Reflective Journal for Professional Field Experience

On completion of this module you should understand the complexity of writing a reflective journal for a situation of Professional Field Experience (PFE) and appreciate key terms and concepts associated with reflective thinking and learning in a practical/commercial/business context.  This module provides the transition for students to progress from a purely experiential work to a working experience that provides lessons, guidance, and direction for future activities.

The PFE is a core module and will entail students participating in a self-organised internship, executive shadowing. innovation project, or global professional experience that entails at least 30 hours of work overall. Students are solely responsible for organising their own field experience.

The PFE module requires individual work, for which each student will be assigned a supervisor for two review meetings. These could be face-to-face or Skype calls.

Students will be required to attend two hours of preparatory workshops, during which they will learn about professionalism and conduct at work, getting the most out of the practical field experience, and writing a reflective journal. 

Due to the current and future jobs market, where workers need to adapt to fit changing roles, continuous learning is required. Learning to learn is therefore a crucial skill (Bridgestock, 2014; Barr and Tagg, 1995) alongside accepting responsibility for one’s own learning and development. This applies whilst at university or college but also in the world of work

The evolving relationship between yourself and work impacts powerfully upon the development of self-identity, self-awareness and personal agency (Billett, 2010). Reflection is part of this progression and the development of reflective skills assists with the process of knowing how to learn, and the acceptance of the individual’s centrality to their own learning (Brockbank and McGill, 1998; Maudsley and Strivens, 2000). Reflecting on learning achievements can empower the learner to make intelligent decisions about how to move ahead with their learning needs and approach, attitude, and behaviour at work. Working towards becoming a reflective practitioner enhances what a worker can bring to their job role, as well as the development of their future career plans (Schon, 1983). Reflection is also a key managerial ability that you will need in your professional life.

Students can refine their reflective skills in order to critically appraise what has been experienced via practice. This in turn enables them to improve ongoing practice, by using the information and knowledge they are gaining from experience. 

1. A formal internship or work (many of these are paid positions but they must be defined as an ‘internship’ or ‘work experience’ to qualify).

Field Experience Types

Students can gain a formal internship or work at a company. This formal experience should be classified as an internship, and could include unpaid, short term experience in local or own country organisations/businesses. Equally, it could also include a paid work experience. Both of these experience types should include interaction with staff and clients to ensure content for the reflective journal.

2. Work in a social enterprise, community based organisation, NGO, or DMU Volunteering.

Many students want the experience of volunteering and giving back to society. Voluntary Action Leicestershire, offers an opportunity for students to engage in 30+ hours of valuable experience that will not only be of benefit to the local community but also provide the context for the Professional Field Experience reflective journal.

Volunteering is at heart of DMU’s commitment to the public good, following the development of the Square Mile, an award-winning programme of volunteering activities dedicated to working in Leicester’s most deprived areas. Key to this are the Square Mile volunteers, who take part in 125 #DMUlocal projects each year. The inspiration for #DMUlocal and Square Mile is improving the health, education and job prospects of thousands of residents in a literal square mile that covers Woodgate, Fosse, Newfoundpool and Beaumont Leys.

3. A shadowing programme with a senior manager or executive.

Some students may have the opportunity to shadow a senior manager or executive in a commercial organisation. This is valid experience for a student, and can provide a professional context where interaction with senior members of a company and clients can give a strong basis for the reflective journal.

4. A business project from the DMU innovation centre

The DMU Innovation Centre is home to many small businesses that constantly need assistance of talented, skilled, knowledgeable students, on a short-term basis. The Innovation Centre clients have been sent a blank pro forma to complete and describe the 30+ hour, unpaid professional work experience they require. This will also be promoted to the Innovation Centre clients between February – April 2019, and a short list of PFE projects will be made available to students at the end of this time. Students will be given a contact person at the Innovation Centre to liaise with, and be introduced to the organisation. This small project work could take place any time between June – August 2019. Students should not rely on innovation centre projects though as there will only be a small amount. 

Assessment

Assessment for the field experience includes completion of a reflective journal as well as a short presentation. Students will be given guidance on the contents of the reflective journal during a pre briefing and in this module guide. Academic tutors will also provide guidance on content of the reflective journal. For the presentation, students are required to give a 15 minute presentation on the key learning points from their PFE, which acts as an oral version of their reflective journal.

In the reflective journal, you are asked to identify critical learning events that occurred on your PFE, that have influenced you and your professional development. You then analyse the most significant of these events using a standard analysis template.

1. To make sense of things that happened. What you write should sound as if you are describing the details to someone who wasn't there. Be as descriptive as possible. Just the act of writing down the details of what happened may give your perspective that you may not have otherwise considered had you just continued to think about it.

2. To speculate as to why something is the way it is. Your views can come from your own common sense, or from something you have heard at a lecture or read in a book. Either way, speculating why something is the way it is can be a very useful exercise in reasoning.

3. To align future actions with your reflected values and experiences. After positioning your interpretation, continue to observe the subject of your speculation to decide whether you want to stick to your original views, or make changes.  

4. To get thoughts and ideas out of your head. Writing down your thoughts can help relieve pressure or help resolve problems. It will also help you focus the task at hand.

5. To share your thoughts and ideas with others. Getting opinions from others about what you wrote can help you clarify your feelings for a deeper understanding of yourself.

The role of the supervisor is to be your main contact person during the period of your Professional Field Experience. The requirement is for at least two contact points during the experience and writing of the reflective journal, and the additional contact of the presentation. This contact can either be face-to-face, by phone, or by Skype and should be used for e.g. identifying areas of reflection to be used in the journal, learning points, or any matter relating to the experience.

If a student wants to conduct their Professional Field Experience in their home country (and therefore leave the UK for a short period) it is vital that the student informs the module leader, and the relevant Leave Request Form is completed for leave from the UK (available from the student advice Centre). This is a requirement by UK government. The experience must be short term i.e. not spread over the June – August phase. Acceptable periods for home country field experience would be e.g. 2 – 4 weeks.