Table of Contents
PART C – INDIVIDUAL REFLECTIVE REPORT .............................................................. 3
COURSE MODULE: EG7060 - Mental Wealth:Professional Life ............................... 3
1. Introduction ........................................................................................................................ 3
2. Personal Reflection on Project Learning ................................................................... 4
3. Developing Industry Connections ............................................................................... 5
4. Enhancing Employability................................................................................................ 8
5. Lessons for Future Projects .......................................................................................... 9
6. Summary and Next Steps ............................................................................................. 10
References ............................................................................................................................ 10
7.Linkedin Learning Certifications ............................................................................................ 12
PART C – INDIVIDUAL REFLECTIVE REPORT
COURSE MODULE: EG7060 - Mental Wealth:Professional Life
Solar Stickers Powering UEL’S Docklands campus:
Net-Zero Carbo n Emissions
BY: LIKHITHA GUMMADI -U2953733
Section-|| Contributor: PROJECT MANAGEMENT
Completed Linkedin Learning Certifications:
1.
Computer Science Principles :Digital Information
2.
Critical Thinking
3.
Managing Globally
4.
Master Confident Presentations
5.
Project Management Foundations
6.
Social Success at Work
7.
The Ultimate Guide to Professional Networking
1. Introduction
This report reflects on the personal and professional growth gained through the
evaluation and design of alternate energy systems as part of UEL’s commitment to
achieving Net Zero Carbon by 2030. The project provided an opportunity not only to
strengthen technical and project management competencies, but also to engage with
the realities of industry practice, including financial, regulatory, and operational
constraints (Kolb, 2015). Equally important was the experience of working with a
diverse range of stakeholders, which highlighted the value of collaboration, effective
communication, and sustainability-focused leadership. These lessons extended
beyond technical knowledge, fostering adaptability, critical thinking, and resilience in
navigating complex institutional environments. Overall, the project has enhanced both
professional confidence and employability by offering insights into how sustainable
engineering solutions can be practically implemented at scale. It has also broadened
my perspective on the role engineers and managers can play in shaping low-carbon
futures, reinforcing the importance of integrating sustainability into every stage of
project delivery (Fleming & Zegwaard, 2018).
2. Personal Reflection on Project Learning

Working on the UEL Docklands Solar Sticker Project has been a transformative
experience that I can best explain using Kolb’s experiential learning cycle. The
concrete experience came from my active involvement in modelling the solar
sticker energy outputs, estimating financial returns, and applying sustainability
frameworks like life cycle assessment (LCA). This exposed me to the difficulty
of balancing economic payback, technical feasibility, and long-term ecological
impact within one solution.

Through reflective observation, I recognised the challenges of dealing with
technical uncertainties around the relatively new solar sticker technology and
the constraints of reliable carbon-saving data. These moments forced me to
reflect on how assumptions and incomplete datasets can significantly shape
project outcomes. I also noticed how team discussions broadened my thinking
by bringing in non-engineering perspectives.

During abstract conceptualisation, I was able to connect these practical
challenges to project management frameworks. Issues such as roof structural
limits, weather resilience, and compliance with planning regulations showed me
that sustainability projects require more than technical optimisation—they
demand alignment with legal, logistical, and social realities. Considering
stakeholder engagement with students, staff, and the community also
reinforced the idea of securing a “social license” for innovation.

