Skills and learning statement bsc oxford brookes

Through meeting with my mentorI have honed my listening skills especially on the points she raised. She also supported me on my intention to do a consumer satisfaction survey on PLUSs services to obtain experience in obtaining primary data.

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After some false starts, I am now quite conversant with doing HRS. As a mentee, I had to brush up on my oral communication skills when I speak to my mentor so as to ensure every mentor session is productive. I carried my laptop with me to make notes of her guidance and recorded the meeting so as to not miss out on any prime points. By practising in front of a mirror, I managed to develop self confidence and can eloquently present my project, without much trepidation. Based on suggestions from my mentor, I whittled down the word count to conform to OBUs criterion. The RAP has also made me an active listener. However having practiced the presentation several times at home, I quickly overcame the nervousness and delivered a well-focused presentation.

There are many learning outcomes from meeting with my project mentor. She impressed upon me on the need to identify both quantitative and qualitative aspects.

Catering successfully to the questions I was mentally prepared for infused in me, confidence to answer the ones that took me by surprise initially.

Based on suggestions from my mentor, I whittled down the word count to conform to OBUs criterion. Of all these analysis AHL seemed to be financially viable but due to limitations of financial analysis, non-financial performance was evaluated through business analysis using SWOT model.

Similarly, through application of Mendolows Matrix, I have identified PLUSs stakeholders and the dynamics of the power-interest concept and its correlation and applicability in the real world. My mentor counsels me in my project; providing me useful feedback on my drafts.

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Finally, she concluded the meeting by setting the agenda for the next meeting which involved detailed guidance related to the analysis. Multiple and alternate questions led me to topic and organization selection.

Acca oxford brookes mentor

X carried out a final review of the RAP and gave suggestions for improvement before its final submission. Due to work load this was most difficult task as work, exams and other obligatory commitments stressed me out initially but effective time management enabled me not only to submit RAP well within the deadline but also to mitigate stress levels. Role of the RAP in my accountancy studies and current employment role The topic I had selected was based on my interest in the field of accountancy. My initial draft was voluminous. Based on suggestions from my mentor, I whittled down the word count to conform to OBUs criterion. Similarly, through application of Mendolows Matrix, I have identified PLUSs stakeholders and the dynamics of the power-interest concept and its correlation and applicability in the real world. The RAP has also made me an active listener. X and I exchanged feedback after decoding what was being communicated in order to make sure what was being communicated was understood as well. Multiple and alternate questions led me to topic and organization selection. I carried my laptop with me to make notes of her guidance and recorded the meeting so as to not miss out on any prime points. It has also been instrumental in assisting me to put forward my points to my audience. After an intense discussion and feedback on previous work, we set the agenda for next meeting, which was presentation and review of the project. Ratio analysis is of my deep interest and although the detailed and through research conducted for my RAP was time consuming, it was tackled through proper time management. RAP improved my judgment, analysis and presentation skills.
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