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L&E Individual Reflective Report – Jack Austin

pg. 1

BUS132615: Leadership & Employability

(Marketing)

Individual Reflective Report

Name: Jack Austin

Student Number: N0676066

Word Count: 2999 words


pg. 2

Executive Summary

This report has reflected, by using Kolb’s Experimental learning cycle on particular

experiences and applied the CareerEDGE model, in order to evaluate my personal

employability prospects and development of responsible leadership potential. The

report found myself to have developed a wide range of skills at a good level of

competency through both degree subjects and extracurricular activities. I have

actively identified gaps in my abilities from October 2018 to then develop

competencies around these gaps by April 2019. Examples of these abilities are

analytical/problem solving alongside critical thinking, and emotional intelligence and

sustainability/ethics. When assessing concepts of self-efficacy, self-confidence and

self-esteem in relation to graduate employability, my innate lack of belief in my

abilities to transfer competencies at an organisational level is found to be to my

detriment. With the help of a recommended action plan to engage in a short term

(6 month) internship in order to overcome these concerns, from here I will look to

be employed in a sustainability oriented company/work within the social

responsibility area of a company. This is in order to gain the skills to then run my

own sustainable enterprise after 1-5 years.


pg. 3

Table of Contents

Introduction .................................................................................................. 6

Evaluation and Reflection ............................................................................... 7

Experience 1 ............................................................................................... 10

Social Secretary and Treasurer – Yr3 (Responsible leadership) ....................... 10

Experience 2 ............................................................................................... 12

Thinkubator Challenge (Analytical Problem Solving and Critical Thinking) ......... 12

Experience 3 ............................................................................................... 14

Residence Assistant (RA) Role (Emotional Intelligence and Communication /

Interpersonal Skills).................................................................................. 14

The Three Self’s that unlock employability ................................................... 16

Conclusions ................................................................................................ 18

Responsible Leadership ............................................................................. 18

Graduate employability ............................................................................. 19

Recommendations .................................................................................... 20

References ................................................................................................. 21

Appendices ................................................................................................. 26


pg. 4

Table of figures

Fig 1. The CareerEDGE Model (Pool and Sewell, 2007) ______________________ 7

Fig 2. Kolbs (1984) experimental Learning Cycle ___________________________ 8

Fig 3. CareerEDGE Model - The Key to Employability (Pool and Sewell, 2007) ____ 8

Fig 4. Social Secretary and Treasurer Role _______________________________ 10

Fig.5 Triple Bottom Line (Elkington, 1998; Wilson, 2015) ___________________ 11

Fig 7. The 10 skills you need to thrive in the Fourth Industrial Revolution (WEF,

2015)____________________________________________________________ 13

Fig 8. Residence Assistant Role ________________________________________ 15

Fig 9. Applied CareerEDGE Model ______________________________________ 20

Fig 10. Outline of Action Plan After University Graduation ___________________ 21

Table of Appendices

Appendix 1: Gold Acceler8 Certificate ___________________________________ 26

Appendix 2: RA Role ________________________________________________ 26

Appendix 2a: RA Poster Design ________________________________________ 26

Appendix 2b: RA Award: Team of the Term ______________________________ 27

Appendix 3: Action Plan (PDP Plan) ____________________________________ 27

Appendix 3a: Action Plan 18/19 _______________________________________ 27

Appendix 3b: Action Plan April 2019 ____________________________________ 27

Appendix 3c: Action Plan specific learning points __________________________ 28

Appendix 4: Platform Magazine________________________________________ 29

Appendix 4a: Fundraising for Platform Magazine __________________________ 29

Appendix 4b: Platform Social Justice Edition _____________________________ 29

Appendix 4c: Poster for platform magazine collaboration with student parliament 30

Appendix 5: Gap analysis - Attribute Matrix (October 2018 – April 2019) _______ 30

Appendix 6: Degree subject results (at the time of writing) __________________ 31

Appendix 6a: CISMM Essay ___________________________________________ 31

Appendix 6b: ICE Essay _____________________________________________ 31


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Appendix 6c: RMM Report ____________________________________________ 32

