Assessment 2 HCS365_ESSAY_Sushma Budhathoki Basnet S281955 Work Integrated Learning in Higher Education By STUDENT’s Name STUDENT ID Integrated Methods of Humanitarian and Community Studies HCS 365 Course co-ordinator’s NAME Bachelor of Humanitarian and Community studies Students are not enough with theoretical knowledge only to bring in workplace smoothly. There is importance of professional environment for students in higher education which provides them required experience and make them capable to perform in working environment using their capacity. Work Integrated Learning (WIL) is an interaction and combination of academic and student’s performance in the field of work for making capable of undergraduate students in their interested area to work (Jackson, 2015). Higher Institutions undertake WIL as a task to make environment for students to achieve practical knowledge in their chosen field via placement practice and other work-related learning (Gates 2014). It has many advantages for students as well as organisation and institutions. The goal of Work Integrated Learning is to observe that the students have integrated both professional as well as theoretical activities at placement practice along with positive success in work related activity. This paper is designed to explain about the benefits and disadvantages of Work Integrated Learning in emergency food relief program via professional placement practice. Moreover, this essay will also discuss about the skills and challenges of students which they face while undertaking professional work and the way how it helps professional improvement in the field of community. Students have perfect developing skills opportunity due to work integrated learning which is to assimilate practical and theoretical knowledge. Jackson (2015) describes that students are fully with the knowledge required for change into the work environment by merging education into practice. The main purpose of education is to provide knowledge, but it is insufficient for students to elaborate their skill in the workplace (Choy, 2011). Placement practice at Foodbank NT provides chance to the students to see and feel the real world by contacting with different people which leads in achieving different skills such as problems solving skills, leadership skills, making real life decision along with identification of potential problems and therefore it helps in managing diversity and uncertainty at the workplace. Thus, students can learn practical knowledge through field program due to work integrated learning. Work Integrated Learning provides a great opportunity for students to understand their knowledge gained from University and the way of using it into real placement (Harris, Jones, & Coutts, 2010). It helps to make students to improve their task skills and make students a proficient community professional. Students have responsibility of co-ordinating and managing different activities to provide e ...

1. Assessment 2 HCS365_ESSAY_Sushma Budhathoki Basnet
S281955
Work Integrated Learning in Higher Education
By STUDENT’s Name
STUDENT ID
Integrated Methods of Humanitarian and Community Studies
HCS 365
Course co-ordinator’s NAME
Bachelor of Humanitarian and Community studies
Students are not enough with theoretical knowledge only to
bring in workplace smoothly. There is importance of
professional environment for students in higher education which
provides them required experience and make them capable to
perform in working environment using their capacity. Work

2. Integrated Learning (WIL) is an interaction and combination of
academic and student’s performance in the field of work for
making capable of undergraduate students in their interested
area to work (Jackson, 2015). Higher Institutions undertake
WIL as a task to make environment for students to achieve
practical knowledge in their chosen field via placement practice
and other work-related learning (Gates 2014). It has many
advantages for students as well as organisation and institutions.
The goal of Work Integrated Learning is to observe that the
students have integrated both professional as well as theoretical
activities at placement practice along with positive success in
work related activity. This paper is designed to explain about
the benefits and disadvantages of Work Integrated Learning in
emergency food relief program via professional placement
practice. Moreover, this essay will also discuss about the skills
and challenges of students which they face while undertaking
professional work and the way how it helps professional
improvement in the field of community.
Students have perfect developing skills opportunity due to work
integrated learning which is to assimilate practical and
theoretical knowledge. Jackson (2015) describes that students
are fully with the knowledge required for change into the work
environment by merging education into practice. The main
purpose of education is to provide knowledge, but it is
insufficient for students to elaborate their skill in the workplace
(Choy, 2011). Placement practice at Foodbank NT provides
chance to the students to see and feel the real world by
contacting with different people which leads in achieving
different skills such as problems solving skills, leadership
skills, making real life decision along with identification of
potential problems and therefore it helps in managing diversity
and uncertainty at the workplace. Thus, students can learn
practical knowledge through field program due to work
integrated learning.
Work Integrated Learning provides a great opportunity for
students to understand their knowledge gained from University

