Reflective Statement

REFLECTIVE STATEMENT EXAMPLEREFLECTIVE STATEMENT EXAMPLE

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TABLE OF CONTENTS

REFLECTIVE STATEMENT.................................................................................................................2

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

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

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

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

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

6. Application and CV.........................................................................................................................5

7. Selection........................................................................................................................................6

8. What have I learnt?.......................................................................................................................6

REFERENCES...................................................................................................................................8

APPENDICES.................................................................................................................................10

Appendix A: Tables..........................................................................................................................10

Table 1 – Career SWOT Analysis..................................................................................................10

Table 2 – Advantages and disadvantages of postgraduate study................................................11

Table 3 – Comparison between graduate employment and voluntary work...............................11

Appendix B: Jung or MBTI Test........................................................................................................12

Appendix C: John Holland’s Test......................................................................................................13

Appendix D: VAK Learning Styles Questionnaire.............................................................................14

Appendix E: Postgraduate Program Detail.......................................................................................18

Appendix F: Career Pathfinder.........................................................................................................19

Appendix G: Solent Career Box........................................................................................................20

Appendix H: Electronics Technician Job Description........................................................................21

Appendix I: New Curriculum Vitae...................................................................................................22

Appendix J: Mock Job Interview Feedback......................................................................................24

REFLECTIVE STATEMENT

1. Introduction

Reflective writing is very important in terms of self evaluation (Schon, 1983) and learning

from the past experiences (Gibbs, 1988). The key purpose of this reflective statement is to

critically reflect upon how newly developed skills, abilities, and self awareness during

‘Career and CV building unit’ have affect my potential decisions regarding my career.

Reflection in the context of learning is defined by Boud et al (1985) 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). A more

comprehensive definition of reflection is given be Reid (1993). According to him, “reflection

is a process of reviewing an experience of practice in order to describe, analyse, evaluate, and

so inform learning about practice” (p. 305). Today, a number of models of reflection are

available where Kolb (1984), Gibbs (1988), Driscoll (1994, 2000), and Boud (1995) are

popular to facilitate reflective writing process.

The ‘Career and CV building unit’ of Solent University provides opportunities to graduate

students to start an excellent career by identifying, developing, and critically evaluating their

skills and abilities. For this purpose, students are asked to develop a portfolio which contains

a list of personal skills profile, CV, job application, mock interview feedback, and a reflective

statement. Allen (2006) asserts that portfolio development gives a chance to the students to

choose their career paths effectively. This reflective statement is the part of my portfolio and

throughout this statement, I have applied Driscoll (2000) model of reflection in describing

various issues, events, decisions, and action plan in the context of three elements of the

model: what, so what, and now what. The ‘what’ stage is mainly used to set the scene by

explaining an event/issue in detail. The next stage ‘so what’ is concerned with the analysis of

the event to find out its significance. The last stage ‘now what’ is based on proposed actions

someone can take on the basis of past experiences. The order of these stages is very important

to fulfil the purpose of the reflective statement (ibid).

2. Self Awareness

According to Klonoff (2010), self-awareness is a multifaceted and multimodal concept that

has been defined by Prigatano and Schacter (1991) as a “capacity to perceive the ‘self’ in

relatively ‘objective’ terms while maintaining a sense of subjectivity” (p. 13). There are a

number of self-awareness tools to understand personality preferences, core skills, interests,

values, and learning styles in order to analyse where someone’s strengths and weaknesses lie.

But it is also known that no tool provides 100 percent results and they only help to narrow

down the possibilities (ibid). I have conducted several self-awareness tests during this course

but found that Myers‐Briggs Type Indicator (MBTI), John Holland's Career Choice Theory,

and VAK learning style are more useful in terms of their productive and attractive outcomes.

MBTI tool is a psychometric questionnaire used to determine psychological preferences

about how people perceive the world in taking decisions (Myers et al., 1995). The tool helps

to identify the personality type that suits to one’s career. The options I chose about my

behaviour while conducting MBTI test recommend my personality type as an ‘organiser or

coordinator’ by providing me ESTJ code which stands for Extravert-Sensor-Thinker-Judger

(see appendix B). I believe the test result is correct as I have a tendency to take over and like

to handle issues directly and decisively.

