Beruflich Dokumente
Kultur Dokumente
Table of Contents
1.0 Introduction..................................................................................................... 2
2.0 Developing Self Awareness..............................................................................3
3.0 Recognising Opportunities...............................................................................4
4.0 Evaluating Opportunities................................................................................. 4
5.0 Searching and Availing Opportunities..............................................................6
6.0 Application and Resume.................................................................................. 7
7.0 Selection.......................................................................................................... 7
8.0 Concluding Remarks........................................................................................ 8
References............................................................................................................. 9
Appendix A: Diagrams......................................................................................... 11
Appendix B: Tables............................................................................................... 12
Appendix C: VAK Learning Style Questionnaire....................................................13
Appendix D: The Big Five Model of Personality Traits...........................................19
Appendix E: Testing Decision Making Skills..........................................................20
Appendix F: Pathfinder......................................................................................... 22
Appendix G: Job Advert........................................................................................ 24
Appendix H: Old CV............................................................................................. 25
Appendix I: New (Updated) CV............................................................................28
Appendix J: Mock Job Interview Feedback............................................................29
Reflective Statement
1.0 Introduction
The reflective learning is salient to relate goals of the students to the aim and objectives of
the university. A range of studies conducted by well-known researchers outline the
significance of reflective learning process (Driscoll, 1994; Gibbs, 1988; Kolb, 1984). Solent
Universitys career and CV building unit is well-designed for the students that allows them to
think and assess their past experiences to avoid or tackle career related issues ahead. The unit
emphasises the approach of portfolio building including reflecting writing that helps the
university to determine whether students successfully developed and reflected upon their
knowledge, skills, and capabilities while studying at the University. In addition to that
Southampton Solent University also assists students with the provision of several facilities
through Career Box. The Career Box usually equipped with course focus, self-awareness,
opportunity options, and self-promotion facilities.
During my BA (Honours) in Accounting and Finance discipline in Solent University, I gained
extensive knowledge and countless skills in accounting and finance domains. Further, I
believe that studying career and building unit saliently provides me an opportunity to achieve
my professional career goal which is to grow in accounting and finance field utilising my
best knowledge and learning abilities so that I can professionally and ethically serve
organisations where I will work.
In this reflective statement, I described my individual experiences, possibilities, occasions,
and new developed skills under a mixture of Kolbs experiential learning cycle and Honey
and Mumfords learning cycle which is shown in figure A1 in Appendix A. The discussion in
this reflective statement surrounds four parameters such as concrete experience (my personal
experiences and feelings), reflective observation (watching and analysing the problems),
abstract conceptualisation (thinking or evaluation different available options, and active
experimentation (taking actions). This reflective statement is structured into the unit elements
shown in figure 1.
test results in Appendix D indicate that I have a more Conscientious behaviour followed by
Agreeableness. The Conscientious trait shows that I am well-organised and self-disciplined,
and employers and other people can rely on me. Similarly, Agreeableness feature of my
personality illustrates my good & sympathetic nature and supportive behaviour. The big five
personality traits test also reveals my inability to open to new experience/intellect. This
means that I tend to be curious, uncreative, and traditional. Overall I agree with the test
results which match my personality and aspirations. Also, performing this test allowed me to
discover strong and weak points of my personality.
Finally, to test my decision making skills, I filled an online questionnaire provided by
mindtools.com. The final score i.e. 69 reveals my good decision making skills in setting up
processes and generating potential solutions to the problems. The filled questionnaire and
score interpretation are listed in Appendix E.
CRITERIA
Employment
Benefits
Monetary benefits
Skills and development
Study opportunities
Career development
Better scope
Self-awareness
Freedom
Stress free life
Reducing debts
Professional approach
Gross Rating
W = Weight (5-high to 1-low)
5
5
3
5
5
5
2
2
5
5
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EVALUATION
Further
SelfTime out
Study
Employment
Weights
1
1
5
4
3
4
5
2
1
4
3
2
4
2
4
3
3
5
3
5
5
3
5
5
1
1
2
2
2
4
30
27
37
Source: Spaulding (2008)
It is evident from the above evaluation that job after graduation option is suitable for me on
the basis of its benefits over other choices. Furthermore, by working in the profession of
accounting and finance will allow me to professionally utilise my knowledge and skills that I
developed whilst studying in Solent University. Similarly in order to evaluate risks associated
with each option, I used risk register to record and prioritise risks. Similarly, risk map was
used to graphically show the significance of risks on the basis of their probabilities and
impacts. The risk register is available in table 2 followed by the risk map.