3. and the way of using it into real placement (Harris, Jones,
& Coutts, 2010). It helps to make students to improve their
task skills and make students a proficient community
professional. Students have responsibility of co-ordinating and
managing different activities to provide effective service
delivery while working in emergency food service program.
They find out the different demand of practice and opportunity
for addressing the challenges by diverse needs of different
stakeholders. Students can interpret their theoretical knowledge
of different community-based models and approaches into
practice. They can translate planning, evaluation and
monitoring, participatory analysis and others which they learnt
in their classroom into real practice. Oloruntoba (2009)
describes that if the students are exposed to the real-life work
task according to their course while studying then
professionalism and different employment skills will be
developed in their career. Furthermore, the students get chance
to find out their expectation in the field of learning which
supports in their study process too.
Work Integrated Learning provides the undergraduate students
opportunity to learn more about the real world which cannot be
taught in the classroom that they would practice in their job.
Students are exposed to different qualified people in their
placement practice. They can share their experience, knowledge
which they got in the classroom so that they can get
clarification in those areas that is very necessary in their course
but in their lesson plan (Clark, Cantori, Bilgin and Mukuria,
2016). Jackson and Collings (2018) describes that students can
learn both technical and non-technical skills due to work
integrated learning which will help them in employment in their
future. Placement practice at Foodbank also provides students
both technical and non- technical skills. For instance: student
must use open computer and do check in and check out of each
client while working on Food for life program of Foodbank NT.
Not only that, students will be taught how to manage the waste
of Foodbank NT that is very important for humanitarian field

4. which is not taught in school. In addition, students will find out
their abilities which is essential in their field due to WIL which
encourages every student to get their aims. WIL inspires
students to make habitual with the environment and culture so
that they can analyse themselves to their future pathway better.
As a community worker, professional may need to face different
problems so WIL provides a guidance about how to face those
problems and how the future be like.
The focus of WIL at emergency relief organisation is towards
career by collaborating with different learning organisations to
the field (Payne, 2014). Students are provided with different
skills and knowledge which makes a bond between education
and complex mandate of professional practice. Students play
very important role in running the transition period from school
level to employment level. They have different issues,
challenges and frustrations too during their switch time. But the
placement program of the course helps students to know about
the skills which they should have (Binder, Baguley, Crook
& Miller, 2015). WIL become popular in a very short
period which is a compulsory component in most of the college
and universities in Australia which is an organized and unpaid.
Students can develop their resume due to WIL which is an
essential requirement of an employer. It makes a huge
difference between employees who have gone Work Integrated
Learning and others who don’t have.
Work Integrated learning makes ability to students to
understand the expected standards which adjusts the level of
professional for enhancing their job opportunities. Professional
placement practice improves job opportunity because employers
emphasises on hiring to those candidates who finished
placement practice in the related field (Payne, 2014) which will
help in reducing work load and price of training for the
employees in the organisation. An organisation can focus and
serve important needs of the community if they have available
resources for service delivery. The experience which employee
get from WIL helps in reducing the stress while working in an

5. organisation that leads in coping with the demands of the
organisation and decreases the tension on the administration
(Jackson, 2015). There will be long term benefits of WIL in an
organisation as well as students because they need more
resources and training when hiring new employee without WIL
which might be short term too.
Students develop new skills and knowledge by facing many
situations during work integrated learning in emergency food
relief organisations such as Foodbank NT. One of the skills is
critical thinking which makes students in making right decision
to provide an important need during scarcity problem. Other
skills are leadership skills, problem solving skills, decision
making skills communication skills, administrative skills and
money handling skills. For instance: while doing placement
practice at Foodbank NT, participants must handle the given
projects themselves on behalf of co-ordinator. They should
make decision while working with little resources. Students
encounters with different difficult situation which helps them in
deciding during placement practice at Foodbank NT. For
example: when I was making a pallet for food for life program
during placement practice, it was very hard for me to find the
products in appropriate place where I had to think and need to
plan as co-ordinator was on meeting at that time. UNHCR
(2008) describes that decision-making process becomes
complicated when alternatives should be chosen. So,
participants should decide which meet the nutritional needs of
clients which acts as a safety net to people while doing work
integrated learning at Foodbank NT. Not only that, students can
develop skills for addressing challenges when they work with
the mentors and experienced staff to encounter a scarcity too.
Emergency food relief service is related to the helpless people
of the community such as old age people, disable people and
children. It further connects with different conditions such as
low income, pensioner and other social economic problems.
Students are informed with such type of condition during
placement practice at Foodbank NT. Vulnerable are in needs of

