1.

DESCRIPTION (≈150 words)

This reflection is informed by what I learned and how I developed in my Professional

and Consulting Skills (PCS) module, which focused on developing important employ-
ability skills that are needed in modern organizational settings. The module included a
mix of tutorials and lectures in the main spheres of communication, negotiation,
teamwork, and problem-solving. The theoretical frameworks, such as communication,
team development, and reflective practice models were presented in lectures and the
practice of the theories was offered during the tutorials during group discussions, role-
playing exercises, and presentations. Specifically, the application of collaborative
tasks and game-based consulting scenarios allowed implementing an experiential
learning method, which follows the principle that the skills can be most effectively
acquired by practicing and reflecting on them (Kolb, 1984).

The reflection is particularly aimed at my progress in communication, teamwork, and

negotiation skills and assesses the ways these areas were developed during the
duration of the module by interacting with both the theoretical and practical activities.

2. FEELINGS (≈150 words)

I was more or less confident in my overall communication skills at the start of the
module but I realized my weaknesses in terms of speaking in front of the audience
and negotiating in a formal way. I frequently felt anxious about presenting to an
audience, which is again in line with general communication apprehension that is
noted in the academic literature (McCroskey, 1977). As a result, I took the module
with some form of trepidation especially when it came to interactive and performance
based assignments.

My emotions varied throughout the module. During group discussions and role-play
activities, I felt uncomfortable at first stepping out of my comfort zone and was
particularly asking to be negotiated or to make presentations on the spur of the
moment. Nevertheless, the more actively I was involved, the more confident and
motivated I felt.
My attitude changed quite a bit by the conclusion of the module. I gained more
confidence in idea expression and realized the importance of continuous practice and
feedback. This shift demonstrates the relevance of experiential learning towards
diminishing anxiety and developing competence over time (Kolb, 1984).

3. EVALUATION (175 words)

The PCS module offered me a number of good learning experiences that had a
positive impact on my career growth. The focus on practical application in the form of
presentations and group work was one of the most fruitful ones. These activities
helped me to develop my skills in communication as I needed to express myself
effectively and modify my message to various listeners, which is one of the most
important characteristics of the effective communication (Shannon and Weaver,
1949). Also, teamwork skills helped me become a better collaborator, active listener,
and thinker and this is in line with the research that teamwork leads to better problem
solving and decision making results (Tuckman, 1965).
There are some things that I found difficult about the module though. As an example,
early negotiation practice was challenging because of a lack of previous experience
and skills in dealing with conflict situations. Strategic thinking and emotional
intelligence are skills of negotiation that I have not nurtured before (Fisher, Ury and
Patton, 2011). Also, group management was difficult at one point especially when
working styles were different, resulting in inefficiency. These issues pointed to the
aspects of future enhancement, especially in the conflict management and time
coordination in teams.

4. ANALYSIS (175 words)

The theoretical frameworks can be used to explain the experiences gained in the
course of the PCS module. My experience of going through the stages of Gibbs
Reflective Cycle (1988) of discomfort to a higher level of confidence shows how a
reflection process can be repeated to cause learning and behaviour change. My initial
nervousness in communicating is in line with the Shannon Weaver model, where poor
encoding of messages and internal noises (e.g., nervousness) can distort the
effectiveness of communication (Shannon and Weaver, 1949). With time, this internal
noise diminished and there was a sense of clarity and confidence.
On the same note, the obstacles in a group work can also be explained in the stages of
team development as developed by Tuckman (1965). The storming stage was seen in
the periods of disagreement and ineffective work because of the divergence in views
and work styles. Nonetheless, the team slowly shifted to norming and performing as
collaboration enhanced.
In addition, my negotiation challenges indicate that emotional intelligence especially
self-awareness and self-regulation are as suggested by Goleman (1995). First, I lacked
emotional control which impaired my negotiation skills. Conversely, the theory of
principled negotiation focuses on win-win and objective standards (Fisher, Ury and
Patton, 2011), though my practice revealed that the use of the discussed strategy
presupposes the advanced competence in interpersonal relations. This illustrates a
disconnect between theory and practice.