The second personality test was conducted using John Holland’s career choice theory which

is based on six personality types that explain the work-related behaviour of someone

(Holland et al., 1993). These six personality types are: realistic, investigative, artistic, social,

enterprising, and conventional. The John Holland test gives me RIESCA code which means I

am more ‘realistic’ followed by ‘investigative’, and ‘enterprising’ (see appendix C).

According to Erasmus and Schenk (2008), “realistic personality type include the apparent and

orderly manipulation of aspects such as tools, machinery and animals, through which, among

others, mechanical, electrical, technical and manual skills could be acquired” (p. 401).

Investigative people tend to be analytical, intellectual and scholarly whereas enterprising

people like to work with individuals engaged in managerial works (Kuther and Morgan,

2012). The Holland test suggested me 20 occupations that suits to my personality. However, I

am more interested in occupations related to engineering where I can put my study and

knowledge into practice.

According to Van Blerkom (2011), three types of learners are visual learners, auditory

learners, and kinaesthetic learners. In order to identify my learning style, I used VAK

learning styles questionnaire and realised that I am kinaesthetic learner as I selected most

‘C’s in the questionnaire which shows that I like to learn by experiencing something

physically/personally (see appendix D).

On the basis of these three tests, I developed my career based SWOT analysis which is

illustrated in appendix A.

3. Opportunity Awareness

After determining my personality type and learning style, it was a time to decide that what I

will do after completing my graduation. A range of typical graduate opportunities were

available to me such as postgraduate study, self-employment, research, voluntary work, and

graduate employment. But it was necessary to develop opportunity awareness by looking at

the merits and demerits of each option. No doubt HMRC allows graduate students to work for

themselves (HMRC, 2012) during their studies but I dropped self-employment option

because starting a new business requires sufficient funds and comprehensive information,

knowledge, and experience of a particular market (Stokes and Wilson, 2006). The research

option was also dropped because it is more than just simply following rules. In fact, a quality

research needs attention to detail where the results and findings of the experiments should be

correctly recorded, interpreted, and published (Steneck, 2007) and it is hard to rectify

mistakes in the research work later because it requires extra time and resources.

The first option I considered was to take admission in postgraduate course i.e. MSc Electrical

Engineering because it is compatible with my background study and work experience. The

course detail is available in appendix E. According to several writers (e.g. Edwards and

Knigh, 1995; Nygaard et al., 2009; Grix, 2011), there are a number of advantages and

disadvantages are associated with postgraduate study. Table 2 in appendix A contains a list of

these advantages and disadvantages. I changed my mind by looking at the drawbacks of

postgraduate study especially due to high course fees and a requirement of relevant work

experience.

The last two options were voluntary work and graduate employment. I read many sources to

have an idea which option is paramount for my future and for this purpose I critically

compared and evaluated these options. Table 3 in appendix A demonstrates a detailed

comparison between voluntary work and graduate employment in terms of their similarities

and differences. Upon reflection I feel that graduate employment is a perfect option for me

mainly on the basis of money, experience, reliability, skills development, and exploring

future opportunities.

4. Decision Making

Before evaluating a range of available options I was confused whether to go for postgraduate

study or postgraduate employment but after the critical comparison of choices I decided that I

will apply for graduate jobs. In this way, I can put my knowledge and skills into practice as

well as I can gain experience prior starting postgraduate degree that will be beneficial for me

in terms of better career opportunities. This was the time to apply for jobs related to my

education and suitable to my personality. By following my decision after conducting John

Holland test in self-awareness sections, I performed career search through pathfinder program

to determine whether job suggestions match Holland and MBTI personality test results. I

found that the top 10 suggestions given by pathfinder (see appendix F) were also close to

electrical and electronic engineering and technicians. Therefore, it was again confirmed that I

made the correct decisions at self-awareness and opportunity-awareness stages.

5. Opportunity Search

Once it was clear to me that I will find and apply for jobs in engineering industry, it was the

time to look for appropriate graduate schemes. It was slightly difficult for me to know where

to start because I was having multiple options such as online, newspapers, recruitment

agencies etc. I preferred online job search because it has several advantages over other types

of methods. For example, it is easy, quick, cost effective, and convenient in terms of

availability of internet all the times (Doyle, 2011). Another reason was that many career

search websites provide an opportunity to find a particular job in a particular industry as well

as by a particular location (ibid).