6. social and economic hardships. Practitioner should find out both
external and internal factors of those people who needs food
security. Students get opportunity to work with different
vulnerable people of the community and find out their important
needs while doing placement practice. They also got chance to
understand the connection between alcohol, mental health and
economic condition of helpless people which creates relation
between theoretical and practical contexts (Brenner, 2010).
Students are facilitated with all skills important for addressing
the challenges and providing appropriate service to the
community by introducing unexpected changes and surprises.
Work Integrated Learning helps learners in improving different
ability skills for instance: cultural competence, communication
skills and team work. While doing placement practice at
Foodbank NT, effective communication skills is an essential
factor for students as they engage with people from different
background and culture (Jackson, & Wilton, 2016). They
might get opportunity to attend different meeting and
conference where they can use communication skills and they
will know how meeting and conference are conducted.
Likewise, placement practice helps in enhancing student’s
cultural competence skills as they might have to deal with
people from different cultural background. Teamwork is an
important aspect for community worker which is learned by
placement practice. While working at Foodbank NT as a
community development worker, practitioner must work in a
team which helps in problem solving of any issue. They work
with some volunteers who might not have some understanding
of knowledge to work so team work is an essence factor on that
type of situation. There is difference race, gender, professional
level, age and time management in each employee. Their
thinking might also be different which creates conflict. So, team
work plays important role in dealing with such type of people
and situation.
Students face several challenges while doing placement practice
in a new environment. Sometimes lack of proper orientation

7. creates problem to the students. Without proper induction,
students won’t have ay idea about the agency and their role
which makes them familiarise with the task. Some organisation
does not provide a formal orientation program to the students
which makes difficult for students to know about their duties.
Sometimes higher educational institute doesn’t essential support
to the students. So, such type of institutions should provide
support to the students to make them capable and engage in the
work integrated learning. Furthermore, they should work
together with the agencies to make sure that students are doing
best to fit in their future path and organisations follow all
conditions and guidance of work integrated learning. On the
other hand, economic problem is another challenge of placement
practice which is faced by students during work integrated
learning. Placement practice is an unpaid to the learner, so they
face different type of financial problem during work integrated
learning. Lau et al. (2017) describes that students encounter
with problems in their first week of placement because they
attempt to adjust in the new environment. So, there should be
proper policy made to the students for considering financial
arrangements and help to the students by government in
partnership with higher educational institute and organisation
who provides placement practice and work integrated learning.
Besides, female students face some harassment by their
supervisors during work integrated learning period. Sheehan
(2016) describes that seniors and male staff impose harassment
to the female learners. Some employees and supervisor
sometimes detest students because of having low knowledge
which might make students demotivated and leave their
placement practice before their finishing date too. To eradicate
this problem, there should be establishment of some
administrative support system to help students in raising their
voice against their problem with the right department. Bates
(2005) mentions that administration of work integrated learning
should be supported by the organisation via making policies and
procedures. Students should be inspired to improve their output