Rank
Category
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
TO
FS, TO
FS
SE, EMP
TO
SE
SE
EMP
TO
EMP
Probable Risks
Missing out employment chances
More debt
High fee
Prevent further studies
Hinder personal commitment
HMRC restrictions
Tax constraints
Time constraints
Negative impression
Doing wrong job or competition
Prob.
Impact
Score
(P)
4
4
4
4
4
3
4
3
3
2
(I)
5
5
4.5
4.5
4
4
3
3
3
3
(P x I)
20
20
18
18
16
12
12
9
9
6
The risk analysis of various opportunities reveals high risks in selecting time out, further
studies, and self employment on the basis of different risk factors. Whereas employment
opportunity has low risks compared to other opportunities.
cost effectiveness, rapid response, and latest technology (Dhar, 2008). Another important
decision was to select appropriate recruitment agency with adequate online facilities for
graduate students. I tried the Google search engine to find some websites of recruitment
agencies with a list of appropriate jobs for me. I found that some websites are especially
designed for accounting and finance jobs. So I picked up two websites i.e. www.reed.co.uk
and www.accountancyagejobs.com to apply same kind of jobs recommended by pathfinder. I
applied nearly 5 jobs through these websites and received an interview call from HealthCare
International through reed.co.uk. The copy of job advert is included in Appendix G.
7.0 Selection
The career research process ended with a mock interview for the job of Assistant
Accountant in HealthCare International. This job I applied through reed.co.uk. The mock
interview was conducted for many purposes; for example, to defeat my hesitation during real
interview, to probe into the situation, to overcome my weaknesses, and to gain confidence for
the real interview. As shown in Appendix J that my mock job interviewer, Victoria Simpson,
mentioned various positive and negative points about the mock interview. She highlighted
some positive perspectives of my mock interview; for example, well-presented and neat
dressing, strong answers of the interviewers, suitability to the role, and professional cover
letter. On the other hand, she has also indicated some flaws or weaknesses during mock
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interview. For example, avoid using negative language such as dismissing the work as only
for a few months, keep the body language calm during an interview, and finally develop new
and updated CV according to the requirements of applying in the UK job graduate schemes.
The mock interview encouraged me and provided me the opportunity to remove any barriers
prior to conduct real interviews.
References
Corfield, R. (2006). Preparing the perfect CV: How to make a great impression and get the
job you want. 3rd edition, Kogan Page Publishers
Dhar, R.L. (2008). Strategic Human Resource Management. Excel Books.
Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights, MA: Allyn
and Bacon
Digman, J. M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual
Review of Psychology, 41, pp. 417-440.
Gibbs G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford:
Further Education Unit
Griffin, R.W. (2011). Fundamentals of management. Cengage Learning
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and
development. New Jersey: Prentice Hall
Lee-Davies, L. (2006). Developing work and study skills. Cengage Learning EMEA
McLean, G.N. (2005). Organisational development: principles, processes, performance.