Appendix 7: Choice of skills to apply to the CarreerEDGE Model ______________ 33

Appendix 8: CPD Hours ______________________________________________ 36

Appendix 8a: Complete Pro-Forma - Year 3 ______________________________ 36

Appendix 8b: CPD hours for all years at university _________________________ 36

Appendix 9: Personal Profile __________________________________________ 36

Appendix 9a: CV October 2018 ________________________________________ 36

Appendix 9b: CV April 2019 __________________________________________ 39

Appendix 9c: LinkedIn Profile _________________________________________ 41

Appendix 10: SIP Certificate __________________________________________ 41

Appendix 10a: SIP certificate – Level 5 _________________________________ 41

Appendix 10b: Blog Post for SIP final project _____________________________ 41

Appendix 11: Certificate of Equality and Diversity Essentials _________________ 41


pg. 6

Introduction

This report will look to reflect on my personal development at Nottingham Trent

University. The content will draw on aspects of the experience through being part of

the committee at NTSU’s Platform Magazine, extracurricular activities like

Thinkubator challenge, and all activities contributing to achieving my gold Acceler8

certificate (see appendix 1). It will also draw on my finally volunteering as a

Resident Assistant for NTU’s Accommodation Services (NTU, 2019a) - (see

appendix 2).

Key themes and underlining threads that will run throughout the entirety of this

report are:

1. Graduate employability

2. Responsible leadership

In order to explore and evaluate these experiences with an appreciation of key

themes, this report will use The CareerEDGE Model (Pool and Sewell, 2007) to

identify and cover key skills needed as well as my degree itself (see fig 1). The next

phase, using Kolb’s (1984) reflection model (see fig 2), reflecting and evaluate

individual experiences. Finally, the report will show how the development of my

self-efficacy, self-confidence and self-esteem contributes to the hypothetical key to

employability (see fig 3), in accordance to my PDP plan (see appendix 3).

The aims and objectives of this project are to consolidate, reflect and develop all of

what I have learnt throughout the university and develop an action plan with

learning points.


pg. 7

Evaluation and Reflection

This report will use the careerEDGE Model (Pool and Sewell, 2007) in order to bring

together skills, experiences and self-perceived employability (Qenani et al., 2014)

to give an all-encompassing value to the individual (myself) at the graduate level.

The model, however, can be criticised by being too simplistic, lacking business

management/marketing specific employability skills (Murray et al, 2016), and not

reflecting the increasing importance of interpersonal skills (Jackon and Chapman,

2012). Despite this, the model has shown to be effective in conjunction with my

broad personal plan to employment and reflection analysis for a wide scope of

graduate opportunities (Pool et al., 2014). Reflection and evaluation should,

however, be a constant process for continual improvements. For this, the report will

use Kolbs’ (1984) learning cycle. The learning cycle has however been criticised

heavily since its conceptualisation (Atkinson and Murrell, 1988). Most have been

through its application by students. Tosey and Gregory (2002) argue that the

application has been much simplified because of dialectical tensions between

concrete experience and abstract conceptualisations, thus is criticised to not give an

accurate representation of the way people learn. This report will therefore aim to

construct more truthfulness when reflecting.

Fig 1. The CareerEDGE Model (Pool and Sewell, 2007)


pg. 8

Fig 2. Kolbs (1984) experimental Learning Cycle

Fig 3. CareerEDGE Model - The Key to Employability (Pool and Sewell, 2007)

Concrete Experience

(doing/having and experience)

Reflective Observation

(reviewing/reflecting on the experience)

Abstract Conceptualisation

(concluding/learning from the experience)

Active Experimentation

(planning/trying out what you have learnt)


pg. 9

Link and

applicati

on to

CareerEDGE

Model

Link to

Attribute Matrix

skills

Link to the

developme

nt and

support of Personal

objectives

in PDP Plan

Identified

experience

which applies

to most

amount of

skills and

objectives


pg. 10

Experience 1

Social Secretary and Treasurer – Year 3 (Responsible

leadership)

Fig 4. Social Secretary and Treasurer Role

Concrete Experience: One particular experience in this position was fundraising

event I organised to raise money for Jerry’s Street Kitchen, an organisation in

Nottingham that provides food for the homeless. I gave students a choice whether

to keep an item that was proposed to be free upon arrival or to donate what they

find, after an explanation of the typical needs of the homeless in winter and how

much it all costs. As a team we managed to raise £150 in cash for the organisation

(see appendix 4a).