5. CONCLUSION (150 words)

On the whole, this module provided me with a lot of useful insights into the
professional and consulting skills, especially the importance of soft skills in effective
work in the workplace. I first had underestimated the value of such competencies as
communication, teamwork, and negotiation as I thought that I only needed to know
the technical aspects of the work to become a successful professional. Nevertheless,
during the courses of learning and through experience, I realised that these
interpersonal skills are critical in teamwork, problem-solving and accomplishment of
organisational goals (Goleman, 1995).
I have changed my opinion as I now view these skills as secondary to seeing them as
essential elements of professional competence. Should I redo the module, I would be
more proactive and would involve myself more in the discussions and would seek
feedback earlier on. This would enable further continuous improvement and skill
development. On the whole, the module has given me a solid base to continue my
professional growth and development in the future.
6. ACTION PLAN & Future application (approximately 450 words)
Part A: Skills to Be Moved Forward (≈100 words)
PCS module has helped me to realize that there are four important competencies that I
will bring into my professional life, including communication, teamwork, problem-
solving, and negotiation. Communication skills are critical in communicating ideas
effectively and influencing interested parties especially in the case of consulting
where clarity and persuasion is central (Shannon and Weaver, 1949). Teamwork is
still a core activity since organisational achievement is becoming more reliant on
teamwork and the capacity to work in diverse teams (Tuckman, 1965). The processes
of problem-solving to analyse complicated business problems and create strategic
resolutions and negotiation to contribute to a mutually beneficial outcome to
professional interactions are crucial (Fisher, Ury and Patton, 2011). Together, these
competencies can be the basis of effective professional practice.

Part B: SMART Goals Table

Time-
Goal Specific Measurable Achievable Relevant
bound
Complete at
Deliver Enhances
Improve least 5 Yes, through Within
structured communication
public presentations academic and online 6
presentations for consulting
speaking and receive platforms months
regularly roles
feedback
Participate in
Practice
Develop 3 negotiation Critical for Within
negotiation Yes, using case
negotiation exercises and stakeholder 4
techniques in studies and role-play
skills self-evaluate management months
simulations
outcomes
Lead at least
Take Builds
Strengthen 2 group Within
leadership Yes, through leadership and
teamwork projects and 6
role in group coursework/projects collaboration
leadership collect peer months
tasks skills
feedback

Part C: Action Plan (step by step) (about 200 words).

I will use a systematic and progressive approach in order to meet these objectives in
line with the principles of experiential learning (Kolb, 1984). To start with, I will
undergo specific training by taking online courses and training the relevant skills by
following the structured exercises. As an illustration, enhancing oratory skills will
entail learning how to use presentation and practicing how to deliver presentation.

Second, I will use these skills in practice or simulation, e.g., in academic

presentations, group work, or case-based negotiation. This practical use is crucial in
order to convert theoretical knowledge to competence.

Third, I will also be proactive in getting the feedback of peers, tutors or mentors to
know where I can improve. Skill development: Feedback is a vital aspect that can
help one reflect on performance and make adjustments in their behaviour.

Lastly, I will use the Reflective Cycle of Gibbs (1988) to be in constant reflection and
evaluate every experience to improve my practice. This is a cyclic process of
continuous improvement and it helps to build up professional competence as time
goes by.

Part D: Obstacles and remedies (100 words )

There are a number of possible obstacles that can prevent the implementation of this
action plan. The time restrictions may reduce the possibilities of regular practice, and
the lack of confidence might influence the engagement in the difficult tasks like the
participation in the negotiation or addressing the audience. Also, experience of real-
life situations might be curtailed due to lack of access to real-life situations.

To overcome the given challenges, I will use proactive approaches, such as effective
time management by means of organized scheduling and prioritization of the skill
development activities. I will also leverage online learning technologies and virtual
environments to develop practice opportunities. The development of confidence will
be a gradual exposure to challenging circumstances and making use of progressing
feedback to support the progress, which would be in line with the idea of a continuous
learning (Kolb, 1984).

Part E: Connection to Theory.

The action plan is based on the theoretical frameworks. Gibbs Reflective Cycle
(1988) will be used to guarantee a systematic reflection and constant improvement
process. The development of a teamwork fits the model of Tuckman (1965) because
the more the teamwork goes through the stages of development, the more effective it
is. Additionally, the focus on the iterative learning can be considered as the product of
the experiential learning cycle by Kolb (1984), which emphasizes the role of
experience, reflection, and application. Collectively, these theories offer a strong basis
towards a lifetime professional growth.

REFERENCES (Harvard Style – Alphabetical Order)

Fisher, R., Ury, W. and Patton, B. (2011) Getting to Yes: Negotiating Agreement
Without Giving In. 3rd edn. London: Penguin.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods.

Oxford: Oxford Polytechnic.

Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New
York: Bantam Books.

Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice Hall.

McCroskey, J.C. (1977) ‘Oral communication apprehension: A summary of recent

theory and research’, Human Communication Research, 4(1), pp. 78–96.
Shannon, C.E. and Weaver, W. (1949) The Mathematical Theory of Communication.
Urbana: University of Illinois Press.

Tuckman, B.W. (1965) ‘Developmental sequence in small groups’, Psychological

Bulletin, 63(6), pp. 384–399.