REFLECTIVE STATEMENT EXAMPLE

Reflection on Job Placement

For Assignment or Dissertation Help, Please Contact:

Muhammad Sajid Saeed +44 141 4161015 Email: tosajidsaeed@hotmail.com Skype ID: tosajidsaeed

0|Page

TABLE OF CONTENTS

1. 2. 3. 4. 5. 5.1 5.2 5.3 6. 6.1 6.2 6.3 6.4 7.

INTRODUCTION -----------------------------------------------------------------------------------K1: KNOWLEDGE OF THE JOB -----------------------------------------------------------------K2: KNOWLEDGE OF THE LEARNING THEORIES ------------------------------------------C1: ANALYSIS OF VALUE OF WORK EXPERIENCE -----------------------------------------P1: KNOWLEDGE OF REFLECTIVE THEORIES -----------------------------------------------WHAT: DESCRIPTION, EVALUATION, AND FEELING ---------------------------------------SO WHAT: ANALYSIS AND CONCLUSION ----------------------------------------------------NOW WHAT: ACTION PLAN ---------------------------------------------------------------------T1: REFLECTION ON MY LEARNING AND TRANSFERABLE SKILLS LEARNED -------DESCRIPTION OF EXPERIENCE -----------------------------------------------------------------REFLECTION ON EXPERIENCE ------------------------------------------------------------------HOW I DEALT THE SITUATION? ----------------------------------------------------------------WHAT I LEARNED? --------------------------------------------------------------------------------CONCLUSION ---------------------------------------------------------------------------------------REFERENCES ----------------------------------------------------------------------------------------APPENDIX I -----------------------------------------------------------------------------------------FIGURE1: ORGANIZATIONAL STRUCTURE OF KACST -------------------------------------FIGURE 2: HONEY AND MUMFORD'S VARIATION ON THE KOLB SYSTEM -----------FIGURE 3: GIBBS AND DRISCOLL LEARNING THEORIES ----------------------------------APPENDIX II ----------------------------------------------------------------------------------------TABLE1: SWOT ANALYSIS OF KACST ----------------------------------------------------------TABLE2: CAREER SWOT ANALYSIS ------------------------------------------------------------APPENDIX III: INTERVIEW WITH MANAGER ABOUT KACST ---------------------------APPENDIX IV: PEST ANALYSIS OF KACST ---------------------------------------------------APPENDIX V: VAK LEARNING STYLE QUESTIONNAIRE -----------------------------------

2 2 3 4 5

6 6 6
7

7 7 8 8
8 9 12

12 12 13
14

14 15
16 18 20

1|Page

1. INTRODUCTION

The researcher community and educationalists believe that integrated experience and reflective learning are the essential parts of any education (Schon, 1983; Kolb, 1983; Boud; 1995). My work placement was settled in King Abdul-Aziz City for Science and Technology (KACST) which is a graduate-level research based institute in the Kingdom of Saudi Arabia. It was a three week work placement started on Saturday 17th December 2011. During my job I practiced essential accounting practices in accounting and finance department. In this reflective report, I will attempt to explain my feelings, analysis, learning, experience, and action plans during the work placement in the light of various theories.
2. K1: KNOWLEDGE OF THE JOB

KACST is a science based research institute with a sustained planning mechanism for all scientific disciplines. KACST has an enhanced interaction network between all scientific agencies as compared to any other institutes in KSA. The major aim of KACST is to become a world-class science and technology organization that fosters innovation and promotes a knowledge-based society in the Kingdom of Saudi Arabia (KACST, 2012). The government is involved in funding KACST in order to achieve its strategic goals that consist of formulating policies & plans and coordinating activities based on science, technology, and innovation by establishing long-term relationships at national and the international level. The accounting and finance department of the KACST has many core responsibilities in arranging finance for conducting applied research in providing advice to institution and government on science and technological matters in order to achieve long-term goals. Other relevant information about KACST was obtained during the interview with my manager (see appendix III). My job role in KACST was in the accounting discipline for keeping track the flow of money throughout the institute. During my work placement, I worked with many personnel working in various key positions such as audit and accounts officers, assistant accounts manager, and manager accounts. The main objective of my work placement was to assist accounting and auditing staff to organize and aggregate financial information and generating productive reports of the directors and government officials. Whilst helping the staff in achieving organizational objectives, I also learnt many practical things that