Finally, the active experimentation stage emerged as I applied these lessons:
validating energy estimates against multiple sources, developing financial
sensitivity analyses, and suggesting phased implementation to reduce
technical and social risk.
Overall, the project enhanced both my technical and managerial competence,
preparing me to tackle the real-world complexities of sustainable energy
projects.
3. Developing Industry Connections
In developing this project, building an understanding of industry practices and
professional expectations came largely through engaging with academic literature,
industry reports, and policy papers. These sources acted as a bridge between
theoretical learning and the operational realities of deploying renewable energy
technologies. Articles from leading energy consultancies and reports by organisations
such as Siemens and National Grid provided insights into topics including hybrid
system commissioning, health and safety in large-scale installations, and evolving
funding mechanisms through government agencies such as Innovate UK and UKRI
(Power, 2021; Council of Engineers, 2022).
One of the recurring lessons in the literature is the critical importance of early
engagement with the distribution network operator (DNO). Studies show that delays
and compliance issues are common when developers fail to initiate dialogue with the
DNO at the outset (Ofgem, 2023). In the context of the solar sticker project, this insight
highlighted the need to anticipate technical requirements and regulatory approvals,
even for relatively small-scale distributed generation projects. By situating the project
within these documented case studies, I gained a deeper understanding of how
technical, financial, and regulatory systems are interdependent (Sorrell, 2020).
A second theme emerging from the literature was the role of innovative financing.
Articles discussing the application of green bonds, carbon credits, and ESG-linked
financial products revealed how sustainability projects are increasingly supported by
non-traditional investment pathways (TheCityUK, 2023). This was particularly relevant
for the UEL project, where significant capital investment is required. The readings
demonstrated that universities can access a wider funding landscape if they align
projects with transparent sustainability reporting and measurable long-term outcomes
(Thumann & Woodroof, 2003).
Industry articles also underscored the rapid digitalisation of the renewable sector.
Reports from Siemens and other practitioners detail how technologies such as SCADA
systems, IoT-based monitoring, and predictive analytics are transforming project
operations by improving efficiency and reliability (Siemens, 2022). For the solar sticker
initiative, this prompted consideration of linking the system to live monitoring
dashboards, allowing the university to not only optimise performance but also
showcase real-time sustainability impacts to its community (Bošnjaković et al., 2022).
Additionally, industry discussions around maintenance contracts and recycling
partnerships reinforced the importance of adopting a full life-cycle perspective in
project planning (Solar Energy UK, 2023).
A final area emphasised by the literature is the skillset required for employability within
the renewable energy sector. Case studies and industry surveys consistently stress
the importance of communication, stakeholder engagement, and cross-disciplinary
collaboration alongside technical expertise (Crawley et al., 2021). This strongly
resonated with my own project experience, where success depended not just on the
engineering analysis but also on working effectively across academic, administrative,
and community groups.
Ultimately, what emerges from these articles is a clear picture of the interconnected
nature of renewable energy projects. Universities are increasingly positioned as
innovation hubs, and their projects succeed when they form partnerships with industry,
secure appropriate funding, and build community trust (Sorrell, 2020). For me, these
insights demonstrate that collaboration with industry is not only about accessing
expertise, but also about embedding projects like the UEL solar sticker initiative into a
broader ecosystem of regulatory, financial, and social frameworks. engaging with
industry literature has been central to my professional learning. It has shown me that
sustainability projects are shaped as much by financial and regulatory innovation as
by technical design. Carrying these lessons forward, I see future collaboration with
industry as a vital step in both my career development and in contributing to the UK’s
wider net zero transition (Power, 2021; TheCityUK, 2023).
Industry
Insights from Articles
Relevance
Theme
to
Solar
Sticker Project
Regulatory
Early
communication
Engagement
Distribution
Network
with
the Highlights the need to
Operator liaise with the DNO even
(DNO) is vital to avoid delays and for small-scale systems to
compliance issues (Ofgem, 2023; ensure
Sorrell, 2020).
safety
and
compliance.
Financing
Green bonds, carbon credits, and Encourages
Models
ESG-linked
financial
tools
UEL
to
are explore innovative funding
increasingly used for renewable mechanisms
to
secure
energy projects (TheCityUK, 2023; capital and ensure longThumann & Woodroof, 2003).
Digitalisation
term viability.
Use of SCADA, IoT, and predictive Potential to showcase live
analytics to optimise performance monitoring
dashboards
and detect faults (Siemens, 2022; that demonstrate real-time
Bošnjaković et al., 2022).
energy
savings
on
campus.
Lifecycle
Asset maintenance and recycling Suggests
integrating
Management
partnerships
contracts
are
crucial
for maintenance
sustainability (Solar Energy UK, and
2023).
recycling
into
planning to ensure longterm impact.
Employability
Industry
emphasises Reflects personal growth
Skills
communication,
stakeholder in
teamworking
and
engagement, and interdisciplinary stakeholder engagement
collaboration (Crawley et al., 2021).
during the project.
University–
Collaborations accelerate innovation Positions
UEL
as
a
Industry Links
transfer and improve community sustainability leader by
acceptance (Sorrell, 2020; Power, aligning the project with
2021).
wider
industry
and
societal goals.
4. Enhancing Employability
This project has been a defining experience in strengthening both my technical and
transferable skills, each of which directly enhances my employability within the
renewable energy and sustainability sectors. From a technical perspective, I
developed confidence in hybrid system sizing, cost-benefit analysis, and performance
forecasting—competencies increasingly recognised as essential in today’s clean
energy projects (International Renewable Energy Agency, 2023). I also gained
practical insight into SCADA systems, IoT-enabled energy monitoring, and the
application of life cycle assessment (LCA). These skills have equipped me to work
more effectively within multidisciplinary teams that must balance engineering,
financial, and environmental priorities (Crawley et al., 2021).
Equally valuable has been the development of transferable skills. Regular team
discussions and joint drafting of technical documents mirrored the collaborative project
environments that dominate the renewable energy sector. These experiences
sharpened my communication and problem-solving abilities, particularly the challenge
of presenting technical information in a way that is accessible to both specialists and
non-specialists (Power, 2021). I also became more aware of the importance of
adaptability and initiative when faced with uncertainties around data or design
assumptions.
This reflection has also clarified areas for further professional growth. In particular, I
aim to pursue structured project management qualifications (such as PRINCE2 or
Agile), as well as credentials related to PV system design and battery storage.
Strengthening my digital skills—particularly in performance monitoring platforms and
predictive analytics—will also be essential, as these tools are increasingly central to
how the renewable sector evolves (Siemens, 2022).
5. Lessons for Future Projects
The structured, phased approach adopted in this project—moving from baseline data
collection through modelling, evaluation, and stakeholder review—proved highly
effective. It allowed for comprehensive benchmarking, clear division of roles, and early
identification of risks. However, it also revealed gaps that can inform future projects.
For example, the financial models would have benefited from more robust contingency
allowances, especially in capital and operational expenditure. Similarly, stakeholder
engagement needs to be more iterative, so that hidden constraints and concerns can
be addressed earlier.
Another important lesson is the value of digitalisation in energy projects. Tools such
as digital twins and real-time monitoring can enable adaptive management throughout
the project lifecycle, providing the ability to optimize system performance while also
supporting transparent reporting to stakeholders (Bošnjaković et al., 2022). Flexibility
in procurement and technical design also emerged as a priority, ensuring that systems
can evolve alongside rapid technological advances rather than becoming obsolete.
Looking forward, I recommend that future project teams adopt continuous
improvement frameworks, maintain close communication with regulatory bodies, and
place equal emphasis on environmental, social, and financial impacts. Stronger
documentation practices and openness to feedback will also be critical in aligning
projects with institutional goals and evolving stakeholder expectations (Crawley et al.,
2021).
6. Summary and Next Steps
This project has played a central role in shaping my professional identity as an
engineer who is both technically capable and sustainability-driven. By engaging with
the UEL Net Zero Carbon agenda, I have not only strengthened my technical
knowledge in renewable energy systems but also developed broader skills in project
management, stakeholder engagement, and strategic thinking. These experiences
have given me a more holistic understanding of the challenges and opportunities
within the energy transition.
Looking ahead, my immediate focus is on consolidating these gains through industry
placements, advanced training, and active involvement in professional networks. I also
intend to pursue relevant certifications in project management and renewable
technologies to reinforce my employability. Most importantly, I recognise the role that
graduates like myself can play in advancing UEL’s net zero ambitions—contributing to
projects that demonstrate institutional leadership and deliver practical, long-term
climate solutions.
References

