University of Greenwich ID Number: 001361547

FPT Student ID Number: GBD230026

Module Code: BUSI 1204

Module Assessment Title: Personal and Professional Development

Lecturer Name: Trinh Anh Khoa

Submission Date: 7/12/2023

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Table of Contents
I. Introduction:.....................................................................................................................3
II. Academic Goal:..............................................................................................................3
III. Employability Goal:.......................................................................................................5
IV. Conclusion:....................................................................................................................7
References:...............................................................................................................................8
Appendices:..............................................................................................................................9

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 I. Introduction:
The developmental journey of each individual can be marked by significant strides — formal
education with clear hierarchies, which is a common experience for most. Additionally, this
journey is also measured by our self-initiated explorations, actively seeking, absorbing, and
accumulating fragments of understanding from myriad sources available in this digital age.
Regardless of the chosen path, we all must commence from the smallest step, as Lao TZu, a
Chinese philosopher, asserted, 'The journey of a thousand miles begins with one step.' I took
the first step on the journey to improve my knowledge and skills during the first semester of
university by planning to achieve academic and employability goals through SWOT and
SMART analysis for each category, along with a strategy to maintain well-being throughout
the period (Appendix 1).

II. Academic Goal:

Embarking on the journey of a business student, I identified public speaking as a significant
academic skill to master. The significance of this skill became more obvious when
considering the demand for presentations in various subjects at the University of Greenwich.
Public speaking is not only a coursework requirement but an essential skill for effectively
conveying information, presenting research findings, and expressing opinions. However, my
journey towards mastering this skill was hindered by my weaknesses - specifically, a fear of
public speaking and a lack of confidence.

“Improving public speaking skills'' is the most significant advantage of class presentations
(Trapp et al., 2011) as students not only acquire increased knowledge but also foster
enhanced communication skills (Girard et al., 2011). Moreover, considering the significance
of effective communication and presentation abilities in the prospective careers of students,
particularly in fields like marketing (for example, de Beer, 2007; Gaedeke & Tootelian, 1989;
Goldgehn, 1989; Kelly & Gaedeke, 1990; Ingram et al., 1992; Joby & Needel, 1990;
McCorckle et al., 1992; More et al., 1986), which can “help him/her conquer new frontiers,
as well as broaden his/her horizons through personal development, influence, and advances in
one’s profession” (de Beer, 2007). Recognizing the essential role of public speaking in
successful student life, I delved into the exploration of strategies to overcome these
challenges. As Carnegie (1971) notes, public speaking is not an innate gift but a teachable
skill. To address my shortcomings, I opted for an online course on LinkedIn namely "Public

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Speaking Foundations," taught by Laura Bergells, a seasoned speaker and community
builder. Massive Open Online Courses (MOOCs) facilitate knowledge sharing without
demographic, economic, and geographical constraints (Yuan & Powell, 2013). Consequently,
my selection of an online course was driven by its flexibility, including self-paced learning
and accessibility anytime, anywhere. The course comprised five sections covering essential
aspects of effective public speaking, including presentation components, audience
identification, persuasive objectives, vocal warm-up tips, and anxiety management. While the
course took approximately two hours, the limitation of the time frame did not compromise
the quality of the content. I immersed myself in the course on a Tuesday morning, attentively
listening and jotting down key points. The process extended beyond two hours as I revisited
sections, sought out examples, and completed quizzes to reinforce my understanding
(Appendix 2).

The positive results of the course are clearly demonstrated by the success of my other
subjects. I have successfully applied the knowledge gained from the course to the
presentation of the International Business Environment subject (Appendix 3). Overcoming
my fear of addressing a larger audience and recalling lessons from public speaking, I
endeavored to interact with the audience positively through questioning and maintaining eye
contact, aiming to enhance both efficiency and interest in the presentation. Moreover, I made
a conscious effort to avoid depending on the script, such as reading notes or glancing at the
slideshow, as it may convey a lack of confidence, unprofessionalism, and embarrassment.
Instead, I ensure a profound understanding of the presentation content and diligently practice
explaining and expanding on key points at home to deliver a polished and confident
presentation in class. Overall, I was satisfied with my performance that day, and it greatly
contributed to my success in passing the presentation assignment - an essential requirement
for passing the course.