2|Page

would help me in achieving my career oriented short-term goals and long-term objectives which are based on getting an exigent and conscientious position in a progressive organization for professional career growth The KACST developed its organizational structure by following organizational theory which states how organizations are structured and managed (Jones, 2009). The KACSTs organizational structure is primarily based on the resources and assets that represent the division and distribution of work among various departments and employees in order to achieve predetermined aims, goals, and objectives. The organizational structure is exhibited in figure 1 (see appendix I). In addition, table 1 in appendix II is presenting the SWOT analysis of KACST. The PEST analysis of the organization is available in appendix III.
3. K2: KNOWLEDGE OF THE LEARNING THEORIES

The four learning styles described by Honey and Mumford (1992) are activists, reflectors, theorists, and pragmatists that are similar to the styles mentioned in Kolbs (1984) learning cycle (i.e. accommodating, diverging, assimilating, and converging). The figure 2 in appendix shows Honey and Mumfords variations on the Kolb system. Based on above two models, I would say that I had different learning styles whilst working in KACST because it was required to perform different accounting operations within the accounts department. On concrete experience stage in the first week of my placement, I found myself in activist style (accommodating) when I applied my academic knowledge in learning new things by performing various day-to-day activities in the accounts department. These activities include handling telephonic queries, manual and computerized files handling, and dealing with different types of vouchers (i.e. cash payment voucher, cash receipt voucher, and cash adjustment voucher). In the beginning of the work placement, the activist style was suitable for me because I was new in the department and working with team was the best choice for me to complete the underlying tasks. As an activist, I learnt that tendency to take an immediate course of action without weighing up other possibilities is not good. In the second and third weeks at reflective observation stage, I found myself mainly in reflector (diverging) style when I was feeling and watching over complex accounting, payroll, and auditing activities under the observation of senior staff members. The senior
3|Page

staff was not assertive in handing over direct operations to me so they advised me only to observe complex activities. During this week, the sitting with senior staff members (e.g. assistant manager audit and accounts and manager accounts) helped me to think how to learn best from the activities before acting, and also to assimilate before commenting because I felt confused when I first looked at the complex payroll and auditing structure before proper examining it. During my work placement, I found myself in different styles at first two stages of Kolbs learning cycle due to the policies of KACST for internship students. Table 2 is highlighting the SWOT analysis of my career according to two different styles (See appendix II). To check my VAK learning style, I filled the VAK learning style questionnaire from businessballs.com website and found myself as an auditory learner because I believe that hearing is very important for a clear understanding of things and visuals sometimes provide dual meanings of the same idea. The filled questionnaire is available in appendix IV that is demonstrating B as the most chosen option in all the questions which shows auditory learning style.
4. C1: ANALYSIS OF VALUE OF WORK EXPERIENCE

Employers from all around the world always look for employees with relevant experience and quality education. In order to formulate the career, work placement helps the graduates to develop many types of skills such as enterprise skills, communication skills, time management, team working skills, problem solving skills, and critical appraisal skills (Bennett et al., 2008; Harvey et al., 2002). When I started my work placement in KACST, I was confident that due to my theoretical conceptual background I can easily perform most of the accounting operations without any assistance but the reality was different. On the very first day of my work placement, I felt little upset when one of the staff members told me to handle telephonic queries but later on I realised that handling customer queries is so important in developing communication skills that can help me in my near future career. Overall, the work placement helped me a lot in setting up the directions of my future career. Whilst working in a team, I successfully learnt how to play my role as a team member in addressing a particular problem. Similarly, placement also helped me to build
4|Page