8. by providing motivations. Not only that, students are
participated in other activities which is unprofessional and not
related with the career during work integrated learning.
Sometimes organisation misuses the students by providing other
duties as they don’t have experience which makes students
deprived of knowledge and experience in their related field. So,
there should be collaboration between the University and
organisation to address such type of challenges of students
during work integrated learning period.
Different social work theories can be used while working as a
community development worker in an emergency food relief
organisation. Community workers can use behavioural theory to
know working environment. Moreover, they can observe and
analyse the community along with clients and organisations by
applying behavioural theory. As Australia is a multicultural
country, community worker should have to deal with people
from different country. Engstrom and Jones (2007) stated that
social worker should have the knowledge of culture, traditions
and customs of the place where they are going to work first
time. While doing placement practice at Foodbank NT, there
might be more expectation than code of conduct so practitioner
can use behavioural theory at that time. Similarly, social
learning theory is a process of learning new skills and
knowledge by observing other’s work. Students have
opportunity to observe supervisor’s work and provide different
chance to become effective community worker. Supervisor will
supervise every student while doing placement practice in any
organisation. Students can observe and learn about service
delivery method and computer software of Foodbank NT and
evaluating supervisor’s way to handle the complex issue during
service delivery. Students can have idea for using their
theoretical knowledge into practice when they use these two
theories during placement practice to become community
development worker.
Practitioner can use task centred approach and strengths-based
approach while working at Foodbank NT. Task centred approach

9. is more emphasized, systematic structured and problem-solving
approach. Clients problem can be solved by the practitioner
with the support, guidance and resources for solving the
problem (Turner, 2017). Students might not have capacity to
give advice and suggestion to the clients in the beginning while
doing placement practice at Foodbank NT but eventually their
ability will be developed to provide guidance to the clients by
the help of practitioner. Clients priorities will be focused more
in task centred approach where clients express their problems
which they want to be solved. For example: while doing food
for life program of foodbank NT, community worker tries to
solve the personal problem of clients by asking their problem.
Similarly, Foodbank NT uses strength-based approach in which
clients are the centred point who will receive service from
service provider based on their needs. Clients can select any
products whatever they like, and no one can force to grab the
products in food for life program of Foodbank NT. However
only one approach is not enough to solve the problem in some
case. At that time, practitioner can involve two or more
approach for better outcomes. Students cannot get chance to
learn everything in the class as there is huge difference in
changing theoretical into practical practice.
Placement practice provide opportunity to the students to grab
different administrative as well as practical knowledge to the
related field that is important in their future career. Students
will be able to work in any community service organisation and
emergency relief organisation particularly in food relief
organisation because of several skills acquired at Foodbank NT
such as leadership skills, communication, cultural competence,
administrative, problem solving, customer service and money
handling. Students get opportunity to develop network, rapport
and making career path via work integrated learning at
Foodbank NT. As different organisation work in collaboration
with Foodbank NT, students get chance to talk with different
stakeholders and establishing networks with them who are very
important to the helpless member of the community. This

10. placement practice helps in career development of students.
Students have knowledge essential for material or financial
support based on needs of vulnerable people and the service of
the organisation they work with. The students and organisation
provide effort together to progress the emergency food relief
services and suggestion of better policies and approaches to
improve the service delivery of the organisation.
In a nutshell, work integrated learning has a lot of benefits to
the students as well as educational institute as it helps students
to represent in real working environment. There is opportunity
for students to gain professional experience and skills important
for better performance in their related field via work integrated
learning which helps an organisation to hire an experienced
candidate to hold their activities in a professional way that will
save their money to provide related training to unexperienced
workers. Work integrated learning work with different
organisation and educational institute to develop and make
realistic educational program to address the needs of the
community and the agency. Students faces different challenges
during work integrated learning which could be solved by
effective supervision from educational institution as well as
agency.

