Introduction
Personal brand is one of the most vital elements in the current workplace and as
well as in the line of professionalism. Personal branding is defined as the aspect of
acquiring and establish a distinct and unique personal identity. It is attained
through active communication to the target market or audience, evaluation of the
image and reputations with a view of fulfilling personal and professional goals.
There are three main phases of personal branding. They include identity,
positioning and evaluation of the brand. In this report, I will use reflective writing
method to describe my personal brand based on the analysis of literature review,
my previous experience, and also create an action plan to improve my personal
brand.
Literature Review
There are different definitions of personal branding based on various scholars and
authors. Personal brand can be defined as the impression and ideas as well as
connection that make people stand out and how they are perceived by the others. In
other definitions, it is the unique and distinct personal identity as well as
reputations built through positioning and evaluation of oneself (Stanton, &
Stanton, 2013, p69). It entails factors such as communication style of the
individual, the choice of wording, the nature of personal grooming and image as
well as facial expressions and behaviors.
Personal brand positioning is the process of creating a unique place in the minds of
the consumers or the public. A strong personal brand and position is vital since
entails focus on the positive attributes of the individual, making the people stand
tall from the rest in the market. It is the concept of establishing a clear image based
on personal skills, qualifications and communication. According to scholars such
as Labresque et al., (2011), communication is vital since vital components such as
non-verbal and actions as well as competencies and communication styles are vital
in the positioning process of a given individual.
There is also the aspect of ability to meet cultural and social networking in the
process of building a strong personal brand. One should also focus on a personal
branding campaign to improve the image to the target audience. Lastly, according
to Vasalou & Joinson, (2009), the construction of personal brand in the current
times is based on the integration of signs, symbols as well as personal profile
which an individual subscribes to and way of life.
According to various scholars, the importance of personal brand can not be
underestimated. The brand is vital in creating a unique individual in the market
who is unique and authentic in nature. Individuals with clear personal brand tend to
have higher perceived value in the market. The individuals tend to sell more and
creates wider range of opportunities and connections. There is also the aspect of
building a competitive edge and upper hand in the market (Jensen, 2016, n.p).
According to studies, individuals with clear strategies tend to have better positions
compared to the people with low level of personal brand recognition. The process
also makes one an expert in the field and create mare opportunities.
Effective personal branding is a process that takes time and effort. McNally and
Speak (2002) believe that for each exchange of benefits between work partners, a
relationship is being established and with it, brand equity is slowly being
accumulated. They also note that by reflecting on past exchanges and relationships,
you shall begin to see “patterns” of behavior and impact that make up your personal
brand, and how they are always present in those past and future “branded
relationships” (p.89-90). These patterns encompass the competencies that go into
each relationship, the standards set up for and the style used in each exchange. They
then propose the following three steps:
 Step One: Identify the Areas Where Your Competencies Matter;
 Step Two: Examine Your Standards and Values;
 Step Three: Define Your Style.
Lastly, in order to build as successful personal brand, one should have a clear
action plan. There is then creation of the long-term goals on what to attain the
market and how to work (Kachersky, & Palermo, 2013, n.p). Then, on the basis of
the feedback I have provided, along with my understanding of the areas of personal
growth, I will create an action plan with concrete goals and the required steps to
achieve them in order to strengthen my own brand in the future.
Reflection
Reflecting on our learning experience is not just about being conscious of our
aptitude and capacity. Moving beyond that, it allows us to consider our strengths
and limitations, to understand how we can treat those situations differently, and to
remember what we have experienced. To give an objective reflection on my
experience, I have adopted the model of Gibbs outlined in Figure 1. The reflective
cycle of the Gibbs, partly influenced by Kolb's learning process, helps us to focus
effectively, regularly or rarely, on events and occurrences and learn from them.
Figure 1: Gibbs’ Reflective Cycle. Source: Adapted from Gibbs, G., 1988
Description
I am currently a part-time tutor of an English center in Hanoi. When I first began
the job, I spent my first month in a training course, in which my main job was to
assist other tutors. As a new teaching assistant, I often received positive feedbacks
from by boss, complimenting my enthusiasm, my ability to tackle given tasks fast
and accurately. That was the reason why I could end my training course sooner
than others, shortened the time from three months to only one.
The first opportunity that helped me realize my weekness was not long ago. The
incident occurred in an evening class during which I was due to deliver my very
first lecture. The class teacher had been going through fractions in SAT Arithmetic,
so it was my task to continue this teaching, by showing the class how to multiply
two fractions. But, as I was supposed to lead the class, I got to the whiteboard and
became so anxious that I was unable to speak to the students. I was physically
shaken and struggling to formulate my first statement in a meaningful manner. The
students were very understanding, because they were all experienced students who
were conscious that I was new to teaching and anxious, but the class instructor was
unsympathetic and immediately took over the lesson as I sat at the back of the room
trying not to cry. Once the class was over, I left the room as fast as possible and
didn't talk to anybody.