However, the experience of online learning revealed some disadvantages. While the online
course offered valuable theoretical insights, its limitation is the absence of practical
opportunities to apply and hone the skill. Although the instructor provided tips to reduce
anxiety before the speech, I held the belief that true confidence would only come with
dedicated practice over time. Therefore, I will continuously practice enhancing my public
speaking skills and actively create opportunities for application, for instance, volunteering to
be the presenter in upcoming presentations, while simultaneously working on improving my

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pronunciation and fluency through daily exercises available on social media platforms such
as Youtube, TikTok, and Facebook groups.

Halkos et al. (2010) argue that stress is the primary cause of issues, affecting not only
individuals' professional lives but also extending to their well-being. To maintain well-being
and manage stress, I adopted a sleep diary starting from November 19th, a "gold standard"
for subjective sleep assessment (Carney et al., 2012) (Appendix 4). The conscious effort to
prioritize sleep positively impacted my overall well-being. With an average sleep time of
seven hours per night and a quick sleep onset of up to five minutes, I found myself alert and
focused during the day. Quality sleep promotes psychological attributes (e.g., interest or
attentiveness; Watson et al., 1988). Therefore, this well-rested state significantly contributed
to my ability to absorb information effectively and approach presentations with both
consciousness and calmness.

III. Employability Goal:

In a 2010 study, Van der Meer et al. highlighted time management as a significant concern
for numerous students, which may help individuals reduce stress by fostering a sense of
control (Van Eerde, 2003). In acknowledging my vulnerability to panic when faced with
numerous important tasks simultaneously, I recognized the crucial importance of honing time
management skills, especially for business students like me. Therefore, I opted for a practical
approach — participating in a business case-solving contest as a favorable way to enhance
time-management skills. As Sachau and Naas (2010) note, "case competitions play an
important role in the future development of managerial skills." The contest would compel me
to complete the task in just a few short days while managing other significant responsibilities,
which is more beneficial compared to passive learning. In essence, my employability goal
centers on the enhancement of time management skills through real-world challenges and
practical experiences.

The chosen competition is the H4TF PROJECT: MARCOM: MARKET - LEAD RACE,
organized by AIESEC, an international non-profit youth organization present in 108 countries
and territories proved to be an ideal platform. This competition provided a unique space for
students in the Economics field to apply theoretical knowledge through marketing case
rounds, offering a chance to assess their capabilities and connect with businesses. Designed
for students of all terms, including freshmen, the competition not only facilitated the "closing

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of the academic-practice gap" (Rynes et al., 2001) but also improved the effective use of time
within a stressful and limited time frame. Moreover, following the improvement of my time
management skills after the contest, I can confidently highlight this as a significant asset on
my resume, contributing to my career path, as Lim, Teck, Ching, and Chiu (2016) found that
time management is one of the most valuable skills according to employers.

Managing the contest process posed both challenges and opportunities for learning, with a
clear emphasis on enhancing time management skills. Given a case on 8th November with a
10-day deadline, the initial three days proved particularly challenging due to disorientation.
My role involved developing the deployment plan, managing the budget, and researching
potential influencers. Regular offline meetings facilitated discussions, debates, and decision-
making. With only five hours left until the deadline, concerns arose as the slides remained
incomplete, leading me to reflect on potential shortcomings in my time management.
However, with 100 percent concentration, combined with support from other team members,
we finally successfully completed the final slides on time, securing our team a spot in the top
20 (Appendix 5). This achievement serves as a source of pride in successfully refining time
management skills.

When assessing my performance, I identified significant improvement in multiple aspects,

particularly in time management skills. This growth is particularly crucial as it is aligned with
the necessity to complete assignments for two subjects, maintain a part-time job, and attend
school classes. I employed a smartphone application called Notion to organize my tasks for
days and weeks, ensuring that no task was overlooked (Appendix 6). This allowed me to
prioritize tasks based on their importance and deadlines. Consequently, I could readily assess
what was successful and what was not by the end of each day, facilitating the preparation of a
plan for the following day. Additionally, my daily routine was adjusted to accommodate my
busy schedule, such as waking up earlier than usual (at 7:00 A.M instead of 8:30 A.M) to
allocate more time for my to-do list. In addition, allocating time to complete the result posed
a challenge because coordinating face-to-face meetings for effective discussions proved
difficult for all members. Moreover, thanks to online collaborative tools such as Google
Docs, Sheets, and Meet, coupled with the determination of the team members, we
successfully executed small categories collaboratively without the need for in-person
meetings. This approach not only facilitated the process but also reduced the preparation and

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travel time associated with physical gatherings, which contributed to my success in the
contest.