other vital career related skills such as enterprise skills, communication skills, writing skills, interpersonal skills, and organizational ethics. Today, I believe that a strong academic background is always essential for the student, but not enough in indicating whether or not a student will be successful in a particular work environment. Based on my career SWOT analysis and my work place experience, I discovered that the placement will assist me in my future working career in following ways: o Development of major transferable competencies and skills (Bennett et al., 2008) o Development of self-awareness abilities in particular working environment o How to apply theoretical concepts in practice o Beneficial for increasing the success rate in graduate employability o Assist me in overcoming the tendency to take an immediate course of action without weighing up other possibilities o Overcoming the weakness of doing something new without sufficient information o The market competition will push me to learn new technology based techniques in accounting and finance field o Developing social interaction in a working environment through experiential informal learning (Murakami et al., 2009). In addition, now I can develop my e-portfolio using online Mahara e-porfolio facility which is provided by Southampton Solent University and from many other sources as well such as VLE Moodle. Another facility CareerBox will also help me to assess my skills, abilities, and interest that have been developed after work placement. Furthermore, I might find it beneficial in making important decisions about my career ahead in a competitive job market especially during current recession period. In mentioning numerous ways for hunting jobs and developing career, Taylor (2011) emphasized on the importance of narrowing down the searches using latest tools and websites based on different mechanisms similar to CareerBox which helps the employers to find the most suitable candidate for the position.
5. P1: KNOWLEDGE OF REFLECTIVE THEORIES

Gibbs (1988) and Driscoll (1994, 2000) introduced two valuable theories for reflective learning shown in figure 3 (see appendix I). In this section of the report, I will choose two

5|Page

critical incidents happened to me whilst working in King Abdul-Aziz City for Science and Technology.
5.1 WHAT: DESCRIPTION, EVALUATION, AND FEELING

In the learning log, I mentioned that second day of my work placement in KACST was a bit confusing when I was dealing with a manual file system of KACST. Initially, the code specific language of the staff totally confused me and I felt for a moment that maybe the staff is hiding some important information from me. After spending more time in the department, I realised that the staff is so nice and helpful in guiding me how to perform routine activities and then I thought my thinking could be wrong that they are hiding some information from me. It was confirmed when I was assisting the staff in day-to-day operations and Ali told me to find a particular file for him from the filing area. I was lost when I tried to find that file because I was unable to understand how the files were organized there. I wasted 15 minutes of my time in searching that file but failed to do so.
5.2 SO WHAT: ANALYSIS AND CONCLUSION

To solve this dilemma, I decided to ask somebody to help me in finding that file and also guiding me to understand the manual filing system. I asked Ali to show me how manual files are managed in the department. Ali appreciated that I asked him for the favour. With his guidance, I discovered that the manual filing system was organized in alphanumeric code order that consists of filename, date, and type of the file, but the files were not lying in any order (ascending/descending) due to the negligence of the staff and this was the reason that it got confused. The staff knows about the target files because they are dealing with the filing system on a daily basis but it was hard for someone new to come and understand the whole system in one or two days.
5.3 NOW WHAT: ACTION PLAN

The major thing I learnt from the event was that rather than wasting time in exploring something, it is always better to take help if I am not sure about how the particular system is designed. As I was working only 3 hours per day in KACST, it was not appropriate for me to take so long in searching that particular file. From that event, I learnt two things: finding an immediate way to solve the problem and importance of time management. It is believed that next time, if it happened again, I will avoid making such mistake and will analyse the situation on sudden basis.
6|Page

6. T1: REFLECTION ON MY LEARNING AND TRANSFERABLE SKILLS LEARNED

In setting clear directions for my work placement, my target was to develop or improve many skills such as enterprise skills, team working skills, problem solving skills, time management skills, and communication skills. On the very first day of the placement I had a chance to improve my communication skills when I spent some time to answer telephonic queries. The guidance of one of the staff members also helped me to improve my verbal communication. Written communication skills were improved when auditing staff showed me how to report audit. During my work placement, I also read many letters from professional research bodies with the permission of relevant staff members. In that way, I discovered the importance of business writing skills. The second day was crucial in learning two core skills such as time management and problem solving skills. Unfortunately, I failed to manage my time in searching a particular file when one of the staff members was seeking my help. But with that incident I learnt how to manage my time efficiently and more importantly how to solve a particular problem by taking somebodys help if I am unsure about how the system has been designed. Throughout my work placement, few incidents helped me to develop and improve many enterprise skills that include planning, hardworking, competitiveness, determination, and risk taking in a working environment. I would like to describe another incident under Johns (2000) model of structured reflection.
6.1 DESCRIPTION OF EXPERIENCE

