Evidence by Onaya

Evidence Example 1: Overcoming an Interview Cancellation

onayaaluthge — 2024-12-18 12:22:01 UTC

This evidence demonstrates my growth in problem-solving, adaptability, and time management during a challenging moment in my placement. At the start of the placement, I believed my problem-solving skills were well-developed (pre-placement rating: 4). However, I quickly realised that real-world challenges are often less predictable than those in a classroom setting.

During the development of the Disability and Accessibility podcast, one of my interviewees cancelled at the last minute. This was a stressful situation, as I had heavily relied on the interview to provide key content for the episode. However, due to my careful planning and time management before the placement, I had built a buffer into my project timeline to account for unexpected challenges. This gave me the flexibility to respond quickly. I immediately reached out to my professional network, consulted my supervisor, and sought support from the OFC team. Their encouragement and guidance helped me stay focused and calm during this process. I secured a replacement interview within a short time frame, adjusted my schedule accordingly, and continued to meet my deadlines.

This experience significantly improved my ability to adapt under pressure, moving my problem-solving skills to a post-placement rating of 5. It reinforced the importance of planning for contingencies, thinking quickly in high-pressure situations, and relying on teamwork and communication to resolve challenges efficiently. I now feel more confident in handling unexpected obstacles and staying solution-focused in professional environments.

Evidence Example 2: Podcast Script Development

onayaaluthge — 2024-12-18 12:26:06 UTC

This piece of evidence highlights the development of my communication, research, and critical thinking skills during my placement with Our Future Cities’ Community Engagement and Placemaking team. Before starting my placement, I rated my communication skills at a moderate level, as I lacked experience in creating content for professional audiences. My task involved producing podcast scripts on topics such as the 15-Minute City model and Disability and Accessibility, which required me to break down complex urban planning concepts into content that was engaging, clear, and accessible for a broader audience.

I began the process by conducting extensive research using credible sources, including academic articles, case studies, and stakeholder interviews. This task required me to identify key messages, organise content logically, and adapt my writing style to fit the audience and OFC’s goals. After completing the drafts, I received valuable feedback from my supervisor and the team. Their suggestions helped me refine the content to meet professional standards, improving the clarity and relevance of the scripts (Attached is an image of me getting feedback on one of my draft scripts).

This experience significantly enhanced my communication skills, moving me from a pre-placement rating of 4 to a solid 5. I now feel more confident in synthesising complex ideas and presenting them professionally. Additionally, the process improved my ability to collaborate and critically evaluate my work, as I learned to balance creativity with factual accuracy under real-world deadlines.

Evidence Example 3: Linking Learning to Employability

onayaaluthge — 2024-12-19 04:09:19 UTC

This evidence demonstrates how I applied academic skills to a professional setting during my placement at Our Future Cities and how it has prepared me for future employment. Before my placement, I rated my ability to link learning to employability relatively low (pre-placement rating: 2), as I had limited opportunities to directly transfer classroom skills into real-world projects. However, the tasks I completed during the placement bridged this gap and showcased how academic skills can be adapted to meet professional expectations.

For instance, my experience in research and writing from university assignments was directly applied to developing the 15-Minute City and Disability and Accessibility podcast scripts. Academic skills such as conducting thorough research, synthesising information, and structuring arguments were crucial in creating professional, audience-appropriate content. Unlike university work, where theoretical outcomes are the focus, my placement required me to consider real-world implications, stakeholder expectations, and practical deliverables. This shift taught me how to tailor academic abilities to meet the demands of a workplace setting.

Additionally, participating in feedback sessions with my supervisor and incorporating their suggestions into the final podcast scripts allowed me to strengthen my collaboration and adaptability skills. I learned how to take constructive criticism, refine my work accordingly, and align my output with the organisation’s goals. These are essential professional skills that I now feel confident carrying forward into future roles.

By the end of my placement, I saw a significant improvement in my ability to connect academic learning with employability, reflected in a post-placement rating of 3. This experience showed me that the foundation built in university—research, writing, and critical thinking—can seamlessly transfer into professional settings with a proactive and reflective approach. It has also given me confidence in pursuing career opportunities where I can apply these skills to real-world challenges.