Initially, I used three online sources to apply for the job. They were Reed.co.uk, Hays.co.uk,

and CareerBox of Solent University. Reed and Hays were selected because they are the

popular websites for engineering and technicians related job whereas CareerBox is the

Solent’s employability website for students and staff which provides excellent opportunities

to current students for self-awareness, course focus, and self-promotion (see appendix G).

CareerBox was helpful for me to arrange a meeting with an employment advisor at Solent

who provided me some useful advises about job search. Using these sources, I submitted my

application for 5 jobs in different engineering companies and get a positive reply from

“WheelRight”. The company required ‘Electronics Technician’ and the job description was

perfect for me because it was completely related to my study (see appendix H).

6. Application and CV

In fact, before this unit I was lacking in developing a good CV and my old CV was not up-to-

date as well. A truly professional CV is important to stand out in comparison to the

competition and keeps the recruiter interested to give you interviews call (Corfield, 2006). In

addition, a well-organised CV also helps the employers to sum up your skills, education, and

experience as well as to understand the achievements and shortcomings (ibid). ‘Career and

CV building unit’ provided me an opportunity to develop an effective and eye catching CV.

As a result, I developed my new CV with recent details including career objective,

professional experience, educational qualification, and skills and abilities. My new CV is

available in appendix I. I am pleased with the unit that helps me to turn my tedious resume to

a modern and professional CV which will enabled me to apply for graduate jobs.

7. Selection

The interview process was the last phase of my career search process. A significant part of

this phase was the mock interview. One of the major advantages of mock interview is that it

lessens interview nervousness by familiarising interviewee with the scenario and environment

of the interview (Kushal, 2010). Furthermore, it boosts confidence, provide an opportunity to

receive valuable feedback from interviewing professional, and allow interviewee to overcome

his/her vulnerabilities before the real interview (ibid). I used my job application of

“WheelRight” as a trial for this mock interview.

Overall, the interview feedback was fine (see appendix J) that highlighted my positive aspects

such as punctuality, arriving before time, submission of job application form and cover letter

in advance, good eye contact, calmness throughout the interview, no nervousness, firm

handshake, and answering all the questions regarding previous work experience. On the other

hand, some key weaknesses of the interview were casual dressing and too short answers. The

key areas of improvement were also highlighted which include: research the employers in

detail, and prepare responses to commonly asked questions such as what strengths and

weaknesses I have.

8. What have I learnt?

Over the duration of this unit, I gained lots of knowledge and experience from a number of

activities and learnt many things as follows.

I learnt about:

the importance of building a complete portfolio and how it can help in building my

career

the importance of self-awareness tests in my career and how I can conduct them using

numerous sources;

the opportunity-awareness in order to evaluate different opportunities;

the importance of decision making in my career and how different tools such as

pathfinder can be used to determine career path;

the search for opportunity through graduate schemes;

the importance of a CV and how I can build a professional eye catching resume for

getting the attention of the employer;

the importance of preparation for interviews for success;

how to write an effective reflective statement

The entire unit helped me to recognise my strengths and identify my weaknesses especially

through a mock interview. The unit also helped me to develop many transferable skills and

abilities which will be beneficial for me in the future. Today, after the completion of this unit

and course I believe that quality education from a reputable institution is vital to one’s career.

REFERENCES

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

Bartels, G. C. and Nelissen, W. (2002). Marketing for sustainability: towards Transactional Policy-Making. IOS Press

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

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

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

Doyle, A. (2011). Internet your way to a new job: How to really find a job online. 3rd edition, Happy About

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

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

Edwards and Knigh, (1995). Assessing competence in higher education. Taylor & Francis

Erasmus, B. and Schenk, H. (2008). South African Human Resource Management: Theory & Practice. 4th edition, Juta and Company Ltd

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

Grix, J. (2011). Demystifying postgraduate research. Continuum International Publishing Group

HMRC, (2012). Students: Self employed students, [online]. Available from: http://www.hmrc.gov.uk/students/self_emp_studs_14_1.htm (Accessed: 05 August 2012)

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

Kandola, R. S. (2001). The graduate recruitment manual. Gower Publishing

Klonoff, P. S. (2010). Psychotherapy after brain Injury: principles and techniques. Guilford Press