Reflective Observation: On reflection, the concept was simple and creative, which

allowed us to easily attract and talk to those who approached us. When looking

back at this experience, engaging in a charitable act like this can be applied to

responsible leadership potential. With this, one of the aim’s was to improve my

sustainability credentials, as it is one of skills that business graduates often lack

post-graduation (Freeman et al., 2008). On further reflection, however, this

experience is limited to charitable giving that does not fully take into account the all


pg. 11

the objectives of a business. When applying Elkington (1998)’s theory of the Triple

Bottom Line of integrating economic objectives like profit, social considerations like

staffing and environmental considerations like the organisational contribution of

greenhouse gasses were not taken into account (See fig. 5)

Successful responsible leadership is only effective at the level of the entire firm and

embedded in a firm’s culture (McPhee, 2014). This event, as well as the experience

of being Social Secretary/Treasurer, overall used key management and

collaboration skills to get staff to work together for a common goal (given

management position).

Fig.5 Triple Bottom Line (Elkington, 1998; Wilson, 2015)

Abstract Conceptualisation: This has given me an appreciation and understanding

to, in a marketing/business setting, be able to put forward a business case for an

integrated sustainable strategy (Pless and Maak, 2011) with an implementation that

goes beyond corporate social responsibility and looks to implement a culture of

shared values towards positive practices (Galpin and Bell, 2015).


pg. 12

Active Experimentation: A month later, when we organised the event for a second

time, I make some changes by linking the promotion of the social justice edition of

the magazine that had features on the charity and homelessness problem in

Nottingham. This time, to promote the magazine content further, I collaborated

with the SU to provide sanitary donations at all three campuses as an extension of

the period poverty article. Alongside this, I also changed the donation process to

contactless card payment because a large proportion of 18-25 year olds carry little

cash on them (Desjardins, 2019). As a result of this experience, it lead me to

create a longer term objective to engage in sustainability-oriented

entrepreneurialism (Reynolds et al., 2018) with ethical principles at its identity

(Marion, 2019). It has also helped to gain experience in the field of sustainability

and perceive it as a job prospect, thus mixing sustainable leadership and graduate

employability (see appendix 3). Alongside this, awareness of the perspective of

sustainably through Sustainability in Practice (see appendix 10) provided a clear

link to my degree subject.

Experience 2

Thinkubator Challenge (Analytical Problem Solving and

Critical Thinking)


pg. 13

Fig 6. Thinkubator challenge

Concrete experience: The Thinkubator challenge involved working as a team to

recommend actions for the local company BLT Logistics LTD, following a reduction

of drivers renewing their training licences. At the end I presented the findings to

the group, and there were also networking opportunities afterwards.

Reflective Observation: In this experience I believe myself to have been successful

in developing complex problem solving abilities, resolving all problems efficiently

and in a timely fashion without difficulty. I was also able to apply critical thinking,

which is the ability to think clearly and rationally and understanding the logical

connection between ideas. By executing these skills, I identified areas in BLT

Logistics LTD that needed improvement (see appendix 5b), despite them being

what business graduates have shown to lack (Freeman et al., 2008). This is

particularly true considering the uncertain and changing work environment through

the rise of AI and potential job replacement (WEF, 2015) – (See fig 7). Upon

further reflection on this experience I am disappointed with my ability to think

clearly/analytical and be comfortable when presenting. This has subsequently

highlighted shortcomings in abilities, but also gives an opportunity to reflect on my

role in a group and the effect of unplanned roles and responsibilities in constructing

an effective working environment through being part of a productive team

(Margerison and McCann, 1990, pp. 29-30).

Fig 7. The 10 skills you need to thrive in the Fourth Industrial Revolution (WEF, 2015)


pg. 14

Abstract conceptualisation: It has helped me to develop a different understanding

of my ability to present and to conclude, upon previous discussions, that my skills

are best suited in organising, developing and innovating over promoting and

presenting (Margerison and McCann, 1990, pp. 29-40). If I were to present, I am

now aware that in order to build confidence, longer time than the group had to

present in the Thinkubator is needed to prepare and practice. This therefore

develops on prior conceptualisation of presentation and problem solving from my

experience doing the PwC business challenge.

