Introduction
This report forms an important part of my undergraduate course as it reflects upon my work-integrated learning experience. The report highlights knowledge development from the assessment of my professional skills and shows the relationship between the theoretical knowledge learned and practical on-the-job experience. It also highlights the areas that I need to develop so as to improve my employability. It reflects on how I have been able to develop certain work-related attributes such as communication skills, problem-solving and career goal-setting abilities, collaboration, and team work experiences as well as how to manage the work experience.
This knowledge is expected to build an understanding of the already existing knowledge and skills on work related experiences. It is also expected to measure the level of development of work-related practical skills and highlight the relationship between theoretical learned experiences and real-life experiences.
Problem-solving skills
Work-integrated learning has given me an opportunity to develop my problem-solving skills. I have noticed that I have developed a cognitive awareness of the existing problems as well as identifying the context in which the problems were occurring. I was increasingly becoming areas of the problem of both meeting deadlines for work-related schedules and the implications that it had on the entire job process.
Furthermore I was beginning to note that lack of a clearly defined work-related objective was blurring the realization of the work-related goals. When these problems arose, I realized that initially that I didn’t have a well defined and properly structured approach to dealing with the problems. As such, I felt timid due to inexperience but with time I started to take initiatives in dealing with such problems. As such, stated developing the tendency to evaluate the problems and sometimes categorizing them into levels of complexity. This meant that I had to gather some information on the nature of the problem at hand.
With the information at hand, I realized that I would make an effort in developing strategies to deal with the problem. Initially, my understanding of the nature of the problem-solving strategies was limited but the more I dealt with problematic issues the more I developed the understanding that problem-solving skills require diverse and problem-specific strategies. Therefore with time, I started to adopt a variety of problem-solving skills depending on the nature of the problem (Smith & DeFrates-Densch 2009). I realized that with time I was drawing more from previous experiences in dealing with current ones. I was thus able to arrive at more informed solutions.
Communication skills
Communication skill is another significant attribute that developed with time. In the initial stages of the Work Integrated Learning, I noticed that I assumed a lot when it came to communicating as well as socializing with fellow colleagues. Initially, I found it difficult to communicate with colleges due to my natural predisposition. I am a naturally shy person and as such will be reserved when it comes to socializing and communicating with others especially when am not used to them.
But with time, I gathered the confidence to start holding conversations with my work colleagues. As such, I found it easier to talk and interact with colleagues on a variety of topics, work-related or otherwise. Furthermore, I did not realize that there are various forms of communication in the workplace. With time and experience, I gained valuable insight into the use of both written and verbal communication in the work place. I learned how and when to use a written form of communication such as E-mail, memos as well as when face-to-face communication was more effective. Moreover, I also gained knowledge of the context when each of these communication modes was d to be used.
For clear communication, I learned that I had to use short clear statements to convey simple messages that my colleagues could easily understand. This helped me op overcome the initial communication barriers that consisted of using long windy and sometimes ambiguous statements. This occurs after I deliberately acquired knowledge on the necessary technical jargon which enabled me to use the appropriate words to express my ideas clearly. At the present, I have noted that I am now developing the ability to put information in the right social or formal context (Miller, Watts & Jamieson 1991).
Collaborative relationships
I have realized that more socialization is developed, the more my relationships improve. As such development of this particular skill is having more than one effect. Other than making my role easier it also helped in fostering work-related relationships. Therefore it is aiding effective teamwork. Initially, I would accomplish my task without having to reflect upon how my roles related to the roles other team members were played. I therefore only took a keen interest in autonomous work-related tasks. With improved formal as well as social relationships I found the place of teamwork in the entire process.
I realized that I could engage colleagues in conversation regarding a number of topics both social and work-related. With time I have found out that I gained the confidence to engage colleagues in work related dialogues. In this process, it thus became possible to share work related challenges. The ability to share work-related issues has formed a platform for wide consultation on work-related tasks. This helped us to form informal teams as each member was interested in knowing the progress of other members on their job reacted tasks. Furthermore, all colleagues found it easier to harmonize their progress in their individual tasks with their overall group objectives.
Whenever I was stuck in my job role, I found it easier to consult with other members. As such the team found itself moving as a unit toward the attainment of team objectives other than the attainment of overall team objectives. Despite the fact that I was focusing on my individual role, I realized that the awareness of the impact of my roles on the entire team was changing my perspective on teamwork. As such it has become necessary to consult with another member to ensure that I am on the same plane as the rest (Coffey, Douglas & Stearns 2008)
Career development
The above experiences have opened my knowledge to the idea of transferring face to face classroom learning to the real job environment. This means that I have now increased the understanding that the Work Integrated Learning is more than an experience to practice the theoretical knowledge learned in class into real-life experiences. Work-Related Learning is a chance to learn from practicing what I have already known and observe.
It is an opportunity for context-based learning that challenges the context-free knowledge learned in class. Social interaction at the workplace becomes the platform on which learning occurs in workplace environments (Orrell 2004). However, despite the fact that I have gained valuable attributes from real-life learning, there are some attributes that are still at their rudimentary stages of development. Such include the ability to utilize real-life work-related experience in developing career goals. I am yet to develop a good knowledge base on existing career development opportunities. I have yet to solidify my dream career.
This means that I can not yet develop career development strategies and how to use my work-related learning as stepping stones towards career progression. As such, I need to develop strategies on how to translate knowledge from class as well as work related learning into stepping stones for career growth and development. This is a personal need that I need to develop urgently (Orrell, Cooper & Bowden 2010).
Conclusion
Dependency o the traditional methods of learning are facing new challenges related to Modern learning needs. As such new methods of teaching and learning have been developed to supplement traditional classroom learning. Some of these strategies include work-related learning.
This type of learning has provided me with the opportunity to employ and test the knowledge learned in class into real-life experiences. Furthermore, it has also been a valuable learning experience that has supplemented classroom knowledge. I have thus been able to develop desirable graduate attributes such as problem-solving skills, work-related as well as social skills. However, translating my real-life learning into realizable career goals is an area that I still need to develop. As such this form forms my developmental focus for my coming term.
Reference List
Coffey, J., Douglas, R., & Stearns, C. 2008, Assessing Science Learning: Perspectives from Research and Practice. New York: NSTA press.
Orrell, J., 2004. Work-integrated Learning Programmes: Management and Educational Quality. Web.
Orrell, J., Cooper, L., & Bowden, M., 2010, Work integrated learning: a guide to effective practice. New York: Rutledge.
Miller, A., Watts, A., & Jamieson, I., 1991, Rethinking Work Experience. London: The Falmer Press.
Smith M., & DeFrates-Densch, N., 2009, Handbook of Research on Adult Learning and Development. New York: Rutledge.