from a CV.

When answering the interview questions, if you did not fully understand the questions, you had the confidence to ask for it to be clarified before answering.

Key areas for improvement

Your CV is the perfect length of 1 side of A4, but it could be improved by adding more detail especially around topics studied at university that are relevant to your job application and duties you undertook in your last job.

Detail mentioned in your cover letter was not reflected in your CV. If you presented your CV without a cover letter an employer would not see sufficient detail to offer you an interview. Make sure your CV promotes you in the best way possible by adding more detail and examples.

When answering the interview questions, your answers were very short and did not always fully answer the question asked. You did not go into any detail or use many examples from your work or studies. You did not really say enough for a judgement to be made on your ability to do the job applied for.