Active Experimentation: First of all I completed one of my PDP plans by doing this

activity (See appendix 3), completing objective 4. From this experience I have

applied careful thought and criticality to my degree subject (see appendix 6) to

achieve to my full potential.

Experience 3

Residence Assistant (RA) Role (Emotional Intelligence

and Communication / Interpersonal Skills)


pg. 15

Fig 8. Residence Assistant Role

Concrete Experience: As an RA this year, I have handled multiple

emotional/student welfare issues that I have had to learn to react in an appropriate

way that is in line with my training, guiding and supporting students when needed.

Reflective Observation: My job as an RA has been an experience that applies to the

most skills from the CareerEDGE Model; Career Development, Work/Life

Experience, Generic Skills and Emotional Intelligence (appendix 7). Because

Emotional intelligence is shown to be vital for effective leadership (Bradberry and

Greaves, 2009), this will therefore be discussed in relation to the RA Role.

Emotional Intelligence can be defined as the ability to identify, assess, manage and

control the emotions of one’s self, of others, and of groups (Bradberry and Greaves,

2009).This skill is shown to be vital in building and developing interpersonal skills

between colleagues at work by identifying perspectives of others as if it was

yourself (Higgins, 2014). Of which, can be applied to my awareness and

understanding of equality and diversity matters (see appendix 11). I believe that

my collective experiences from being an RA has helped me to establish many skills,


pg. 16

picking up on feelings and emotions of people that is beneath the words they use.

Though the experience is not in a ‘typical’ work setting, the skills developed of

compassion, understanding and listening all are interpersonal and can also be

equated to leadership potential. In addition, Goleman (2004) has shown that all

successful managers have this in common, and technical skills and IQ are more

required at entry level because leadership is predominantly about relationships,

rather that attributes which are learnt through work experience and the degree

subject (CMI, 2014).

Abstract Conceptualisation: Learning from this experience, these abilities can then

be applied to customers and staff in a workplace environment (Levitt, 1960), by

building a culture around morality, attitude and high performance (Peters and

Waterman, 1982 p.200-240). Leadership is all about providing the best service;

“service to others, service to customers, service to employees and service to

business partners” (CMI, 2014). This ideology provides a link to the shift towards

service dominant logic in all organisations (Vargo and Lusch, 2008, 2017)

Active Experimentation: I love to be able to support people, and after having

discovered that this is a key to management, I am keen to apply my experiences as

an RA as evidence in interviews. This would be in order to emphasise emotional

intelligence leadership potential and interpersonal skills that some research

indicates what graduates to lack (Helyer and Lee, 2014). Alongside this, my

reflection and evaluation throughout my course has provided value through

exchanges with students and lecturers alike (see appendix 6b).

The Three Selves’s that unlock employability

As a result of the experiences I have had, alongside the fact that I now understand

it through the lens of theory, I will apply what I have learnt about myself in terms

of this. With this, “Self-efficacy, self-confidence and self-esteem provide a crucial

link between knowledge, understanding, skills, experience and personal attributes

and employability” (Pool and Sewell, 2007). Reflecting on these aspects, Fig. 3


pg. 17

shows how understanding yourself, your thoughts, emotions and behaviours is the

key to employability after graduation.

Self-efficacy is one’s beliefs in their own capabilities to organise and execute

courses of action that are required to manage situations (Bandura, 1995, p. 2). This

can be executed predominantly by mastery experiences that are work related

actions of learning a specific skill via work experience. I believe to have exposed

myself to a good depth of mastery experiences, particularly though my work with

Platform Magazine, and extra-curricular activities (see appendix 8), which was

encapsulated with the achievement of my Acceler8 gold certificate. The Acceler8

Gold award is the highest accreditation for all extra-curricular experiences, giving

examples of real mastery experiences to help me stand out from other applicants

(see appendix 1). Personal concerns about my capabilities, include the concern that

I did not go on a placement year, because research shows this to greatly improve

capabilities and employability (Drewery et al., 2016). In relation to this, sometimes

I am concerned that the capabilities I have developed are not up to the standard to

go straight into a skilled and specialised job. However, I believe through the

experiences I’ve been through, I am able to meet entry level job

requirements/internship placements that will consider learning opportunities such

as the ones I have had.