As mentioned in the learning log that during the second week of my work placement, I had a sitting with the accounts manager to learn something new. Initially, I thought that I spoiled my time because the person was so busy in answering telephonic queries and guiding subordinates.
6.2 REFLECTION ON EXPERIENCE

From that meeting I was aiming to learn something new that could help me in my future because I believe that sitting with seniors especially with top-level management people is

7|Page

always beneficial in learning new things but I missed that opportunity due to the interaction of staff members, asking many technical accounts related queries.
6.3 HOW I DEALT THE SITUATION?

By looking back, I realised that it was not the waste of time. In fact, I sat there for 15 minutes and I learnt a lot from observing and reflecting the communication, interpersonal, and problem solving skills of my manager in dealing with numerous requests, while remaining calm and courteous, provided me with a good model of management and also time management. So basically, it was a good chance for me to observe a top manager utilizing his enterprise skills professionally. The accounts manager was pleased with me that he was unable to give me time but as a result of my patience he reserved another 15 minutes for me in the third week of my placement when he showed me the way how the institute organizes the financial statements and control the cash flow system.
6.4 WHAT I LEARNED?

Due to this incident, I discovered the importance of communication and problem solving skills at top positions and also noticed how to guide and suggest subordinates and peers in effective manners.
7. CONCLUSION

It was an excellent experience where I learned so many things that would help me in the near future. The work placement benefited me in many ways such as developing major transferable skills and competencies, self-awareness, confidence of working in a professional environment, applying theoretical concepts, and overcoming some weaknesses that could hurdle in my career. Today, I believe that a strong academic background is always essential for a student, but not enough in indicating whether or not a student will be successful in a particular work environment.

8|Page

REFERENCES

Al-Gosaibi, K. M., (2009). The eight development plan, Ministry of Economy and Planning, Kingdom of Saudi Arabia Bennett, R., Eagle, L., Mousley, W. and Ali-Choudhury, R., (2008). Reassessing the value of work-experience placements in the context of widening participation in Higher Education, Journal of Vocational Education & Training, 60(2), pp. 105 122 Boud, D., 1995. Enhancing learning through self assessment, London: Kogan Page Career Box, (2012). The Career Box. [online], Available from: http://careerbox.solent.ac.uk Accessed: [25 March 2012] Chapman, A., (2006). Honey and Mumford's variation on the Kolb system, [online], Available from: http://www.businessballs.com/kolblearningstyles.htm [Accessed: 22 March 2012] Driscoll, J. (2000). Practising Clinical Supervision. Edinburgh: Balliere-Tindall Driscoll, M. P., (1994). Psychology of Learning for Instruction. Needham Heights, MA: Allyn & Bacon Dutta, S. and Coury, M E., (2008). ICT challenges for the Arab world, Journal of Information and Communication Technology, 1(1), pp. 116 131 Gibbs G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit Gibbs, G., Rust, C., Jenkins, A., and Jaques, D., (1994). Developing Students Transferable Skills. Oxford Centre for Staff Development. Oxford Brookes University Gray, D., Cundell, S., Hay, D. and ONeil, J., (2004). Learning through the workplace: a guide to work-based learning, Nelson Thornes Harvey, L., Locke, W., & Morey, A. (2002). Enhancing employability, recognising diversity: Making links between higher education and the world of work. London: Universities UK

