Reflective Journal: Task and Module Completion in Achieving Employability and Study Skills

This reflective journal discusses the way in which task and module completion have contributed to the development of employability and study skills. It explores the use of Gibbs reflective cycle and highlights the importance of appropriate models and theories in writing a reflective journal.

Reflective Journal

Table of Contents
Table of Contents.............................................................................................................................2
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
Discussion of the way in which task and module completion have contributed in the
achievement of employability and study skills............................................................................1
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5

INTRODUCTION
Reflective journal can be defined as a document which is mainly based upon the personal
experience of an individuals which is experienced while completing a specific task. With the
help of it, all the other persons who will read it may get aware of the feelings of the individual.
While writing it, it is very important for all the writers to make sure that appropriate models and
theories are used (Azhar and Zainuddin, 2017). Gibbs reflective cycle is one of the best models
which could be used to write a reflective journal. In order to complete this journal this model is
being used. It is focused with the analysis of the way in which task and module completion has
contributed in the development of employability and study skills.
MAIN BODY
Discussion of the way in which task and module completion have contributed in the achievement
of employability and study skills
While completing the module succession planning all the students were tasked to complete
a project on leadership and many other topics which are similar to it. Completion of the module
and the task resulted in development ad achievement of employability and study skills. In order
to reflect upon my experience of enhancement of different skills such as communication,
research, ICT, team work, time and self-management and problem-solving skills I have used
Gibbs reflective model. It was founded by Graham Gibbs so that an ease in sharing personal
experience with others could be provided to the individuals. There are six different stages of it
which can help to share the feelings that were experienced which completing the task and
module (Bassot, 2016). These are description, feelings, evaluation, analysis, conclusion and
action plan. All of them are explained below in context of my personal experience:
Description: When I was in the university and perusing my course, different modules
were studied by me. For the same purpose, preparing for success was also studied by me and
while completing it different tasks were performed. One of the tasks was related to leadership in
which all the students were tasked to write about it and its importance for leaders in companies.
All the classmates and tutor were involved in it and the main responsibility of tutor was to assign
task to all of us and provide proper guidance so that we can complete the tasks success fully. All
the actions which were taken by the tutor resulted in appropriate allocation of tasks to all the
students which helped them complete the assigned task properly. All of us were allowed to take
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guidance or help form the tutor whenever we face issues to complete the project. I also took help
to get detailed information of leadership and other topics which were assigned as the task while
completing the module (Cheng, 2017).
Feelings: The task of completing project on leadership was individual project so all the
students were required to complete it by themselves. When the project was announced by the
tutor, I felt little bit low because I was not having detailed information of leadership. I thought
that I will not be able to complete this project properly as my lack of knowledge of leadership
may affect the successful completion of it. Apart from this, while completing the whole module
various such projects were assigned to me which were having such topics that were not familiar
to me. Before the project I was very nervous and tensed as I was not sure that the task will be
completed by me properly or not (Donyaie and Soodmand Afshar, 2019). When the whole
project was submitted by me then I felt very good because I was able to deliver the project
successfully. Another reason for the good feelings was enhanced knowledge of essential
requirement of leadership, improved skills such as research, communication, self-management,
problem solving etc. When I look back at the situation, I feel that improvement in all these
qualities have helped me to development and achieve employability and study skills. With the
help of all of them I will be able to handle all the difficulties properly in future. While
completing the project I took guidance of tutor so that I can complete the module and all the
tasks which are related to it. When I completed all the projects the tutor praised me and thought
that I have shown great dedication to complete it (Hill and Kang, 2020).
Evaluation: Preparing for success module and all the tasks related to it helped me to
improve my employability and study skills so that I can meet all my career goals and objectives.
During the whole situation various things went well, I researched bout the topic properly, I took
proper guidance from tutor etc. This helped me to improvement my abilities to communicate
with others and enhance the ICT skills such as using power point, word etc. Apart from this, I
have also enhanced my skill of team work (Or, 2018). As I was not having detailed information
