The aim of this reflective report is to develop a reflective statement concerning the previous experience, and develop a draft idea to assess self-ability in order to enhance future learning or future employability behaviours. The reflection statement is used to measure outputs and allow individuals to look back on their value (Watt et, al.,2001) Therefore, in this report I will demonstrate my university experience particularly “ Developing centre – Group work” and extracurricular activity. I will use both kinds of information to continue from the original learning context; there are two elements to consider in carrying out development areas; combining the elements from the break down experience, which suggests new insight, and finally through evaluation, the action of decision making will be made based on criteria or systematic judgement. (Bloom,1954) An experiential reflection will offer the opportunity to discuss personal context within practicum, as to do so allows an insight and perspective for professional personal growth (Monaghan et al. 2012) as the Kolb’s learning cycle (1984) will be adopted to encourage a high level of reflection approach. Furthermore, a personal development plan will be included in the appendix at the end of the report, which includes the overall competencies that I wish to work on from the past or those competencies that I am planning to work on in the future (Brown, 1995; McMullan et al., 2003; Redman, 1994; Seng and Seng, 1996; Smith and Tillema, 1998; Snadden et al., 1996).
2. Reflective Report
The reflective work is on certain experiences at university and the extracurricular role which demonstrate significant capability for professional competencies, which in order to gain better skills, overcomes conflict and improves future performance.
2.1 The university experience – Group work in developing centre
We did throwback group work on a developing centre, for which we aimed to work on as a group and collaborate with each other to accomplish a developing centre for first year or second was year students. The group randomly formed as it had with new members being added. Our group consisted of seven members who were all delegated to certain roles within different collected works. My role was to act as” key medium” that contacts each member to arrange every meeting. During this time I felt this role did not suit well my personality traits According to Largo and Johns (2008) the more positive outcome is based on a closed match simulation and real-life personality profile. I found it most challenging to be assigned this role, which involved contacting and communicating effectively between members. I felt uneasy as people have different agendas and sometimes it seemed to be hard to arrange convenient times where everyone was able to compromise. This compares to other groups, which have a have a specific role of leader. Van, Knippenberg, De Cremer & Hogg (2005) explain the importance of the leader being part of the team, where the role of leader encourages motivation, collaboration and engagement embedded in group, and people will automatically look for ways to increase the value of work. To have a leader in a group will improve the overall working process. However, even if we do not have a leader within a group, my tasks have some similarity to those of a leader. For example, a leader can request to have influence in speaking to others, in order to motivate others towards a common goal. It is working as a group allowed me to build my confidence and communication skill over two weeks Nixon (2014), Johson (2011) claim the importance of effective communication for a team dynamic. Moving toward the same goal, team members have to create an open dialogue and clear timetable. (Joseph&Hahn, 1995). Dank (2012, p24) comments that the communicative style should demonstrate a clear and reasoned thinker or communicator, and this is that I tried to achieve. Additionally, this reflection is also beneficial in revising issues for overall performance; to reflect the barriers that arose during the group work and how we overcame them, for example, effective delegation and time management seemed to be impediments for me. Being a negotiator, I have noticed that it is difficult to delegate tasks to everyone, and often conflicting schedules, workload and contribution. This is a significant challenge, even though we have already thought about task distribution in an effective and clear manner. Ellis (2012) stated that delegation helps to save time while completing a group task, whichis essential in considering an individual’s strength and weakness in the team, I believe the contribution part did not go through well because of the missed communication between members, plus we are not familiar with each other, and as a result the work was not a right fit for the person. To look back to the principle of time management, some people were unable to arrive on time in the scheduled meeting, and others considered that it was wasting time to wait for them. Additionally, there will be delay in other matters as insufficient time has been allocated to discuss in detail. These were considerable challenges for myself as well as ensuring that everyone arrives in time. To reflect upon experience, it can be discussed that the team work has to be more realistic about the time management and clearly stating the responsibility, of effectively ensuring that everyone is able achieve good time keeping.
In conclusion, as I have had the experience of undertaking group activity, this has been a valuable lesson to me, and can be considered a new set of knowledge and understanding of team dynamics. I believe I still have room for improvement, particularly for my role, and I will ensure that there is sufficient planning and time allocation as factors in group work.
