Reflective Statement

REFLECTIVE 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 Hollands 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,
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values, and learning styles in order to analyse where someones 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 MyersBriggs 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 ones 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 Hollands 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 Cs 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 Solents 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-todate 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;
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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 ones 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. 112 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
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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 were doing it already! Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, 13, pp. 305309 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 Strengths o o o o o o o o o o o o o o o o o Enthusiastic and expressive Sound qualification with solid academic concepts Believing in reality Deep thinker International study exposure Relish in working with group/team Logical and focused mind Decisive, planned and orderly Quick problem solver Loyal and productive Tendency to takeover Compatible in team working Conventional and enterprising Weaknesses 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 o Can be strict sometimes o Want to attract attentions of superiors o Can stop working if not sufficient information is provided o Lack of technological skills o Lack of transferable skills

MBTI Test

Well-organised Likes systematic or orderly professions

Enjoy challenging tasks Broad mind, flexible personality, and easily available

John Holland Test

o Like to work with individuals engaged in

managerial works o Enjoys helping and training others o Support innovative ideas

General

o o o o

Fluent in English and Arabic language Know how about Persian language Care taker and understanding Good listening, speaking, reading, and writing skills o Learn from the experiences of others o Look for possible options before act Opportunities o o o o o o Postgraduate study Postgraduate training Research work Graduate employment Self-employment Bright job opportunities in KSA due to international study and work exposure

o Lack of quick decision making o Casual o Lack of confidence in doing new tasks o Consciousness

Threats o High competition in UK job market o High postgraduate fees o Lack of funds, knowledge, and experience in terms of selfemployment

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Table 2 Advantages and disadvantages of postgraduate study Advantages Higher starting salary Alternative for career planning Enhancement of occupational and employability skills and expert knowledge Attracting employers who prefer postgraduate study holders Opportunity to be occupied with the things one likes Disadvantages High course fees Over qualification for some jobs Relevant work experience might also needed It cannot be a complete alternate of poor previous degree Employers are concerned more with someones 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 Similarities Experience Skill development Personal Satisfaction Differences Salary/payment Time consuming Routine Timetable/working hours Financial assistance Responsibility level Loyalty and trust Sense of social responsibility Reliability Relationship with employers Future opportunities Legal and ethical responsibilities Little or No Could be No Not fixed No Low Low Yes Vulnerable Vulnerable Less Low Yes No Yes Fixed Yes High High No Strong Strong Greater High Yes Yes Yes Yes Yes Yes Graduate Employment

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

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Appendix B: Jung or MBTI Test

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

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Appendix C: John Hollands Test

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

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Appendix D: VAK Learning Styles Questionnaire

The selected options are bold 1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) 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 map b) ask for spoken directions c) follow my nose and maybe use a compass 3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook 4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go 5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go 6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY 7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out 8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) 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 magazines b) discuss what I need with my friends c) test-drive lots of different types

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10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what Im supposed to do c) 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 like b) talk through the options in my head or with my partner c) imagine what the food will taste like 12. When I listen to a band, I cant help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music 13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) 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 look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them 15. My first memory is of: a) looking at something b) being spoken to c) doing something 16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) cant sit still, fiddle and move around constantly 17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel 18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula 19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand

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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 watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing 21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things 22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal 23. I first notice how people: a) look and dress b) sound and speak c) stand and move 24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger 25. I find it easiest to remember: a) faces b) names c) things I have done 26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes 27. When I meet an old friend: a) I say its great to see you! b) I say its 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 details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done 29. If I have to complain about faulty goods, I am most comfortable:

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a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office 30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel Explanation: If somebody chosen most As, it means he/she is having VISUAL learning style; If somebody chosen most Bs, it means he/she is having AUDITORY learning style; and If somebody chosen most Cs, it means he/she is having KINAESTHETIC learning style Questionnaire Results: A=4 B=3 C = 23 Source: http://www.businessballs.com/vaklearningstylestest.htm

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Appendix E: Postgraduate Program Detail

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Appendix F: Career Pathfinder

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

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Appendix G: Solent Career Box

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

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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 WheelRight 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 customers 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/electronicstechnician/21318247#/jobs?keywords=Technician%20Electronics

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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 companys 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

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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

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Appendix J: Mock Job Interview Feedback

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