Despite the efficient plan, stress became an inevitable companion during those intense days
of the contest. Following MIND's five steps to well-being, l realized the importance of taking
breaks and enjoying my surroundings. The research conducted by Choi et al. (2016) suggests
that, in environments with limited interior space, even a modest introduction of greenery can
have a calming impact on individuals. Embracing this idea, I plan to enhance my workspace
by adding plants (Appendix 7). Connecting with others is crucial for my well-being, as per
MIND's five steps to well-being. Thanks to my student life, I have the chance to connect,
especially with my teammates during lunch. Engaging in simple yet effective activities like
talking, laughing, and sharing interesting things with them has proven to be a valuable stress
reduction strategy; therefore, I feel reenergized when returning to work. Post-contest, I not
only learned how to manage time and tasks effectively using tools but also recognized the
primary importance of an active spirit in navigating challenges. I believe this is a promising
beginning for my personal development journey during my youth years at the University of
Greenwich.

IV. Conclusion:
After dedicating a significant amount of time to practicing and enhancing both my academic
and professional skills, I began to witness positive changes as a result of this ongoing
process. Presently, I maintain the habit of recording a Sleep Diary, and I have plans to
introduce another potted plant to my room as a preparation for a clear mind, ready to tackle
upcoming important tasks. Additionally, meticulously planning each week and month has
become an integral part of my time management routine, aiding me in performing various
tasks in the most efficient manner. The pride and happiness derived from accomplishing two
significant goals in my first semester of college serve as powerful motivation for me to
continue acquiring new skills on the LinkedIn platform. This may include critical thinking, a
skill that is particularly vital for navigating and evaluating the extensive information sources
available today. In conclusion, while these changes may seem to be small strides on the long
road of self-development, they symbolize my perseverance, hard work, and progress at the
onset of university life - a journey closely aligned with the University of Greenwich's slogan:
'Change starts here’.

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References:
Carney, C.E. et al. (2012) ‘The consensus sleep diary: Standardizing prospective sleep self-
monitoring’, Sleep, 35(2), pp. 287–302.

Eerde, W.V. (2003) ‘Procrastination at work and time management training’, The Journal of
Psychology, 137(5), pp. 421–434.

Girard, T., Pinar, M. and Trapp, P. (2011) ‘An exploratory study of class presentations and
peer evaluations: Do students perceive the benefits.’, Academy of Educational Leadership
Journal, 15(1), pp.77-94.

Halkos, G. and Bousinakis, D. (2010) ‘The effect of stress and satisfaction on productivity’,
International Journal of Productivity and Performance Management, 59(5), pp. 415–431.

Joseph, A., Choi, Y.-S. and Quan, X. (2016) ‘Impact of the physical environment of
residential health, care, and support facilities (RHCSF) on staff and residents’, Environment
and Behavior, 48(10), pp. 1203–1241.

Lim, Y.-M. et al. (2016) ‘Employability skills, personal qualities, and early employment
problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and
students’, Journal of Education for Business, 91(4), pp. 185–192.

Rynes, S.L., Bartunek, J.M. and Daft, R.L. (2001) ‘Across the great divide: Knowledge
creation and transfer between practitioners and academics’, Academy of Management
Journal, 44(2), pp. 340–355.

Sachau, D.A. and Naas, P.A. (2010) ‘The Consulting Challenge: A case competition’, Journal
of Management Education, 34(4), pp. 605–631.

Trueman, M. and Hartley, J. (1996) ‘A comparison between the time-management skills and
academic performance of mature and traditional-entry university students’, Higher Education,
32(2), pp. 199–215.