Berrett-Koehler Publishers
Research Education Association (1997). Careers for the Year 2000 and Beyond. Research and
Education Association
Russell, H., Smyth, E. and O'Connell, P.J. (2005). Degrees of Equality: Gender Pay
Differentials among Recent Graduates. ESRI
Sims, R.R. and Sims, S.J. (1995). The importance of learning styles: Understanding the
implications for learning, course design, and education. Greenwood Publishing Group
Schnitman, I. (2007). The Dynamics Involved in Web-based Learning Environment (WLE)
Interface Design and Human-computer Interactions (HCI): Connections with Learning
Performance. ProQuest
10
Spaulding, D.T. (2008). Program Evaluation in Practice: Core Concepts and Examples for
Discussion and Analysis. John Wiley & Sons
Zbilgin, M.F. (2009). Career Choice in Management and Entrepreneurship: A Research
Companion. Edward Elgar Publishing
Online Sources
www.reed.co.uk
www.accountancyagejobs.com
www.outofservice.com/bigfive/
www.careerpath.com/career-tests/skills-assessment/
www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx
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Appendices
Appendix A: Diagrams
Figure A1: Amalgamation of Kolb and Honey & Mumfords learning cycles
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Appendix B: Tables
Table B1: Pros and Cons of available options
Option
Employment
Pros
o Monetary benefits
o Paying up student loans
o Professional skills development
o Positive approach
o Continuing part time study
Further study
Time out
Cons
o Risk of doing wrong job
o Unable to apply for further jobs due to
time constraint
o May prevent further studies
o Chance of rejections due to rivalry
o Developing skills
o Good addition to CV
o Freedom
Sources: Research Education Association (1997), Russell et al. (2005), Zbilgin (2009)
13
14
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
15
16
17
18
19
Result:
A
13 (Visual)
14 (Auditory)
3 (Kinaesthetic)
20
Source: http://www.outofservice.com/bigfive/
21
22
Source: http://www.mindtools.com
23
Appendix F: Pathfinder
Source: http://www.careerpath.com/career-tests/skills-assessment/
24
Source: http://www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx
25
Source: www.reed.co.uk
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Appendix H: Old CV
Hussain Almansour
Address: Room D, flat 72, block D, Emily Davies, Southampton campus SO15 2PU
Email: asd.555@hotmail.com
Mobile: 07529789554
Professional profile
I am a straight forward person, with thirst for different experiences, I have high ambitious. I
am always motivated and eager to contribute with work regardless if its academic or
employee in a work place.
I think am a active person who likes to explore the world and get along with people from
different background. I can speak at least 3 different languages which can be helpful for me if
I am travelling in future or working abroad.
I have an easy going persona and can make friends with people from different backgrounds.
Education
Subjects studied
Science
Mathematics
English
Arabic
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Geography
History
RE religious studies
Nature studies
ICT
Business studies
Work experience
April 18th 2006- February 9th2007 work experience in Al riyad bank in Saudi Arabia
August 17th 2007- November 27th, work experience with Saudi Aramco as a learner
for accounting
14th march 2008- 05th July 2008, worked in a coffee shop as a customer assistant.
Additional skills
Working and gaining the experience thought me a great experience which I needed as an
essential with my life, I have gained new skills and experiences. I can deal with customers in
a polite well-mannered way; I can work in a team or individually. I can take and give orders
if needed, I I have the skills to motivate my group mate or my friends. Working made me
realize the value of money and how vital it is for one to survive in the real world.
The following skills are my strong points
Listening skills
Presentation skills
Communication skills
Team working
Customer services
Ability to work unsupervised
Hygienic
Interests
I have hobbies and things that I like to enjoy during my free time, I love playing sports and
getting involved in activities. I like to keep myself fit and go to the gym during my free time.
I love to cook and am one of my hobbies as well which is essential to know. I go and watch a
movie sometimes with friends; I have interest in reading books with good nonfiction stories. I
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like to read newspaper and watch news as well to get updated with what happening around
the world. I watch documentaries about nature and mysteries.
Reference available on request
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Room D, flat 72, block D, Emily Davies, Southampton campus SO15 2PU
Contact:
07529789554
Email(s):
asd.555@hotmail.com
Objective:
Academic Education
Sr.
1
Certification / Degree
BA (Hons.) Accounting
and Finance
UK, International
Foundation program
business
Institution / University
Southampton Solent
University UK
Specialization
Accounting and
Finance
University of Swansea
Metropolitan
English Language
Program
2010-2011
IELTS
Manchester
English
2008-2009
Diploma in Natural
Science, Mathematics,
English; Arabic, Physics
and Religious Studies
Science
2004-2006
Duration
2011-2012
Work Experience
Organization
Organization Type
Designation
Tenure
:
:
:
:
Saudi Aramco
State-owned national oil company of Saudi Arabia
Accountant Assistant
March 2007 to November 2007
Organization
Organization Type
Designation
Tenure
:
:
:
:
Level
Good
Good
Adequate
Good
Good
References
Will be furnished on demand
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