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

Kushal, S. J. (2010). Business Communication. FK Publications

Kuther, T. L. and Morgan, R. D. (2012). Careers in psychology: opportunities in a changing world. 4th edition, Cengage Learning

Morris, M. (2003). Voluntary work and the welfare state: International Library of Sociology N: Public Policy, Welfare and Social Work

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

Nygaard, C., Holtham, C. and Courtney, N. (2009). Improving Students' Learning Outcomes. Copenhagen Business School Press

Prigatano, G. P. and Schacter, D. L. (1991). Awareness of deficit after brain Injury: clinical and theoretical issues. Oxford University Press

Reid, B. (1993). But we’re doing it already! Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, 13, pp. 305-309

Solent CareerBox, (2012). Career Box, [online]. Available from: http://www.solent.ac.uk/student-life/employability-enterprise/students/career-box.aspx (Accessed: 08 August 2012)

Steneck, N. H. (2007). Introduction to the responsible conduct of research. Revised edition, USA: Office of Research Integrity.

Stokes, D. and Wilson, N. (2006). Small business management and entrepreneurship. 5th edition, Cengage Learning EMEA

Taylor, S. (2005). People resourcing. 3rd edition, CIPD Publishing

van Blerkom, D. L. (2011). College study skills: becoming a strategic learner. 7th edition, Cengage Learning

Ware, M. and Millard, R. J. (1986). Handbook on student development: advising, career development, and field Placement. Routledge

APPENDICES

Appendix A: Tables

Table 1 – Career SWOT Analysis

MBTITest

Strengths Weaknesses

o Enthusiastic and expressiveo Sound qualification with solid academic conceptso Believing in realityo Deep thinkero International study exposureo Relish in working with group/teamo Logical and focused mindo Decisive, planned and orderlyo Quick problem solvero Loyal and productiveo Tendency to takeovero Compatible in team working

o Concerned with present realities not future concerns

o Become frustrated by meetings with unclear agendas

o Irritated by team members who are chronically late, missing, or not paying attention

o Can irritate others by being to blunt

o Does not appreciate actions that waste time or stray from the task at hand

John Holland

Test

o Conventional and enterprisingo Well-organisedo Likes systematic or orderly professionso Enjoy challenging taskso Broad mind, flexible personality, and easily

availableo Like to work with individuals engaged in

managerial workso Enjoys helping and training otherso Support innovative ideas

o Can be strict sometimeso Want to attract attentions of

superiorso Can stop working if not

sufficient information is provided

o Lack of technological skillso Lack of transferable skills

General

o Fluent in English and Arabic languageo Know how about Persian languageo Care taker and understandingo Good listening, speaking, reading, and writing

skillso Learn from the experiences of otherso Look for possible options before act

o Lack of quick decision makingo Casualo Lack of confidence in doing

new taskso Consciousness

Opportunities Threats

o Postgraduate studyo Postgraduate trainingo Research worko Graduate employmento Self-employmento Bright job opportunities in KSA due to

international study and work exposure

o High competition in UK job market

o High postgraduate feeso Lack of funds, knowledge, and

experience in terms of self-employment

Table 2 – Advantages and disadvantages of postgraduate study

Advantages Disadvantages

Higher starting salary High course fees

Alternative for career planning Over qualification for some jobs

Enhancement of occupational and employability skills and expert knowledge

Relevant work experience might also needed

Attracting employers who prefer postgraduate study holders

It cannot be a complete alternate of poor previous degree

Opportunity to be occupied with the things one likes

Employers are concerned more with someone’s skills and technical problem solving abilities rather than higher education

Sources: Edwards (1995), Nygaard et al. (2009), Grix (2011)

Table 3 – Comparison between graduate employment and voluntary work

Voluntary Work Graduate Employment

Similarities

Experience Yes Yes

Skill development Yes Yes

Personal Satisfaction Yes Yes

Differences

Salary/payment Little or No Yes

Time consuming Could be No

Routine No Yes

Timetable/working hours Not fixed Fixed

Financial assistance No Yes

Responsibility level Low High

Loyalty and trust Low High

Sense of social responsibility Yes No

Reliability Vulnerable Strong

Relationship with employers Vulnerable Strong

Future opportunities Less Greater

Legal and ethical responsibilities Low High

Sources: Ware and Millard (1986), Taylor (2005), Kandola (2001), Bartels and Nelissen (2002), Morris (2003)

