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Reflective Statement Lily Stanley

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Lily Stanley STA17506451 BSc Hons Fashion Management- Intro to Fashion Management 2017

Reflective Statement Word Count: 588


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Table of Contents:

1. Introduction 3 2. Main Body 3 3. Conclusion 4 4. References 5 5. Appendices 6


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1. INTRODUCTION:

This ‘Introduction to Fashion Management’ unit was extremely valuable, introducing the expected standard of university work, exposing the importance of planning and organisation throughout projects.

2. MAIN BODY: I received a grade nine for sensing and sequential learning (see appendix, figure 5.1), meaning my learning style is factual based, preferring clear, uncomplicated methods in linear steps. This knowledge assisted research, consolidating my organisational methods, researching and gathering relevant quotes prior to planning. The industry speaker week acted a beneficial experience, allowing the application of relevant industry examples to theory learned throughout lectures. I obtained valuable information from speakers such as Zuzanna Mocilenkova (Stella McCartney) regarding ethical trade, which focused my research around the inbound logistics of Ted Baker, guiding my plan to focus on the sustainability practices of the brand. I initially struggled to specify what defined a report and the factors that distinguished it from an essay. I overcame this issue by using the resources provided on the academic workshops in week five, determining what is required in a report whilst acting as a motivator. I feel my main strengths (see appendix, figure 5.3) are my organisational skills. The demanding nature of the unit developed these skills even further, as a result of the large amount of research required. On the other hand, weakness stem from my attention to detail, often resulting in an unnecessary overanalyses of information. Having previously written multiple detailed essays within my English Literature A-Level, I found it difficult to alter my writing style to replicate the form of a structured report, as well as adhere to the designated 1400-word count, requiring numerous drafts to fit the brief. Time management acted as a main threat throughout this unit. Joining the course later resulted in a requirement to revisit the previous three weeks of lectures. Alongside this, my part time job took up the majority of my weekends. I therefore decided to reduce my work hours, working one day on the weekend to increase allocated work time. Although I had conducted extensive research into Ted Baker, issues arose when attempting to complete my ‘Competitive Advantage’ section (see appendix, figure 5.4). I originally planned to focus on Ted Bakers operational activities, however I felt I lacked specific information regarding business practices. I therefore decided to alter my plan, focusing on marketing activities, reconducting interviews and an additional customer survey to gather relevant primary data. This process became stressful and time consuming; however, I feel this was a valuable learning experience, reiterating the importance of time management, thus resulting in an increase in the quality of both my data sample and overall report.


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In relation to Williams et al., (2012, page 13) (see appendix, figure 5.5), I played a primary role in my own learning experience, researching into chosen topics such as marketing to the best of my ability whilst using information from lectures to assist this. The definition of how marketing strategies can create a competitive advantage can be applied to future units, generalising the value chain of businesses throughout the fashion sector whilst using my report skills to comprehensively analyse findings. Implications regarding time and resources were apparent throughout this unit however I feel this will again aid future units, learning from small mistakes such as leaving referencing until the end of my report.

3. CONCLUSION: Personal feedback is important to me (see appendix, figure 5.6), this feedback allowed me to collate various ‘SMART’ objectives (Doran, 1981, Yemm, 2012) to avoid repeating the same mistakes in the future (see appendix figure 5.2).


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4. REFLECTIVE STATEMENT REFERENCES:

Sally Bain (October 2017) Johari Window, ‘Week 4, Reflective writing (2)’ Intro To Fashion Management [PowerPoint presentation] (Available at: http://kevan.org/johari?view=Lily%20Stanley) (Accessed: 1/11/17) Sally Bain (October 2017) Learning Styles ‘Week 4, Reflective writing (2)’ Intro To Fashion Management [PowerPoint presentation] (adapted from Williams et al., 2012, page 13) Sally Bain (October 2017) Model of Reflection ‘Week 4, Reflective writing (2)’ Intro To Fashion Management [PowerPoint presentation] (adapted from Gibbs, 1998) Sally Bain (October 2017) SMART objectives, ‘Week 4, Reflective writing (2)’ Intro To Fashion Management [PowerPoint presentation] (adapted from Doran, 1981 and Yemm, 2012) Sally Bain (October 2017) SWOT analysis, ‘Week 4, Reflective writing (2)’ Intro To Fashion Management [PowerPoint presentation] (adapted from Brookfield, 2005 and Panagiotou, 2003) https://www.webtools.ncsu.edu/learningstyles/, (no date), (Accessed: 29/11/17)


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5. APPENDICES:

Figure 5.1: NC State self-diagnostic test results

Figure 5.2: SMART objectives (Lily Stanley, adapted from Doran, 1981 and Yemm, 2012)


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Figure 5.3: Personal SWOT analysis (Lily Stanley, adapted from Brookfield, 2005 and Panagiotou, 2003)

Figure 5.4: Personal model of reflection (Lily Stanley, adapted from Gibbs, 1998)

Figure 5.5: Learning styles (adapted from Williams et al., 2012, page 13)


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Figure 5.6: Johari Window (Lily Stanley, adapted from Bain, S., October 2017)

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