Self-confidence is how abilities are expressed to the outside world (Pool and Sewel,

2007). Because of the distance between my university work skill and real life self-

assurance, sometimes I am concerned about capable I actually am. This lack in

sureness also comes from not having secured a work placement year. Despite this,

I have shown an impressive results (see grades appendices) in conveying my

evaluations and perspectives on academic work. Academic work is, however,

worthless if I am unable to apply in a highly skilled and competitive environment.

Upon reflection, this makes me worry if I am the right person when applying for

graduate jobs. Of course, this is something that needs to be worked on through

other reflective practices after graduation, in order to achieve a level of

employment (Forsyth and Cowap, 2017. This, alongside doing PDP (see appendix


pg. 18

3), will demonstrate me taking a leap of faith to gain the experience in a setting

that I am unfamiliar of and under pressure to perform.

Self-esteem is a feeling of worthiness, but at the same time being realistic in the

evaluations of one self (Owens, 1993). Currently, I feel that my achievements in

university from my grades and positions (particularly with the student magazine)

put me in a good employability position. I believe Nottingham Trent to be a good

university, and it especially benefits the sector I wish to work in as employers

believe it to be a modern university that has excels in sustainability (NTU, 2019b;

NTU, 2019c). Because of the highly competitive environment, CIPD (2015) express

concerns of overqualified graduates, with 58% in non-graduate jobs and a

saturation of graduates in the job market (Elliott, 2016). With this, it makes me

wonder whether others are more worthy of high skilled jobs, even after having

successes such as helping Platform Magazine be nominated for Society of the Year

two years in a row. Therefore, this shows me carrying traits of Imposter syndrome

(TED, 2017).

Conclusions

Through applying the experimental learning approach (Kolb, 1984) and the

CareerEDGE model (pool and Sewell, 2007), this project has assessed my current

skills and identified skill gaps in respect to responsible leadership and graduate

employability.

Responsible Leadership

By drawing conclusions relating to the extent of my development of responsible

leadership skills, which in my gap analysis (see appendix 5) was identified as my

most improved attribute. This was developed in what CMI (2014) describes as a

'new leadership' model which involves a greater emphasis on developing and

supporting people while delivering benefits for people, organisations and the planet.


pg. 19

This is as well as finding a new found drive to make a difference in any organisation

by implementing this philosophy with a vision which looks to positively influence

others through leadership (given leadership position) and working towards a common

cause. Additionally, the ability to motivate, support and coach others, that through

the experience of being an RA and developing emotional intelligence skills, has

helped to improve these skills.

Graduate employability

Fig. 9 shows an applied CareerEDGE model in accordance with discussions in this

report on skills, the three selves alongside attribute Matrix (appendix 5b) and applied

CPD hours that are linked with relevant skills (appendix 7 and appendix 8). Each

level of the CareerEDGE Model is then rated out of 10 with 10 being the highest level

of competence. This will help to establish where more learning is needed for

recommendations post university.

9/10 Good grades

throughout all of

university (appendix

6)

7/10 Good range

of skill developme

nt from rounded

CPD hours

8/10 Good

because of RA role and

other factors but always

improvements

8/10 Good range

of work related

experience but little in

real work

7/10 Wide range of

employability events and have plans

for the future

7/10

6/10

6.5/10

7.5/10


pg. 20

Fig 9. Applied CareerEDGE Model

Overall, I believe the gaps in my employability to be self-confidence and self-

esteem. Throughout this report, it has been established that this is because of

unconscious fears of responsibilities/pressures to achieve good performance in a

highly competitive working environment that is different to what I am currently

comfortable with. With more experience and real world applications of skills,

alongside further reflective proactive on improvements however, this should break

down these established anxieties so I am able to thrive in work while developing

related skills further (Forsyth and Cowap, 2017; Heyler, 2015)

Appendix 9 of my personal profile shows the development of my CV/Resume and

my personal brand personality through the improvement of my LinkedIn profile. I

have changed how I convey key skills, knowledge, attributes through experiences

that have developed throughout university. This is made clear through comparing

my CV from October 2018 to April 2019 as an example of this year’s development.

Recommendations

Based on conclusions and reflections above, below is an outline of my proposed

action plan. Appendix 3b outlines the resources needed, success criteria and what I

have done to reach where I am now. Appendix 3c breaks down the points below

into specific learning points and suggestions after university.


pg. 21

Fig 10. Outline of Action Plan After University Graduation

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WEF 2015. The 10 skills you need to thrive in the Fourth Industrial Revolution.