11. References
Bates, L. (2005). Building a bridge between university and
employment: Work-integrated learning. Brisbane, Australia:
Queensland Parliamentary Library. Retrieved from
https://www.parliament.qld.gov.au/documents/explore/researchp
ublications/researchbriefs/2005/200508.pdf
Binder, J. F., Baguley, T., Crook, C., & Miller, F. (2015).
The academic value of internships: Benefits across disciplines
and student backgrounds. Contemporary Educational
Psychology, 41, 73-82.
Choy, S. (2011). Partnerships between universities and
workplaces: some challenges for work-integrated learning.
Studies in Continuing Education, 33(2).
Clark, L., Rowe, A., Cantori, A., Bilgin, A., & Mukuria, V.
(2016). The power dynamics and politics of survey design:
measuring workload associated with teaching, administering and
supporting work-integrated learning courses. Studies in Higher
Education, 41(6), 1055-1073.
Engstrom, D., & Jones, L. P. (2007). A broadened horizon:
The value of international social work internships. Social Work
Education, 26 (2), 136-150.
Jackson, D., & Collings, D. (2018). The influence of Work-
Integrated Learning and paid work during studies on graduate
employment and underemployment. Higher Education, 76(3),
403-425.
Jackson, D., & Collings, D. (2018). The influence of Work-
Integrated Learning and paid work during studies on graduate
employment and underemployment. Higher Education, 76(3),
403-425.
Jackson, D., & Wilton, N. (2016). Developing career

12. management competencies among undergraduates and the role
of work-integrated learning. Teaching in Higher Education,
21(3), 266-286.
Lau, F. A., Mendes, V. F., Ventura, A. A., Bollela, V. R.,
& Teixeira, L. D. A. S. (2017). Implantation of Distance
Learning as Strategy in Medical Internship: Challenges and
Perspectives. Revista Brasileira de Educação Médica, 41(2),
269-277.
Oloruntoba, R. (2009). Customer service in emergency relief
chains. International Journal of Physical Distribution &
Logistics Management, 39(6), 486-505
Payne, M. (2014). Modern social work theory (2nd ed.).
Basingstoke: London Macmillan Press.
Turner, F. J. (2017). Social work treatment: Interlocking
theoretical approaches. Oxford University Press.
UNHCR. (2008). A Community-based approach in UNHCR
operations. Retrieved from
https://www.refworld.org/pdfid/47da54722.pdf
2
Creating a Personal Model of Leadership
Instructions
You will create a personal model of leadership based on your
research and reflections on what you learn throughout this
course.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and
development. Developing leadership qualities is a complex
process that involves much more than simply selecting an
appealing leadership model or participating in leadership

13. training. Creating a satisfying personal model of leadership,
which reflects one’s values and beliefs and impacts how one
affects organizations, communities, and society, is a lifelong
process.
What approach should I take to complete my personal
leadership model?
Building a personal leadership model can be approached from
both a systematic and holistic perspective. It also requires
creativity, passion, and a framework that leaders can use as they
explore various models of leadership over their lifetimes. The
process of creating a personal model involves continuously
exploring and analyzing various leadership models. You will
find certain elements of these models appealing and might
choose to integrate them into your own model. Others you will
not want to include. It is important to weigh the elements
against your own system of values and beliefs and select the
ones that will most enrich your own model and the lives of
those whom you lead.
What do I use to develop my personal model of leadership?
As you explore various leadership models, utilize the table
provided below to breakdown, select, and record their appealing
elements. You will complete the table as you move through the
process of developing your leadership model throughout the
course. This table will serve as a starting point or outline as you
think through your personal model of leadership and write your
paper.
How do I develop my personal model of leadership?
Creating a leadership model involves the following:
1. Select the basic values that will provide the foundation and
identify the leadership behaviors that will result from those
values. As you select values for your own model, link each one
you choose to one of these following four perspectives:

14. a. Values that guide you from an individual or “I” perspective.
b. Values that guide you from an interpersonal perspective.
c. Values that guide you from an organizational perspective.
d. Values that guide you from a societal perspective.
2. Identify a clear approach for creating a sense of meaning and
purpose, including contributing to society. You will consider
why the values you selected are meaningful and how you can
utilize them to contribute to the greater good. Also, identify the
impact of one’s contributions to self, others, organizations, and
society. You will consider how the behaviors that result from
your foundation of values impact the world around you in a
positive and meaningful way.
Two Parts to Creating Your Personal Model of Leadership
You will write your personal model of leadership in two parts.
You will submit Part 1 in Topic 5 and receive feedback from the
instructor. You will write Part 2 in Topic 8 and combine it with
Part 1 and your instructor feedback to create one integrated
personal model of leadership (1,250-1,500 words). The two
parts involved in creating your personal model of leadership are
as follows:
Part 1:
Select values from the “Rokeach Values Survey” that will
provide the foundation of your model and discuss the leadership
behaviors that will result from those values (850-1,000 words).
Be sure to select values for each of the following four levels:
individual, interpersonal, organizational, and societal. You will
complete the “Rokeach Values Survey” located in topic
materials to assist you in selecting your values.
Part 2:
Reflect on each of the following questions and address them in
your personal model of leadership:
1. How could your personal values and personal model of