9|Page

Honey, P. and A., Mumford (1992). Manual of Learning Styles, 3rd edition, Maidenhead, Honey Publishing Johns, C. (2000). Becoming a reflective practitioner: a reflective & holistic approach to clinical nursing, practice development & clinical supervision, Oxford: Blackwell Science Johns, C. (2009). Becoming a Reflective Practitioner, 3rd edition, John Wiley and Sons Johns, C. (2011). Guided Reflection: A Narrative Approach to Advancing Professional Practice, 2nd edition, John Wiley and Sons Jones, G. R., (2009). Organizational Theory, Design, and Change, 6th edition, Prentice Hall KACST Petrochemicals, (2011). Strategic Priorities for Petrochemicals Technology Program in KACST, Ministry of Economy and Planning, Kingdom of Saudi Arabia KACST Environment, (2011). Strategic Priorities for Environmental Technology Program in KACST, Ministry of Economy and Planning, Kingdom of Saudi Arabia KACST Biometrical, (2011). Strategic Priorities for Biometrical Research Program in KACST, Ministry of Economy and Planning, Kingdom of Saudi Arabia KACST Strategic, (2011). Strategic Priorities for Strategic Research Program in KACST, Ministry of Economy and Planning, Kingdom of Saudi Arabia KACST Materials, (2011). Strategic Priorities for Advance Materials Program in KACST, Ministry of Economy and Planning, Kingdom of Saudi Arabia KACST, (1992). The role of the King Abdulaziz City for Science and Technology in Information Services in the Kingdom of Saudi Arabia, Journal of Information Science, 18(6), pp. 491 495 Kolb, D. A., (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall Moon, J. (1999b) Learning journals: a handbook for academics, students and professional development. Kogan Page

10 | P a g e

Moon, J., (1999a). Reflection in learning and professional development. Kogan Page Mumford, A., (1994). Gower handbook of management development, 4th edition, Gower Publishing Ltd Murakami, K., Murray, L., Sims, D., and Chedzey K., (2009). Learning on work placement: The narrative development of social competence. Journal of Adult Development, 16, pp. 1224 Rawlinson, J. G., (1993). Creative Thinking and Brainstorming. Gower Press Saud, T., (2010). The ninth development plan: Science, technology and innovation, Ministry of Economy and Planning, Kingdom of Saudi Arabia Schon, D. A., (1983). The reflective practitioner: how professionals think in action. New York: Basic Books Schon, D. A., (1991). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning, 2nd edition. San Fransisco: Jossey-Bas Springer, (2011). In the Spotlight - King Abdulaziz City for Science and Technology (KACST), Springer, 4 April 2011, [online], Available from: http://www.springer.com/societies+%26+publishing+partners/society+%26+partner+zone?S GWID=0-173202-12-827004-0 [Accessed: 12 April 2012] Taylor, D., (2011). How to Get a Job in a Recession 2012: A Comprehensive Guide to Job Hunting in the 21st Century, eBookIT.com publishing Wickham, P. A., (1999). Management Consulting. Financial Times series. Pitman Publishing http://media.kacst.edu.sa/ar/Achievements2010en/index.html www.kaust.edu.sa/ http://www.kacst.edu.sa/en/about/media/news/Pages/news249.aspx http://www.aaas.org/spp/rcp/capabilities/proposal_review.shtml

11 | P a g e

APPENDIX I
Figure 1 Organizational structure of KACST

Figure 2 Honey and Mumford's variation on the Kolb system

Source: Chapman (2006) 12 | P a g e

Figure 3 Gibbs and Driscoll learning theories

Sources: Gibbs (1988) and Driscoll (1994)

13 | P a g e

APPENDIX II
Table 1 SWOT Analysis of KACST STRENGTHS o Sufficient financial resources o Researchers from all around the World are attracted and willing to work with KACST o Working together with many Universities and research institutes within and outside the country to achieve strategic goals o Implementing modern technology o Government support o High-level research o International recognition WEAKNESSES o Lack of scientific specialists o Problem of employing high profile personnel due to the policies of the government o No private sector grants available o Improper research planning due to ineffective research management plan o Slow information exchange o Asymmetry between incentives and strategic objectives o Hurdle of Government policies and procedures o Ever changing vision, policies, and processes o High turnover at executive level THREATS o It is very expensive to hire research technicians and experts o Issues in transforming some technologies due to security and political limitations o Lack of quality education in KSA o International competition o Lack of motivation to conduct research in KSA o Failure in producing high level products