Appendix B: Jung or MBTI Test

Source: http://www.123test.com/jung-personality-test/

Appendix C: John Holland’s Test

Source: http://www.123test.com/career-test/

Appendix D: VAK Learning Styles Questionnaire

The selected options are bold

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:

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

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 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 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:

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

Questionnaire Results:

A = 4

B = 3

C = 23

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

Appendix E: Postgraduate Program Detail

Appendix F: Career Pathfinder

Source: http://www.workbc.ca/Jobs/JobSeekers/CareerExplorer.aspx

Appendix G: Solent Career Box

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

Appendix H: Electronics Technician Job Description

Job Title: Electronics Technician Location: Killington, Oxfordshire

Working Hours: 8:30am to 5:00 pm. Monday to Friday. 37.5 hours per week.

Date Posted: 14 March 2012

WheelRightWheelRight is a start-up company designing an electronic tyre pressure measurement system using a variety of technologies. Due to an increase in workload, the company seeks to recruit an Electronics Technician for an initial 3 month contract to support the assembly of their trial systems.

Role Description:

Assembling, calibrating and testing the pressure measurement system. This will include working on electronic circuitry, production of an electrical panel and some assembly involving use of adhesives, hand and power tools. The job also requires helping with diagnosing the failure and fixing the faults.

Organisation of the Lab, purchasing parts and consumables as required for the role.

Some travel may be required to support trial systems at customer’s locations.

Skills and experience required:

Good practical ability and experience with electronics including: SMT rework, cable preparation and electrical wiring.

Experience of working to written or verbal work instructions is favourable.

Ability to use electronic test equipment such as oscilloscopes and digital multi-meters for test and debug is essential.

The applicant should be computer literate.

Qualification: Relevant BTEC, NVQ, HNC or HND preferred.

Source:http://www.reed.co.uk/jobs/electronics-technician/21318247#/jobs?keywords=Technician%20Electronics

Appendix I: New Curriculum Vitae

Address:

Mob #: Email:

Nationality: DOB: Status:

NAME

CAREER OBJECTIVE

Looking for an exigent and conscientious designation in a progressive association for professional growth and personal improvement in order to attain organizational & personal long-standing goals and short-range objectives

PROFESSIONAL EXPERIENCE

STC CALL CENTER (Jan06 – July-06)

Call Center Agent

Job Description:

Support and provide superior service via phones, e-mails and faxes as a receiver and caller

Use questioning and listening skills that support effective telephone communication

Understand the impact of attitude in handling calls professionally Effectively deal with job stress, angry callers, and upset customers Apply the elements of building positive rapport with different types of

customers over the phone. Apply the proper telephone etiquette to satisfy various customer situations. Apply appropriate actions to effectively control a telephone call Meets commitments to customers Other duties as assigned

Skills Developed:

Ability to work on own or as part of the team, convincing skills, customer handling skill, customer relationship management skills, listening skills and understanding skills, problem solving skill

BRAVO TELECOM COMPANY (Aug06 – Feb-07)

Sales Administrator

Job Description:

Supporting company’s sales team including managing schedules Creating sales documents, and proposals Generating reports related to sales activities and revenue data

Handling customer and prioritizing customer request Supervision of junior and trainee sales staff Other Office and Administration Responsibilities

Skills Developed:

Ability to work on own or as part of the team, technical expertise, continuous improvement, development of analytical, and problem solving skills, sharing ideas and openly learning with others.

EDUCATIONAL QUALIFICATION

ENGINEERING DESIGN WITH BUSINESS PROGRAMME

Southampton Solent University – UK

PRIMARY AND SECONDARY QUALIFICATION

SKILLS AND ABILITIES

Logical & Focused Mind Good Presentation & Communication Skills Ability to learn quickly Compatible in team working & able to work

independently Problem solving skill Customer relationship management skill Listening skill Customer convincing skill Self-directed, Ethical Attitude, Pro-active, Habit to guide subordinates &

communicate with peers. Microsoft Office (Excel, Word, Power Point) Typing Speed 40+ WPM

Appendix J: Mock Job Interview Feedback