15. servant leadership influence individual and group behavior?
2. How could your personal values and personal model of
servant leadership positively influence organizations and
society?
3. How do servant leadership principles in accordance with the
Christian worldview, interact with essential management
practices and how does servant leadership influence individual,
group, and organizational behavior?
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
Is there an example that I may follow to craft my leadership
model?
Below are definitions and an example you can follow as you use
the provided table to think through and develop your own
personal model of leadership.
Definitions
Values and beliefs: A value or belief describes something that is
important to you. It fits into the sentence: “I value…” Examples
include integrity, respect, trust, high performance, making an
impact, and a clean environment.
Behaviors and action: A behavior describes the visible actions

16. that demonstrate (or are based on) a value. For example, if you
believe in “trust” as a value, then the behavior may be, “I
always keep private information shared with me in confidence
to myself.”
Clear approach for creating meaning and purpose: This is the
sense of meaning or purpose that you focus on based on your
values. So, if you value protecting the environment, you might
outline your approach for contributing to an organization that
protects wildlife.
Impact: Impact is attaining positive results or improvements in
your area of focus. So, if you are working in a wildlife
organization, it could be saving the lives of wildlife or
protecting a particular ecosystem.
Example Table
Personal Model of Leadership
Values
Level
Behaviors and Actions
Meaning and Purpose
Impact
Integrity
Individual
I follow through with my commitments.
I want to be recognized for my integrity.
I feel good about my actions and behaviors.
Respect
Interpersonal
I listen to others with the intent to understand their meaning and
feelings.

17. People on my team treat each other with respect.
I have a high-performing team that meets or exceeds goals.
High Performance
Organizational
I encourage my team to regularly meet or exceed its goals.
I define measurable results in a balanced scorecard.
My team measurably impacts the organization’s business
results.
Protecting the Environment
Societal
I am an active member in an environmental group/organization.
I improve the lives of wild animals in Arizona by volunteering
monthly in an environmental group.
Our group saves animals’ lives and preserves ecosystems.
Below is a blank table for your use. Copy and paste it into your
own document and begin completing it as you start examining a
variety of leadership models. Add to it as you are exposed to
more leadership qualities that appeal to you. Utilize your
completed table as a resource to draft your own personal
leadership model. You do not need to submit this chart with
your assignments.
Personal Model of Leadership
Values
Level
Behaviors and Actions
Meaning and Purpose
Impact
Value 1

18. Value 2
Value 3
Value 4
© 2019. Grand Canyon University. All Rights Reserved.
Name: Loren Domingo-Tangco
Course: MGT-410

19. Date: January 11, 2020
Instructor: Phyllis Abbott
PERSONAL MODEL OF LEADERSHIP
In the developing of personal life goals, the love for family has
always taken the central position. Often used as a measure for
success, it is important to incorporate goals that settle the desire
of living a good life. In order to achieve ambitions of a
contented life, some principles must be applied in the daily
work and activities. These are the pillars that act as a reminder
for the goals being pursued and a center of gravity for the
methods taken in pursuing them (Serrat, 2018). A good life is
relative to the party defining, in this case thriving at work,
enjoying good health, fulfilling needs, and wants that to
correspond to their lifestyle.
A transactional leadership approach will be the basis for
this leadership plan. This is meant to maintain the energy put in
the pursuit of a better house for the family. It will be achieved
by first approaching a bank that can provide a mortgage loan
and maybe start a prequalification process to start the home
buying process. By developing a structured savings plan, in this
case to save up for a down payment or the closing cost of a
home loan. Transactional leadership is based on a contingent
reward (Ahmed et al., 2016), above described via an approved
mortgage loan. In pursuit of this, some of my highly ranked
values, courage, has been exercised. Planning through the
current income flow, putting funds aside, I realized to be able to
maintain the lifestyle I practice, I must find other income
sources. This inspired me to pursue a second income with my
interest in the beauty industry, by investing my extra time in a
skin health wellness business.
In exploring the options for a side business, I explored a
variety of viable opportunities. As I research, the available
niches in the community revealed a range of fields in which I
could invest in. Transactional leadership calls for management
by exception, which I put into practice passively. I have
attained jobs in the identified field, mostly in the service

