REFLECTIVE STATEMENT EXAMPLE

CV Work and Portfolio Building Reflection on unit and course

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TABLE OF CONTENTS

1. 2. 3. 3.1 3.2 4. 4.1 4.2 4.3 5. 6. 6.1 6.2 6.3 6.4 6.5 7.

INTRODUCTION -----------------------------------------------------------------------------------RELATING UNITS AIM WITH MY AIM AND OBJECTIVES -------------------------------LEARNING STYLES --------------------------------------------------------------------------------LEARNING STYLES AND KOLBS SYSTEM -----------------------------------------------------VAK LEARNING STYLES ---------------------------------------------------------------------------APPLYING DRISCOLLS MODEL ON INCIDENTS --------------------------------------------WHAT ------------------------------------------------------------------------------------------------SO WHAT --------------------------------------------------------------------------------------------NOW WHAT ----------------------------------------------------------------------------------------BENEFITS OF REFLECTIVE LEARNING TOWARDS MY FUTURE CAREER -------------REFLECTION ON THE TARGETS ACHIEVED DURING STUDY ----------------------------DESCRIPTION ---------------------------------------------------------------------------------------EVALUATION ---------------------------------------------------------------------------------------FEELINGS --------------------------------------------------------------------------------------------ANALYSIS --------------------------------------------------------------------------------------------CONCLUSION & ACTION PLAN -----------------------------------------------------------------CONCLUSION ---------------------------------------------------------------------------------------REFERENCES ----------------------------------------------------------------------------------------APPENDIX I -----------------------------------------------------------------------------------------FIGURE1: MIXTURE OF KOLB & HONEY AND MUMFORD'S LEARNING STYLES -----APPENDIX II ----------------------------------------------------------------------------------------TABLE1: CAREER-BASED SWOT ANALYSIS ---------------------------------------------------APPENDIX III: VAK LEARNING STYLE SELF ASSESSMENT QUESTIONNAIRE ---------

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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 UNITS 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 resultoriented 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 KOLBS 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 Kolbs (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 Mumfords 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 Kolbs 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 Kolbs 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 DRISCOLLS 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 teams 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 dos and donts 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
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 Leant ethics and social responsibilities Furthermore, the online facilities provided by Solent University such as Mahara ePortfolio 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.

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6.2 EVALUATION

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.
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Otherwise, the best way to answer is that I want to keep my discussion focused on the 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 ones 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 students 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 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 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 OPPORTUNITIES 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 WEAKNESSES 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 colleagues and bosss attention

ACTIVIST (Accommodating in Kolbs system)

REFLECTOR (Diverging in Kolbs system)

o o o o

Lack of quick decision making Avoid direct contribution Anxiousness Not always confident in doing tasks

THREATS 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 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 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

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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 Im 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 cant 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 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) cant 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 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

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27. When I meet an old friend: a) I say its great to see you! b) I say its 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 C) I KNOW HOW YOU FEEL

Explanation:
If somebody chosen most As, it means he/she is having VISUAL learning style; If somebody chosen most Bs, it means he/she is having AUDITORY learning style; and If somebody chosen most Cs, it means he/she is having KINAESTHETIC learning style

Source: Chapman (2005)

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