of leadership so I asked tutor and my classmates to help me. All of them supported me and it
helped me to realise that if all the individuals will work in team then it can lead towards
successful completion of all the difficult tasks. When I was working on the projects of whole
module, I tried to deal with all my problems properly so that all the issues that may affect my
project could be resolved. Most of the things went well which completion of the module and task
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but some were not well. One of them was my weak time management skill. Due to this, I was not
able to complete the project within the set time limit which was decided by me. I was working on
it till the date of submission but at the end I complete it. This was the major negative event which
took place for me. If was able to manage time then I would have completed the project in the set
time limit. On the other hand, another thing which does not went well was my weak knowledge
of importance of leadership. If I would not have taken help of classmates and tutor then it was
not possible for me to complete the project (Park, Kim and Park, 2019).
Analysis: The whole module of preparing for success and the task of leadership have
helped me to learn various things. One of them was importance of time management and I have
learned that all the individuals should complete all the tasks within the set time limit otherwise it
may affect the successful completion of the project. This module helped me to improve all my
employability and study skills which are communication, ICT, research, problem-solving, self-
management, team work etc. The negative experience from the whole task was improper
management of time and lack of knowledge of requirement of leadership skill (Power, 2017).
Conclusion: Task of leadership and module of preparing of success lead me towards
positive experience which was enhancement in my study and employability skills. Now I can
complete all the academic project successfully. On the other hand, as my ability to communicate,
research, solve problems, manage myself etc. are being enhanced so I can meet with all the
career goals of mine in future. The negative aspect of the whole task was not meeting the
deadline of project which was set by me (Rubin and Razdan, 2018). Due to this, I was also
working for the project on the date of submission. When similar type of event will be
experienced by me again then I will make sure that I work effectively and complete all the tasks
on time. The skills which is required to be improved by me is time management.
Action plan: In future I will have to complete different types of projects. I have planned
that I will research about all the topic which will be allocated by tutor in future so that I can
enhance my knowledge about it. Apart from time I will also try to complete all the tasks on time
by meeting the deadlines and managing time in systematic manner. I will also make sure that all
the tasks which will be undertaken by me in future will be accomplished successfully so that I
can meet all my goals (Vicary, Young and Hicks, 2017).
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CONCLUSION
From the above discussion it has been concluded that for all the individuals who are
planning to make a reflective journal it is very important to make sure that they are able to use
appropriate models for the same. They are required to have detailed information about them so
that wit the help of them personal experience could be shared with others. Gibbs reflective cycle
is one of the main models which is used for reflection purpose. There are six different stages of it
which are description, feelings, evaluation, analysis, conclusion and action plan.
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REFERENCES
Books and Journals:
Azhar, R. F. B. R. and Zainuddin, Z. I. B., 2017. Reflective Approaches in Medical Imaging
Education: An Initial Review. INTERNATIONAL JOURNAL OF ALLIED HEALTH
SCIENCES. 1(1).
Bassot, B., 2016. The reflective journal. Macmillan International Higher Education.
Cheng, G., 2017. The impact of online automated feedback on students' reflective journal writing
in an EFL course. The Internet and Higher Education. 34. pp.18-27.
Donyaie, S. and Soodmand Afshar, H., 2019. EFL Teachers’ Reflective Journal Writing: Barriers
and Boosters. Iranian Journal of Language Teaching Research. 7(3 (Special Issue)),
pp.71-90.
Hill, R. and Kang, J., 2020. The application of a reflective practitioner methodology by clerks to
college governing bodies in England: reviewing the benefits for clerks, and also for
college governors and college senior staff. Research in Post-Compulsory Education.
25(1). pp.110-124.
Or, P., 2018. Reflective journal writing of undergraduate students enrolled in sex education in
Hong Kong. Reflective Practice. 19(5). pp.599-608.
Park, A. Y., Kim, J. O. and Park, H. R., 2019. Effects of Writing Reflection Journal on Learning
Attitude and Reflective Thinking Level in Students Taking a Clinical Training. Medico-
Legal Update. 19(1). pp.586-591.
Power, J. B., 2017. Not leaving the conversation behind: approaching a decade of teaching
reflective journal writing at a liberal arts college. Reflective Practice. 18(5). pp.713-724.
Rubin, R. W. and Razdan, M., 2018. Proposed Framework for Analysis of Reflective Journal
Writing of Dental School Students Participating in a Service-learning Program. Journal
of Oral Health & Community Dentistry. 12(3).
Vicary, S., Young, A. and Hicks, S., 2017. A reflective journal as learning process and
contribution to quality and validity in interpretative phenomenological
analysis. Qualitative Social Work. 16(4). pp.550-565.
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