[online] World Economic Forum. Available at:

https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-

the-fourth-industrial-revolution/ [Accessed 18 Apr. 2019].

Wilson, J.P., 2015. The triple bottom line: Undertaking an economic, social, and

environmental retail sustainability strategy. International Journal of Retail &

Distribution Management, 43(4/5), pp.432-447.


pg. 26

Appendices

Appendix 1: Gold Acceler8 Certificate

Appendix 2: RA Role

Appendix 2a: RA Poster Design


pg. 27

*Example of a poster I designed for one of the RA events organised.

Appendix 2b: RA Award: Team of the Term

Appendix 3: Action Plan (PDP Plan)

Appendix 3a: Action Plan 18/19

https://jackaustinportfolio.home.blog/2018/10/23/personal-development-plan-pdp-

year-2/

Appendix 3b: Action Plan April 2019

https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-personal-

development-plan-pro-forma-18-19-jack-austin-n0676066-1.pdf

https://jackaustinportfolio.home.blog/2018/10/23/personal-development-plan-pdp-year-2/https://jackaustinportfolio.home.blog/2018/10/23/personal-development-plan-pdp-year-2/https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-personal-development-plan-pro-forma-18-19-jack-austin-n0676066-1.pdfhttps://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-personal-development-plan-pro-forma-18-19-jack-austin-n0676066-1.pdf


pg. 28

Appendix 3c: Action Plan with specific learning points

A few Examples of Sustainable business to apply to;

Unilever

Co-operative Group

Ecosia

Naked

Oatley

M&S

Patagonia

Internship (6 months)

•Build confidence and self efficacy in little pressure work environment with responsibilities.

•Work on the sustainability side of the organisation making or on social responsibility (depending on the internship title)

Longer Term Job (1-4 years)

•Enter a business working on either their corporate social responsibility or a part of a non for profit organisation that operates ethically oriented

•Opportunity to gain more experience in implementing sustainable strategy

•Stay an amount of time to improve this specialty and build up an expertise

Run my own ethical

Enterprise

•Apply skills from gained experience to find a gap in the market/ an opportunity to exploit


pg. 29

Appendix 4: Platform Magazine

Appendix 4a: Fundraising for Platform Magazine

*Here is an example of responsible leadership and using my position as social

secretary and treasurer for a good cause.

Appendix 4b: Platform Social Justice Edition


pg. 30

Social justice edition was great to be a part of. I was involved in editing the edition

and the printing process. Furthermore, I organised promotion like events and social

media and fundraising events.

Appendix 4c: Poster for platform magazine collaboration with student

parliament

Appendix 5: Gap analysis - Attribute Matrix (October 2018 – April 2019)

https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-attribute-matrix-

18-19-jack-austin-n0676066-4.pdf

Upon improvements in skills, throughout the year, most of the gaps have been

reduced but in places they need further improvements like cultural diversity in a

global context. Large increases (indicated with *) include problem solving, critical

thinking and responsible leadership.

https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-attribute-matrix-18-19-jack-austin-n0676066-4.pdfhttps://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-attribute-matrix-18-19-jack-austin-n0676066-4.pdf


pg. 31

Appendix 6: Degree subject results (at the time of writing)

Appendix 6a: CISMM Essay

Appendix 6b: ICE Essay


pg. 32

Appendix 6c: RMM Report

*There was a particular attention to sustainability and ethics. Also a high criteria in

the marking matrix for sustainability


pg. 33

Appendix 7: Choice of skills to apply to the CarreerEDGE Model

In bold are the most meaningful experiences in each skill category. To choose he

most relevant experience, the experiences that were in the most categories and in

bold were considered for reflection. Alongside this are considerations for responsible

leadership, graduate employability.