OPPORTUNITIES o Many national and international institutes are willing to gain KACST attention o May open new research areas with the Government support o Expected overall financial returns from research projects o Approved national policy for science and technology for strategy development and technology transfer o Attracting foreign investment in research area o Government support in developing low cost future technologies o KACST is gaining attention of the private sector as well

14 | P a g e

Table 2 Career SWOT analysis STYLE o o o o o o STRENGTHS Flexible and open minded Wish to learn new things Happy in seeking challenge Unlikely to resist change International study exposure Fluent in National and International languages (i.e. Arabic and English) WEAKNESSES o Tendency to take immediate course of action without weighing up other possibilities o Tendency to get the attention o Risk of doing something new without sufficient information o No enhanced knowledge of technological changes in accountancy and finance field o o o o No assertiveness in doing tasks Too much consciousness Slow in decision making Indirect participation in achieving strategic objectives THREATS o High competition o Technological changes in accounting and finance field

ACTIVIST (Accommodating)

REFLECTOR (Diverging)

o o o o

Carefully observing activities Assimilating before commenting Good listening skills Avoid to draw conclusion at this stage OPPORTUNITIES

o Lack of qualified accounting and finance personnel in KSA o Work placement is done in Internationally recognised institute o Opportunity to work anywhere in the world because of having international study and work experience

15 | P a g e

APPENDIX III: INTERVIEW WITH MANAGER ABOUT KACST

INTERVIEWEE NAME: INTERVIEWER NAME:

MR. ABDULLAH MR. HASHAN ALBAHRI

During the interview, manager/supervisor provided following information.

Q1. WHEN KACST WAS ESTABLISHED?

Date Established as Re-named First president Current president 1977 Saudi Arabian National Centre for Science & Technology (SANCST) in 1985, it was renamed King Abdulaziz City for Science and Technology (KACST) Abdul Rahman Al-Athel Mohammed Ibrahim Al-Suwaiyel

Q2. WHAT ARE THE MAIN RESEARCH DIVISIONS OF KACST? 1. Petroleum and Petrochemical 2. Computer and Electronics Research Institute 3. Energy Research 4. Space Research 5. Astronomy and Geophysics 6. Resource and Development 7. Information technology development

Q3. NUMBER OF BRANCHES AND EMPLOYEES?

Branches Employees 6 2500+

Q4. FINANCIAL FACTS?

Public or Govt. sector Major Private sector Minor

16 | P a g e

Q5. ANY INTERNATIONAL SCIENTIFIC JOURNALS? 1. Applied water science 2. Journal of petroleum exploration and production technology 3. Applied petrochemical research 4. Applied Nanoscience 5. 3Biotech

Q6. WHAT ARE THE MAJOR STRENGTHS OF THE COMPANY? 1. Implementation of latest technology in KSA 2. Government support in funding 3. International recognition 4. Providing opportunities to other institutions in conducting research 5. Highly qualified staff

Q7. WHO ARE THE COMPETITORS OF KACST? No one in KSA but there are many at international level

Q8. WHAT IS THE MOST RECENT ACHIEVEMENT OF KACST? Solar technology development

Q10. WHAT ARE THE MAJOR FUTURE PLANS? Human capacity development Contribute to the appropriate research plans of the government Dedicated high-speed, reliable and highly available networks Provision of E-learning facilities Consultancy services Integration of an access to digital research libraries Information technology advancement

17 | P a g e

APPENDIX IV: PEST ANALYSIS OF KACST

POLITICAL ASPECT

The political and regulatory environment of KSA is different from other developed and developing countries. The political policies and procedures primarily rely on Islamic principles (Dutta and Coury, 2008). Strong government support in funding the research activities Government support in developing low cost future technologies Problem of employing high profile personnel due to the political aspects and rules and regulations No taxes from the government Industry specific regulations in conducting scientific researches
ENVIRONMENT ASPECT