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 van der Meer, J., Jansen, E. and Torenbeek, M. (2010) ‘“It’s almost a mindset that teachers
need to change”: First‐year students’ need to be inducted into Time Management’, Studies in
Higher Education, 35(7), pp. 777–791.

Watson, D., Clark, L.A. and Tellegen, A. (1988) ‘Development and validation of brief
measures of positive and negative affect: The panas scales.’, Journal of Personality and
Social Psychology, 54(6), pp. 1063–1070.

Yuan, L. and Powell, S.J. (2013) ‘MOOCs and open education: Implications for higher
education.’

Appendices:
Appendix 1: SWOT and SMART analysis

I. SWOT analysis:
ACADEMIC GOAL EMPLOYABILITY GOAL

Strengths Weaknesses Strengths Weaknesses

Motivation: Setting a - Language barrier: - I have high - Limited time: The

specific goal and My English discipline and good deadline of
deadline demonstrates listening skills may self-management November 18th
a high level of not be good enough ability, which may lead to time
motivation and to completely reduces the pressure, making
commitment to understand the possibility of giving effective time
completing the course content. up. management
course. Also, the weak - Analytical Skills: crucial.
High Self-Study Spirit: English speaking My ability to - Potential
My dedication to self- skill can be a quickly analyze Overwhelm: The
study can contribute challenge in the information is an pressure of limited
to a deeper case of being a asset for efficiently time might initially
understanding of presenter. addressing the be overwhelming,
course material and - A fear addressing a marketing case affecting my ability

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 additional practice larger audience and within the limited to manage time
outside of formal a lack of time frame. effectively.
class hours. confidence.

Opportunities Threats Opportunities Threats

- From other subjects: - Performance - Help from others: I - Incomplete

Courses in UoG such Pressure: The can ask my mentor Information:
as Academic English pressure to perform and my teacher, Limited time might
or International well in front of who can guide my hinder my ability to
Business others may be a team to solve the gather all necessary
Environment will threat to my marketing case and information,
create chances to confidence. provide the affecting the
practice presenting in - Distractions: The necessary quality of my
front of a crowd. presence of other understanding in analysis.
- Flexibility: The commitments, this field.
course can be work, or personal - Learning from
accessed at any time obligations may Experience:
and from anywhere, pose a challenge in Reflecting on the
providing flexibility dedicating strategies employed
for me. sufficient time and during the case can
focus to completing serve as a valuable
the course. learning experience
for future time-
sensitive tasks.

II. SMART analysis:

SMART Academic Goal Employability Goal

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 To finish the course Public
Speaking on LinkedIn before 20th
November.
Specific I aim to finish the course Public
Speaking on LinkedIn.
Measurable I registered for a Public Speaking
course on Linkedin and set a goal
that I have to learn at least 50
minutes in two days, 20th and 21st
of November.
Achievable I can achieve this if I spend 2
hours on 20th November following
all of the lessons of the course.
Relevant This is relevant to my major,
which is BA Hons Public
Relations. I could develop my
communication skills, as well as
confidence building and
overcoming fear and anxiety after
finishing this course.
To be in the top 20 of the contest
Heading for the Future Project:
Marcom - Market Lead Race
organized by AIESEC in Vietnam
and have certification before 1st
December.
I aim to be in the top 20 of the
contest "Heading for the Future
Project: Marcom - Market Lead
Race."
I need to spend at least six days
having meetings to discuss solutions
with teammates and submit the
result before 18th November. Then,
I will receive the result on the 23rd
of November.
I can achieve this if I attend every
training day and spend at least 3
hours a day (from the 11th to the
18th of November) to finish the first
case of the contest.
This is relevant to my goal of
enhancing time management, which
is one of the needed skills for a
business student career path. The
contest would compel me to
complete the task in just a few short
days while managing other
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 significant responsibilities,
facilitating the enhancement of time
management skills through real-
world challenges and practical
experiences.

Time-bound Deadline on 11 p.m. 20th of Deadline on 11 p.m. 1st of

November. December.

Appendix 2: Public Speaking Foundation Certification

Appendix 3: Feedback

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Appendix 4: Sleep Diary

Appendix 5: Certification

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Appendix 6: Notion Planners

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Appendix 7: Workspace with plants

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