Reflective Report on the Australian Workplace: EAW3 Assessment

This reflective report, submitted as part of the EAW3 Professional Performance Assessment, details a student's experience within the Australian workplace context, specifically focusing on the Professional Year Course offered by Education Centre Australia (ECA). The report begins with an introduction outlining its purpose: to provide feedback for continuous improvement. It then analyzes the course's effective features, including its structured approach to introducing Australian workplace culture, safety regulations, and diversity, as well as the benefits of various activities, resume and cover letter preparation classes, and mock interviews. The report also identifies areas for improvement, such as the length of class hours and mandatory attendance. The student recommends reducing class hours and incorporating more online classes. The conclusion summarizes the course's strengths in preparing students for workplace challenges while also highlighting areas that need modification for greater flexibility. The report incorporates references to relevant academic sources. The assessment also includes a self-assessment component where the student acknowledges their competence in several areas of professional performance.

Subject Name Entry and Advancement in the Australian Workplace
Unit Code & Name EAW3 – Professional Performance
Assessment Name A10. Reflective Thinking Report
Assessment Due Week 15
Student Name Student ID
Trainer & Assessor
Name DESPINA DRAKOULIS
Submission Date 06th September 2018
Student Declaration
I have been supplied with the learning materials. ☒
The due date for assessment submission has been
communicated to me. ☒
I understand that I must meet all the assessment
requirements to be able to be deemed competent for
this unit.
☒
I understand the need for using referencing and
consequence of plagiarism (academic misconduct). ☒
I am aware of the post-assessment options (re-
submission, re-assessment & appeal procedures)
available to me.
☒
By submitting this piece of work and signing below, I
DECLARE THAT all assessments will be my work and
have not been previously submitted by me or any
other student. I understand that if there is any doubt
of the authenticity of any piece of my assessment I
can be orally assessed by the Assessor
☒
Student
Signature
Assessor Use Only
Final Overall Result
Assessment Re-submission Re-assessment
☐C ☐NYC C ☐C ☐NYC C ☐C ☐NYC
Feedback to Student:
Assessor Date
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Signature
Instructions
 Individually, consider and reflect on the past 13 Weeks.
 Prepare a two-page report that addresses the following:
1. What did you learn over the past 13 Weeks?
2. What did you like the most from the past 13 Weeks?
3. What did you like the least from the past 13 Weeks?
4. How could ECA improve the Professional Year Course?
 The Report must be typed with NO Spelling or Grammatical
errors.
 Submit a hardcopy to your trainer and upload a softcopy in your
assessment file on RTOm.
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Report
REFLECTIVE THINKING REPORT
1. Introduction
The primary objective of this report is to provide feedback concerning the past weeks
professional year course being part of the continuous improvement by the Education
Centre Australia. It, however, comprises of student's experiences with ECA in the past
along with a recommendation to ECA to be of advantage for both students along with
the institutions. This paper will focus on analyzing the effectiveness of the professional
year program together with the improvement of students experience with ECA
(Nickola & Munson, 2014). After going through the professional year study I came to
know that it is more than gaining 5 points. The course structure covered in the
professional year is very supportive and informative in knowing about yourself, your
strengths and weakness
2. Effective Features
2.1 Course Structure
The Australian workplace experience has the responsibility of introducing students in
the first few weeks of the course step after the other which commences with culture
followed by safety along with health and how to effectively work with diversity. This
has helped to understand health and safety regulations (Ahmed, 2016). The entire
Course is designed to create information on the Australian workplace culture,
personality traits along with the ways of overcoming weaknesses.
2.2 Activities
It helps me to gain different techniques along with how to deal with varying situations
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by participating in various activities during the course with a diverse group of people.
Furthermore, teamwork with diverse people helps to gain different skills and learn
distinct facts about different cultures (Kosny, Santos & Reid, 2017).
2.3 Resume and Cover Letter Preparation
This Course had classes on a resume and cover letter preparation for varying job
applications. However, those classes assisted students to develop great resumes and
cover letter to get considered by the employers. The highly qualified lecturers helped
on how to utilize the suggestions along with the templates which were given by ECA to
build a competent cover letter and resume (Waung, McAuslan, DiMambro & Mięgoć,
2017). Accordingly, the Myers brigs theory of self-assessment was of great essence to
me
2.4 Presentations and Mock Interviews
There were few weeks for presentations and interviews as far as this course is
concerned not just to improve the presentation skills and overcome public speaking fear
but also to teach on performing in business presentations (Bohatko-Naismith, James,
Guest & Rivett, 2015). There were also mock interviews on different sample job
applications provided by ECA. As a result, those helped us on how to be effective on
performing in the real job interview in the future. Each class had been so informative
and helpful too and is really worth the amount we paid for
3. Non-Effective Features
Majority of the students were uncomfortable with full day classes along with sitting in
class for eight long hours with minimal breaks. It was hard even to concentrate on class
content because management also had strict rules of attendance. The primary function
of the administration should be to focus on providing more practical skills such as
conducting mock interviews together with presentations instead of doing regular
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assignments (Schofield, Reeve & McCallum, 2014). I would, therefore, recommend
that ECA should reduce class hours and provide online classes.
4. Conclusion
The course structure is well deployed which helps to enhance student skills to prepare
for their professional workplace challenges along with opportunities. Accordingly, the
ECA professional year program is of great importance to the students especially in
specific areas like job interviews. Conversely, the students are not at peace with some
of the areas within the program which requires modifications and improvement for
flexibility. Some of the areas within the program that has to be revisited are long hours,
mandatory attendance. The management should address these areas so as for the
professional year program to be more comfortable and flexible. Instead of long classes,
there can be more discussion on the present job market along with necessary skills.
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References
Nickola, T. J., & Munson, A. M. (2014). Pharmacogenomics primer course for first
professional year pharmacy students. Pharmacogenomics, 15(1), 39-48.
Ahmed, S. (2016). Effective non-profit management: Context, concepts, and competencies.
Routledge.
Waung, M., McAuslan, P., DiMambro, J. M., & Mięgoć, N. (2017). Impression
management use in resumes and cover letters. Journal of Business and
Psychology, 32(6), 727-746.
Kosny, A., Santos, I., & Reid, A. (2017). Employment in a “land of opportunity?”
Immigrants’ experiences of racism and discrimination in the Australian
workplace. Journal of International Migration and Integration, 18(2), 483-497.
Bohatko-Naismith, J., James, C., Guest, M., & Rivett, D. A. (2015). The role of the
Australian workplace return to work coordinator: essential qualities and
attributes. Journal of occupational rehabilitation, 25(1), 65-73.
Schofield, T., Reeve, B., & McCallum, R. (2014). Australian workplace health and safety
regulatory approaches to prosecution: Hegemonising compliance. Journal of
Industrial Relations, 56(5), 709-729.
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Assessment Performance Criteria
Elements
Student
Acknowled
ge
Competent
Not
Competent
Create opportunities to maximise innovation
within the team ☒ ☐ ☐
Organise and agree on effective ways of working ☒ ☐ ☐
Support and guide colleagues ☒ ☐ ☐
Reflect on how the team is working ☒ ☐ ☐
Work effectively with individual differences ☒ ☐ ☐
Manage time independently and as a part of a
group ☒ ☐ ☐
Understand and apply critical and creative
thinking to complex work problems ☒ ☐ ☐
Monitor own performance and plan and initiate
measures to improve it ☒ ☐ ☐
ASSESSMENT RESULT
☐
Compete
nt
☐
Not Yet
Compete
nt
ASSESSOR SIGNATURE Date:
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