A Double Life Deconstructed...

I’m both a student at QUT, studying a double degree in Business majoring in Advertising and Fine Arts majoring in Interactive and Visual Design part time, as well as a full time Media Planner at OMD.

A vital learning for me, as a full time employee at OMD and a part time uni student, is the opportunity to perform a dual role by applying my real life work skills to simulated Uni assignments and vice versa.

My reflections on this dual real life/real student role are underpinned by a trilogy of theories as I learn in action through these reflective processes. These theories include; Kolb’s Experiential Learning Cycle, Tuckman’s Group Stages and Sapient Nitro Storyscaping. Kolb’s initial stage is concrete experience and this resonates with me as my work in media planning equips me with concrete skills to share within my studies. I apply the second stage, reflective observation as I am able to examine university suggestions at work and then offer informed observations to my studies to improve the effectiveness of my assessment outcomes.  This leads to the third stage of ‘Abstract Conceptualization’ in which I am able to ‘actively experiment’ with suggestions and findings both at work and in my dual degrees. A crucial learning is that knowledge is not one directional but forms a reciprocal flow in both directions from work to uni and vice versa.  For example, in a uni lecture Gabby Stewart (Media Director at ZenithOptimedia Australia), shared her principle that “at the heart of every media planner is the consumer (Stewart, 2015)”. I now draw on and utilize this learning in both contexts. It forms the core of my abstract conceptualizations as I actively experiment with different media processes both at university and at work.

I’ve reflected on how vital effective group work is in the advertising and media industry. By fostering positive group experiences teams can encourage self-awareness through interaction and feedback as well as cohesiveness through conflict resolution. An aid to my reflections is Tuckman’s sequential-stage theory of groups’ processes (forming, storming, norming, performing and adjourning), which apply to both my real work and uni environment. I’m more aware of the importance of establishing group roles, norms, structures and functions in order to lay strong foundations for future interactions. Upon reflection, I realise that positive group dynamics can enhance self-awareness, build trusting relationships and supportive environments and this in turn fosters greater insights towards positive campaign outcomes. 

My final reflection is informed by Sapient Nitro Storyscaping theory which I apply at work and can easily transfer to my uni studies. I prioritise the importance of connecting the relevance of ideas through story telling by creating shared experiences and values. This sharing of experiences and values ensures that strong connections are made and can be reflected not only within a consumer/brand space, but also in real life dealings between clients and agency partners. I find this theory provides a two-way channel of insights and ideas both at work and uni. I am more aware now that not only presentations at uni but those I am involved in at work need to be relatable, justifiable and sharable.

Theory is my guide and gives me a framework from which to explore various options as I learn in action by ‘doing’ and critically reflecting along the way. For example, Tuckman’s group theory is useful in both contexts as it normalizes the difficulties teams face when working together. This makes me realise that all aspects of university are part of a journey and I’m aware that learning for me is not only about the destination or task but also about the journey and processes along the way.

Throughout my double life I have learnt the value of being able to apply industry applications in my dual role in both work and uni contexts. Having the opportunity to experience this reciprocal sharing is possible because I am not only fortunate to attend a university for the real world, catering to students like me who study and work in the industry, but also work at a great company that values my learning endeavors. These opportunities equip me with valuable insights and understandings that will help me shape the future of advertising by improving campaign outcomes. My final reflection is that my positive university experiences validate QUT’s brand ethos of truly being a university for the real world and OMD’s internal motto, to strive to ‘be the best you can be’.

Reference's:

Andrews. J., Higson. H. (2008). Graduate Employability, ‘Soft Skills’ Versus         ‘Hard’ Business Knowledge: A European Study. Doi:     10.1080/03797720802522627 Source: OAI 

Legorburu, G., & McColl, D. (2014). Storyscaping: Stop creating ads, start             creating worlds (1st ed.). US: John Wiley & Sons Ltd.

Patrícia, A., Joaquim, T. J., Mariana, M., & Chinthaka, B. (2010). Kolb's      learning styles and approaches to learning: The case of chemistry       undergraduates with better grades. International Journal of Knowledge    Society Research (IJKSR), 1(3), 1-16. doi:10.4018/jksr.2010070101      

Seck, M. M., & Helton, L. (2014). Faculty development of a joint MSW         program utilizing tuckman's model of stages of group development. Social Work with Groups, 37(2), 158-168. doi:10.1080/01609513.2013.828908