Bošnjaković, D., Aleksić, D. & Babić, M. (2022) ‘Environmental impact of
renewable energy systems and the importance of biodiversity’, Renewable and
Sustainable Energy Reviews, 156, 111961.

Crawley, D., Yates, A., Boman, M., & Hyde, R. (2021) ‘Interdisciplinary skills for
a sustainable built environment: A review’, Building Research & Information,
49(4), pp. 400–415.

International Renewable Energy Agency (IRENA) (2023) Renewable energy
and
jobs:
Annual
review
2023.
Available
at: https://www.irena.org/publications/2023/Sep/Renewable-Energy-and-JobsAnnual-Review-2023 (Accessed: 21 August 2025).

Power,
C.
(2021)
‘Translating
employability
skills
for
the
green
economy’, Journal of Work-Applied Management, 13(1), pp. 2–10.

Siemens AG (2022) SCADA, IoT and digital transformation in the energy
sector. Available at: https://www.siemens.com/energy (Accessed: 21 August
2025).

Sorrell, S. (2020) ‘System integration, innovation, and the role of networking in
the decarbonisation of electricity systems’, Energy Strategy Reviews, 28,
100461.

Thumann, A. & Woodroof, E.A. (2003) Energy project financing: Resources and
strategies for success. 3rd edn. Lilburn, GA: Fairmont Press.

Council of Engineers (2022) ‘Collaborative practice and professional skills for
low-carbon infrastructure’, Engineering Management Review, 30(2), pp. 55–64.

TheCityUK (2023) Growing Green Finance. London: TheCityUK. Available
at: https://www.thecityuk.com/ (Accessed: 21 August 2025).

Ofgem (2023) A guide to electricity distribution connections. Available
at: https://www.ofgem.gov.uk/publications/guide-electricity-distributionconnections (Accessed: 21 August 2025).

Solar Energy UK (2023) Recycling and end-of-life management in solar PV.
Available at: https://www.solarenergyuk.org/ (Accessed: 21 August 2025).
7.Linkedin Learning Certifications
Fig 1: Computer Science Principles: Digital Information
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f602c61254e4f36411b28780a63
2.Critical Thinking
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e5cf62169c6093cc3f0c10261c83
3.Managing Globally
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d5489417047a547e8991ec63612
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d4858b077bcff7d0dac1fb0be03
5.Project Management Foundations
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d4858b077bcff7d0dac1fb0be03
6. Social Success at Work
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4a2674214a1ed064b02f9e86f036
7.The Ultimate Guide to Professional Networking
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ad188a84034e725cf2e0a383445e