Feelings
Throughout the moment, I felt incredibly depressed and even thought about
quitting my teacher training course. Furthermore, I was deeply embarrased and
frustrated by the inability to speak in front of the students, but I also felt extremely
angry with the classroom teacher's response. I felt afterwards that she had not given
me sufficient time to compose myself, and that she should have allowed me to
address my nerves. I was really upset by the situation and I rang in sick the next
week.
Reflection
It was only when I reflected on the incident, I realized that I should talk to my
supervisor. Later on, I also learned that feeling anxious is a natural response to
public speaking (Jones, 2000), which made me feel less ashamed.
Around that time, I didn't believe the situation was at all settled. I left at the end of
the class quickly and quitely, without saying anything to the teacher or the students.
But I felt much more optimistic after talking to a fellow trainee about his own
experience. I found right before their first few classes everybody feels anxious. As
Greene (2006, p. 43) points out, nine out of ten new trainee teachers find their first
session "incredibly overwhelming". Many trainee teachers tend to have moments
of being "tongue-tied" and "losing their way with the lecture" (Parbold, 1998, p.
223).
Analyse
My own actions, and those of the class instructor, made the situation worse. Rather
of letting her take hold of the class, I could have stood up to her, and I should have
talked to her right after the lecture on how I felt. It is better to deal with such
problems immediately, as Cooper (2001) points out. Instead, several days later, I
chose to talk to my boss and did not see the class teacher again until a formal
meeting was arranged between me, the teacher and the boss.
Daynes and Farris (2003) suggest the situation can be made worse by not coping
with problems quickly and directly, and instead taking it to a position of authority.
The teacher in the class may have assumed she was being "ganged on" (Thomas,
2003, p. 22), which might lead to potential problems. The situation got worse, as
she did not give me the time to conquer my anxiety and she intentionally
embarrassed me right in front of the class.
She stated that she was helping me resolve my anxieties, but I don't think that's the
case. However, she reasonably argued that I should have said something to her at
that time.
Conclusion
In retrospect, I could have done a couple of things differently. I would have spoken
directly after the session to the class instructor, and shared my views. I should have
also been more assertive in telling the teacher that I should finish the lecture. The
incident, however, made me understand the value of developing a relationship with
the teacher, a skill that Jackson (1999) stresses as crucial to an effective placement.
I hope I would have been able to clarify how anxious I was before if I had built a
professional relationship with the teacher in the previous weeks.
Action plan
After graduating, I plan to become a full time teacher. I will spend years learning
and understanding how to make my personal brand stand out in different
educational environments. My final goal is to be able to start my own English
center, and work as not just a teacher, but also a manager.
Building a wide relationship network
I'll ensure I develop connections with colleagues in the future. Currently I am
working with several different teachers, and I plan to have effective conversations
with all of them. I've already had a nice talk with one teacher and we've formed a
team-teaching plan for the next few weeks so I don't feel so stressed. I expect to do
this with the teachers of the other classes because it will help them understand how
I feel. Moreover, I also want to learn from my peers and making friends with them
is the best way possible.
Improving communitcation skills, especially in presentation
As far as training is concerned, I have decided to join presentation courses in
Foreign Trade University. This experience has made me realize that with
presenting I need to gain more confidence and I believe that improving my
presentation skills would be the key.
Earn a Master’s Degree in Management
Starting a business is not easy at all. Studying for a business management degree
will give me transferable skills and subject-specific knowledge in customer
service, finance, operations and marketing. Such practical knowledge would be
essential if my greatest goal is to run an educational center.
Conclusion
The personal branding process is about self-exploration as much as about selfpromotion. To present yourself effectively and accurately, one has to know one's
own strengths, limitations and authenticity. I think it will take a very long time to
finish this cycle but ultimately it is very gratifying. In the early stages of my career,
creating a professional brand is equivalent to taking steps to self-presentation and,
most importantly, self-perfection. I am more aware than ever of my long path
before achieving my goals and I am determined to make good use of the
information acquired in this project to find my own competitive edge and to
persuade recruiters.
References
1. Cooper, P.T. (2001). Managing situations at work. London: Rufus
Publications.
2. Daynes, J. & Farris, M.M. (2003). The Manager-Employee Relationship.
Oxford: Oxfordian Books Ltd.
3. Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
4. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning
Methods. Oxford: Oxford Further Education Unit
5. Gibbs, G. (1998). Reviewing and improving your teaching. Practice Guide,
7, H851.
6. Greene, F. (2006). Teacher Trainees: The Truth. York: Education Press.
7. Parbold, L. (1998). Feedback from newly-qualified adult education teachers.
Journal of Teacher Training, 12(3), pp.23-38.
8. Thomas, F.G. (2003). Dealing with difficult employees – a manager’s guide.
Glasgow: Meriddan Ltd.