20. industry, a step made in maintaining an open mind. Through the
experience gained, an evaluation analysis was made, putting in
place various preexisting conditions for an investment.
Settling on a wellness side business meant a strategy had
to be developed to maintain it, especially on the onset. The
initial cost would take time for full recovery, therefore, a safety
net had to be set up. A good number of stocks of products such
as vitamins and skin health supplements were necessary. This
move, is an attempt at active management by exception,
whereby as the administrator I would work towards a set target
of weekly sales to turn the limited stocks to a profitable income.
Seemingly, this might have been a step away from the
developing personal plan, but it contributed to the determination
of values that would have to be adhered to in the long run.
Division of time between my job and the new after-work
engagement, heavily influenced my accountability.
Responsibility called for effective time management and
organizational skills. Further, the diverse inputs that go into
running a wellness business challenged my sole proprietorship
capabilities. Lessons learned from evaluating feedback
submitted by my clients challenged me and over time,
developed independence in better decision-making required.
Interaction with the society is inevitable, especially when
dealing with a health business that serves the interest of each
client. Developing a great relationship with customers and
getting referrals from them contributed heavily to my
interpersonal skills. Maintaining a balance between being a
business owner and a working middle class is met with a lot of
compromise, especially in decision-making and self-
development meant to elevate the side business while chasing to
fulfill a career requirement (Kramer, 2007).
Further, working with a team means that I will have to be
accommodating and personal in approaching each of my staff.
Not only does this affect my team, but also very crucial in
interaction with other companies that I deal with at work. The
same values are necessary with my direct clients. This plan is

21. therefore a commitment to make my impact in my respective
positions.
The plan outlined is my blueprint for making an impact in
multiple capacities. As a worker on my regular job, I contribute
to the society through my developed skills with the aim of
making the society a better place. As a family provider, the plan
and values adopted are my path to impacting the society in
terms of happiness and a pace setter for younger members of the
society. Further, being a business owner is my contribution to
the economy and a pride accomplishment among my peers.
The described particulars are my general ambitions towards
achieving my pursuit of a successful life, equally marked by a
happy thriving family. Thus, the setting of goals and adoption
of necessary strategies to achieve them is the concept for my
ideas. A transactional leadership model is therefore a befitting
vessel for the taking off and achievement of my personal plans.
Once goals are achieved, new ones will be adopted and equally
followed through.
References
Ahmed, Z, K., Nawaz, A., Khan, I. Leadership Theories and
Styles: A Literature Review Journal of Resources Development
and Management Vol.16, 2016
Kramer, T.J.,Transformational Leadership (2nd ed.) by M. B.
Bass & E. G. Riggio. The Psychology Manager Journal Vol
10,2007
Serrat, O., 2018. Personal Leadership Development Plans:
Essentials and Practicum Retrieved on 11th Dec, 2019 from
https://www.researchgate.net/publication/327212569_Personal_
Leadership_Development_Plans_Essentials_and_Practicum