2.2 Extracurricular activity
A good manager is like a good leader who plays a defining role in shaping the career and future of the people around them. Covey (2009) claimed that an effective leader is the person who is principled-centred and has empathy with others, as they are positive, believe in the potential of employees and often determine employees’ success by assisting or hindering and encouraging them for advancement and growth of their work. In this part of the paper, I would like to share my work experience. When I had just taken my first internship job in a luxury company, my manager, who is director of a retail department, I felt lacked faith that I was capable of handling the difficult aspects of the job. As we decided to have a mega event and needed to prepare for a large leaflet distribution and there were many tasks to be accomplished before these were delivered to visitors, I was a little nervous about the responsibility that I was about to take on, because I needed a direct approach to contacting the VIP customer, and this required having a great communication skill whether with customers or store staff. My manager assumed I was a real go-getter as she often told me that she was impressed with my confidence and diplomacy, and that I could tackle the tasks that she gave me I felt that I did not deserve that level of confidence and I was worried that I might let her down. Therefore, I set myself to boost my communication and service quality while serving different people. According to McGregor X and Y theory (1960), to describe the manager’s attitude towards workforce motivation, which in the Y theory is a positive set of assumptions about workers in which they believe employees produce better if giving them a more positive view and creating enthusiasm. The confidence my manager gave me enabled me to become a strong and confident worker. Therefore, I tried harder than I had ever done before so I would not fail her expectations. She even coached me and provided informative feedback which led me in the right direction, such as asking me to prepare an agenda before taking a task on. If my manager had started with a negative assumption about me, I would have been unable to take so much responsibilities on myself and propel myself into so much effort. Umbach (2005) has a great management style which offers employee a great performance and work effectively. This internship has had a positive impact on my future career, as it gave me an insight into boutique businesses as well as helping me to identify the aspect that I find contributes best towards improved work performance. I believe that a good manager is one who you can look up to and who can help me to see my future career. This may one day lead to having great approach toward this industry.
3. Personal Development Plan
Name: Wen Cheng
Date: 12th March 2018
As being in a negotiating role in which I am used to being eager, enthusiastic, and energetic, I think of myself as the representative of the group that focuses on getting the best side of a deal, and I try to use my interpersonal skills to get people to cooperate and negotiate different people. This strength brought me the opportunity to build great relationships with people. Therefore, that would be my competitive manner, because my role allows me to talk to or negotiate with people more than others do. However, I usually spent much time in consulting with people and blame myself for a poor outcome, so I want to first of all focus on this weakness to understand what is wrong with how I hold discussions with others, and develop a more influential way of speaking. My aim is this will eventually enable me to have efficient time allocation and improve quality of outcome. Additionally, in looking back on my experience of working at a luxury company , I think my manager was a great role model that I could look up to. For example, the way she motivated me I could use in the delegation task, to encourage people to speak out their strength to taking part in work. As a result, this reflective report links to critical thinking and cognitive skills, enhances higher-level conceptual skills by processing and understanding development. It increases my ability to solve problems while enhancing self-inquisitiveness and motivation, and receive the new knowledge.
Bloom, B, 1964, Taxonomy of Educational Objectives : Handbook 1: Cognitive Domain. Longman.
BERRIMAN, J. (2007). Can coaching combat stress at work. Occupational Health, 59 (1), 27-31.
BATTISTELLI, A., et al. (2013). Mindsets of commitment and motivation: Interrelationships and contribution to work outcomes. Journal of Psychology, 147 (1), 17-49.
CHAN, M. (2009). Let science of marketing drive creative solutions. Street & Smith’s Sportsbusiness Journal, 12 (21), 20-23.
Covey, S. (2009). Principle-centered leadership. 7th ed. New York: RosettaBooks.
Cise, J.S., Wilson, C.S., Thie, M.J. (2004) A qualitative tool for critical thinking skill
development. Nurse Educator 29:4, 147–151.
D.L. (1999). ‘Finding a good thing’: the use of quantitative and qualitative methods to evaluate an exercise class and promote exercise for adults with mobility impairments.
DI BERARDINIS, J.D., et al. (1983). Enhanced interpersonal relation as predictor for employee performance. International Journal of Psychology, 14 (4), 243-251.
Ellis, S. 2012, ‘Intellectual teamwork: social and technological foundations of cooperation’, Journal of Sociology, vol. 32, no. 6.
Fender, David L; Watson, Lauren E. Professional Safety. 50.4(Apr 2005):36-40. Policy internships.
McGregor, D. (1960). Theory X and theory Y. Organization theory, 358-374.
Johnson, R. & Wiggs, P. 2011, ‘Change management–or change leadership?’, Journal of Change Management, vol. 3, no. 4, pp. 311-17
Josephs, R.A. & Hahn, E.D. (1995). Bias and accuracy in estimates of task duration. Organizational behavior and human decision processes, 61, 202-213.
Largo, E. & Johns, M. 2008, Sensing of change management – rulemaking for the 21st Century, Swan Page, London.
Nixon, D. 2014 Communication traits, Manchester, UK, viewed 16 November 2014, .
1. Koza, College programs can help agencies meet staﬃng
2. needs, American Agent & Broker,76(1), 2004, pp. 53–54.
Koza, College programs can help agencies meet staﬃngneeds, American Agent & Broker,76(1), 2004, pp. 53–54
UMBACH. D. (2005). Six tips for corporate meeting success. Successful Meetings, 54 (2), 15-17.