Carreer

(Development

learning)

Experience

(Work and

Life)

Degree

Subject

knowledge,

understanding

and Skills

Generic Skills Emotional

Intelligence

Get

Experience &

Volunteering

Roadshow

How to get

Rejected in 7

easy steps

(Angus Farr)

Career

Management

Lecture

Residence

Assistance

(RA) Role

Get

Experience &

Volunteering

Roadshow

Thinkubator

Challenge

Residence

Assistance

(RA) Role

Platform

Magazine

Marketing

Team

Work

Experience

Grades for

Coursework

Ice (1)

Low 1st

CCISMM

High 1st

RMM

High 1st

L&E

Presentation

2:1

Thinkubator

Challenge

Thinkubator

Challenge

LLR workshop

on

Referencing

Critical

Thinking and

Time

management

Seminars

Residence

Assistance

(RA) Role

Platform

Magazine

Equality,

Diversity and

Respect at

NTU

Platform

consent

workshop

Discussion

Residence

Assistance

(RA) Role

Platform

Magazine

Social Sec and

Treasurer


pg. 34

Platform

Magazine

Marketing

Team (and

head of

marketing

yr2)

Networking

Event/ Tea

Ceremony/

meditation

Work

Experience at

Kidzania

London

The Business

Students

Guide to

Sustainable

Management

Employability

Presentation

Application

masterclass

Part Time

freelance job –

TopTask

at Kidzania

London

Employability

Presentation

Part Time

freelance job –

TopTask

Platform

Magazine

Social Sec

and

Treasurer

Freedom of

the press

debate

LLR workshop

on

Referencing

Critical

Thinking and

Time

management

Seminars

Residence

Assistance

(RA) Role

Platform

Magazine

Marketing

Team

Work

Experience at

Kidzania

London

The Business

Students

Guide to

Sustainable

Management

Employability

Presentation

Marketing

Team

The Business

Students

Guide to

Sustainable

Management

Employability

Presentation

Application

masterclass

Part Time

freelance job –

TopTask

Linked in for

NBS Students

Freedom of

the press

debate

Equality and

Diversity

Training via

Employability

page


pg. 35

Linked in for

NBS Students

Language Café

at the Global

lounge

University

Training –

Equality and

diversity

global citizen

Platform

Magazine

Social Sec and

Treasurer

Success with

the Hive

Group

Creativity

session with

the Hive

Part Time

freelance job –

TopTask

Group

creativity

session with

the hive


pg. 36

Appendix 8: CPD Hours

Appendix 8a: Complete Pro-Forma - Year 3

https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-cpd-pro-forma-

18-19-jack-austin-n0676066-1.pdf

Appendix 8b: CPD hours for all years at university

https://jackaustinportfolio.home.blog/category/cdp/

*This link shows the full three years of CPD, showcasing 200+ hours of

extracurricular activities

Appendix 9: Personal Profile

Appendix 9a: CV October 2018

https://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-cpd-pro-forma-18-19-jack-austin-n0676066-1.pdfhttps://jackaustinportfoliohome.files.wordpress.com/2018/10/nbs-cpd-pro-forma-18-19-jack-austin-n0676066-1.pdfhttps://jackaustinportfolio.home.blog/category/cdp/


pg. 37


pg. 38


pg. 39

Appendix 9b: CV April 2019


pg. 40

*In my Acceler8 Gold interview the marker in industry said that my CV was the

best he had seen from a student in terms of both content and layout.


pg. 41

Appendix 9c: LinkedIn Profile

www.linkedin.com/in/jackharryaustin

Appendix 10: SIP Certificate

Appendix 10a: SIP certificate – Level 5

Appendix 10b: Blog Post for SIP final project

https://jackaustinportfolio.home.blog/2019/04/19/sustainability-in-practice-sip-

blog/

Appendix 11: Certificate of Equality and Diversity Essentials

http://www.linkedin.com/in/jackharryaustinhttps://jackaustinportfolio.home.blog/2019/04/19/sustainability-in-practice-sip-blog/https://jackaustinportfolio.home.blog/2019/04/19/sustainability-in-practice-sip-blog/


pg. 42


pg. 43


pg. 44


pg. 45

IntroductionEvaluation and ReflectionExperience 1Social Secretary and Treasurer – Year 3 (Responsible leadership)

Experience 2Thinkubator Challenge (Analytical Problem Solving and Critical Thinking)

Experience 3Residence Assistant (RA) Role (Emotional Intelligence and Communication / Interpersonal Skills)The Three Selves’s that unlock employability

ConclusionsResponsible LeadershipGraduate employabilityRecommendations

ReferencesAppendices

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