22. Due Date: 27/01/2020 (6:00 pm Darwin, Northern Territory
Time)
Words: 3000 words (excluding list of references).
References: Minimum 12 Academic References (minimum of 10
from the reference list)
Format: Academic essay format and structure
Theme font: Times New Roman, Arial or Century Gothic
Font size: 12
Alignment: Justify
Line spacing: 1.5
Referencing style: CDU’s 6th APA
Task: This assignment provides students with the opportunity to
showcase their in-depth knowledge in areas of community
development or international humanitarian assistance and
development by demonstrating their understanding of the
relationship between core theoretical concepts and practical
realities. Students will explain the concept of work integrated
learning (WIL) and investigate the role and purpose of WIL in
higher education based on Food Bank NT’s practice placement
experience in their chosen field of practice. The argumentation
will address benefits of WIL as well as challenges encountered
in WIL. Students are expected to draw on academic theories and
frameworks and may refer to their personal placement
experience (Food Bank NT) where relevant. The essay must
contain a main thesis/argument and make use of a paragraph
structure, providing clear sub-arguments that support the main
thesis/argument.
Reference List: Minimum of 10 references must be used from
the list.
· Bates, L. (2005). Building a bridge between university and
employment: Work-integrated learning. Brisbane, Australia:
Queensland Parliamentary Library. Retrieved from
https://www.parliament.qld.gov.au/documents/explore/researchp
ublications/researchbriefs/2005/200508.pdf

23. · Binder, J. F., Baguley, T., Crook, C., & Miller, F. (2015).
The academic value of internships: Benefits across disciplines
and student backgrounds. Contemporary Educational
Psychology, 41, 73-82.
· Choy, S. (2011). Partnerships between universities and
workplaces: some challenges for work-integrated learning.
Studies in Continuing Education, 33(2).
· Clark, L., Rowe, A., Cantori, A., Bilgin, A., & Mukuria,
V. (2016). The power dynamics and politics of survey design:
measuring workload associated with teaching, administering and
supporting work-integrated learning courses. Studies in Higher
Education, 41(6), 1055-1073.
· Crossman, J. E. (2010). International experience and graduate
employability: stakeholder perception on the connection. Higher
Education, 59(5), 599-613.
· Engstrom, D. (2007). A Broadened Horizon: The Value of
International Social Work Internships. Social Work Education,
26(2), 136-150.
· Ferns, S, Campbell, M., Zegward, K. (2014). Work integrated
learning In Zeegwaard, K. (2014). Work Integrated Learning in
the Curriculum (pp. 1-6 . Milperra, Australia: HERDSA.
· Jackson, D. (2015). Employability skill development in work-
integrated learning: Barriers and best practice. Studies in
Higher Education, 40(2), 350-367.
· Jackson, D., & Collings, D. (2018). The influence of
Work-Integrated Learning and paid work during studies on
graduate employment and underemployment. Higher Education,
76(3), 403-425.
· Jackson, D., & Collings, D. (2018). The influence of
Work-Integrated Learning and paid work during studies on
graduate employment and underemployment. Higher Education,
76(3), 403-425.
· Jackson, D., & Wilton, N. (2016). Developing career
management competencies among undergraduates and the role
of work-integrated learning. Teaching in Higher Education,
21(3), 266-286.

24. · Lau, F. A., Mendes, V. F., Ventura, A. A., Bollela, V. R.,
& Teixeira, L. D. A. S. (2017). Implantation of Distance
Learning as Strategy in Medical Internship: Challenges and
Perspectives. Revista Brasileira de Educação Médica, 41(2),
269-277.
· Oloruntoba, R. (2009). Customer service in emergency relief
chains. International Journal of Physical Distribution &
Logistics Management, 39(6), 486-505
· Payne, M. (2014). Modern social work theory (2nd ed.).
Basingstoke: London Macmillan Press.
· Turner, F. J. (2017). Social work treatment: Interlocking
theoretical approaches. Oxford University Press.
· UNHCR. (2008). A Community-based approach in UNHCR
operations. Retrieved from
https://www.refworld.org/pdfid/47da54722.pdf
NOTE: Please follow the example Assignment. The example
assignment is done by another student. If you follow the
example assignment, you will find all the personal experiences
we had at Food Bank NT. Please do not just paraphrase the
whole example assignment and make it look like a new one for
me. Do your own research so to avoid plagiarism. The above
references or the references in the example assignment are not
correctly done in CDU’s APA 6th edition. The Referencing
must be done in CDU’s APA 6th edition.