In KSA, MEPA (Meteorological and Environmental Protection Administration) and MCE (Ministerial Committee of Environment) agencies are responsible for setting environmental rules and regulations of the organizations KACST is strictly following the guidelines of MEPA and MCE in protecting the environment from toxic chemicals and hazardous waste due to research experiments (KACST Petrochemicals, 2011) In each of the research area, control and monitoring technologies and remediation strategies have been adopted by KACST in order to manage waste, pollution contamination, air quality, and degradation of natural resources (KACST Environment, 2011) KACST also providing continuous support to universities and other research institutes on how to protect environment KACST planning team has reviewed the environmental guidelines of international environmental agencies such as National Environmental Engineering Research Institute (NEERI) of India, National Institute for Environmental Studies (NIES) in Japan, Centre for Ecology and Hydrology (CEH), in United Kingdom, and The U.S. EPA Health and Environmental Effects Research Laboratory (NHEERL), in the United States of America (KACST Environment, 2011)
SOCIAL ASPECT

KACST plays an excellent role in planning, coordinating, controlling, and monitoring the social and economic development in the Kingdom of Saudi Arabia The main objective of KACST is to strengthen the efforts to shift knowledge and skills to all social and economic sectors by entering into agreements with other private and government research institutions including universities (Saud, 2010) KACST is involve in different social activities such as motivating and supporting private sector to expand research activities, encouraging complex research throughout the Kingdom, arranging different research-based seminars on regular basis, and welcoming students to conduct researchers under the supervision of expert and experienced staff (Saud, 2010)
18 | P a g e

 KACST is also willing to reduce the knowledge gap among all regions and among various social strata During 2008, KACST spent SR796.11 million in implementing annual grant programs in promoting research in the KSA (Saud, 2010)
TECHNOLOGICAL ASPECT

In KSA, the technological development was made during eighth development plan where KACST also played significant role (Al-Gosaibi, 2009) In KSA, KACST is popular as one of the modern and technology based institute providing and assisting other sectors to adopt new technology. During the eighth development plan, KACST was successful in developing innovating techniques and tools to achieve strategic objectives One of the considerable achievements was the development of solar energy production (Saud, 2010) Besides, KACST was also successful in developing and launching 12 satellites. Some other important technological developments were include development of catalytic materials for cleaning fuel and heat-and-fire-resistant polypropylene (AlGosaibi, 2009) In addition, KACST was also involved in developing major strategic plans for the advancement in the technology in many industries such as oil and gas, biotechnology, communications, engineering, aerospace and aviation, and advance materials.

19 | P a g e

APPENDIX V: VAK LEARNING STYLE QUESTIONNAIRE

1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it 2. When I need directions for travelling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass 3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook 4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go 5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go 6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY 7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out 8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there 9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends

20 | P a g e

c) test-drive lots of different types 10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what Im supposed to do c) giving it a try myself and work it out as I go 11. If I am choosing food off a menu, I tend to: a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like 12. When I listen to a band, I cant help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music 13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things 14. I choose household furnishings because I like: a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them 15. My first memory is of: a) looking at something b) being spoken to c) doing something 16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) cant sit still, fiddle and move around constantly 17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel

21 | P a g e

18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula 19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my idea as they do it 20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing 21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things 22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal 23. I first notice how people: a) look and dress b) sound and speak c) stand and move 24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger 25. I find it easiest to remember: a) faces b) names c) things I have done 26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes

22 | P a g e

27. When I meet an old friend: a) I say its great to see you! b) I say its great to hear from you! c) I give them a hug or a handshake 28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done 29. If I have to complain about faulty goods, I am most comfortable: a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office 30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel

Source: www.businessballs.com
Now add up how many As, Bs and Cs you selected. As = Bs = Cs =

If you chose mostly As you have a VISUAL learning style. If you chose mostly Bs you have an AUDITORY learning style. If you chose mostly Cs you have a KINAESTHETIC learning style.

Some people find that their learning style may be a blend of two or three styles, in this case read about the styles that apply to you in the explanation below. When you have identified your learning style(s), read the learning styles explanations and consider how this might help you to identify learning and development that best meets your preference(s).

23 | P a g e