ROYAL DOCKS SCHOOL OF BUSINESS AND LAW
HR7004 MENTAL WEALTH: PROFESSIONAL EXCHANGE AND APPLIED
RESEARCH
Level 7
Term 3 Academic Year 2023/24
Assessment 3: Reflective Account
Developing Professional Fitness through Mental Wealth: A Reflective
Account Using Gibbs’ Model
Student Number and Name
Unit Number and Name
Date
2
Table of Contents
Section 1. Introduction...................................................................................................................3
Section 2. Critical Analysis: Breadth of Learning............................................................................3
Week 3 – Physical and Social Intelligence................................................................................................3
Week 4 – Cognitive Intelligence..............................................................................................................4
Week 7 – Digital Proficiency....................................................................................................................5
Section 3. In-Depth Critical Reflection using Gibbs’ Reflective Cycle..............................................6
Step 1 – Description................................................................................................................................6
Step 2 – Feelings......................................................................................................................................7
Step 3 – Evaluation..................................................................................................................................7
Step 4 – Analysis......................................................................................................................................7
Step 5 – Conclusion.................................................................................................................................8
Step 6 – Action Plan................................................................................................................................8
Section 4. Conclusion.....................................................................................................................9
Reference List.............................................................................................................................. 10
3
Section 1. Introduction
In this reflective account, I critically reflect on my personal and professional development on
the basis of the HR7004 module, particularly on Weeks 3, 4 and 7 which involves Physical and
Social Intelligence, Cognitive Intelligence and Digital Proficiency respectively. Applying Gibbs’
Reflective Cycle, I reflect on how these themes developed my mental wealth skills and
employability into a workplace which has a digitalisation culture.
Section 2. Critical Analysis: Breadth of Learning
Week 3 – Physical and Social Intelligence
The session on Physical and Social Intelligence during Week 3 shifted my perceptions of how
mind and body are interrelated. Dale and Peyton (2019) introduced the concept of Physical
Intelligence, which highlighted the rebalancing of our biochemical reactions. Understanding
hormones such as cortisol and dopamine affect our decision making provided a new
perspective on how our biology may impact our leadership and communication skills.
My initial thought was blown away with the realisation that physical intelligence is not just
about sports or fitness. Breathing, posture and presence are daily practices that mediate stress
and enhance performance (Ren et al., 2023). In a seminar with many people, I purposely
controlled my breath and stood strong to try to combat my public speaking fear, that used to
hold me back.
Social intelligence, which was in close relation, contributed ways to how one can be more
socially engaged. Verbal and non-verbal fluency, as well as emotional understanding and active
listening, were the focus of the lecture (Garrison et al., 2015). I identified these skills as
particularly applicable in academic settings with collaborative group-oriented activities that
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resemble professional environments. Peer discussions had become easier with my new skill of
adjusting my communication style according to the social cues that I observed.
There were deep theoretical connections to Maslow's Hierarchy of Needs. The foundation for
self-esteem and self-actualisation (where leadership emerges from) is physical stability. For
Dale and Peyton (2019), the idea of 'chemical literacy' suggests that controlling physiology is
the foundation of confidence, clarity and resilience, which are key attributes of success in high-
pressure careers (Kahneman, 2011).
My employability is directly impacted by such learning, because better-working self-regulation
and communication give me the ability to present myself better in front of interviewers, get
through group projects, and eventually lead teams with compassion (Halkiopoulos and
Gkintoni, 2024). I have come to view physical and social intelligence not just as personal tools
but as professional tools and allies in conjunction with leadership and stakeholder
engagement.
Week 4 – Cognitive Intelligence
In week 4, I learnt that Cognitive Intelligence acts as the foundation of aspects such as
sustained attention, memory and reasoning. I discovered that IQ may demonstrate a capability
to understand, whilst cognitive intelligence is the practice in context: a talent to apply mental
gifts. This concept of how cognition develops over time through experience and stimuli changed
my whole paradigm of what intelligence is—it is not stagnant, but a process that can be
developed.
One of the best takeaways was the knowledge of the Default Mode Network (DMN), and until
now, I treated productivity as consistent activity. Although I now realise that an endless state
of “busy” can often counteract effectiveness without mindful presence to balance it out.
Discovering that mind-wandering is a result of DMN overactivity made me realise the incredibly
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important trade-off made by sustaining attention and how critical it is to my cognitive
functioning and well-being (Garrison et al., 2015).
To internalise those lessons, I implemented the Pomodoro technique and short meditative
pauses while writing my research proposal. This allowed me to enter the zone with no fatigue.
I felt more in my element and sharper than ever— a type of state similar to Mihaly
Csikszentmihalyi’s theory of “flow,” where tasks feel effortless but productive. It was both a
real-world demonstration and an implementation of theory (Zhai et al., 2024).
The concept of flow was one that especially spoke to me. Csikszentmihalyi (1990) called it an
engrossing experience when time disappears. I have currently realised how important it is to
promote such states of being in work or study. Learning, whether in a classroom or future work
environment, is expedited with presence to solve problems and understand complex issues
(Kamal Upreti et al., 2024).
This cognitive awareness will be of particular value in professional positions that rest on
strategy, innovation and systems thinking. This allows me to both maximise efficiency and
creativity, as I can eliminate distractions and train my brain to focus on one task at a time.
Adopting this mindset has already enhanced my grades and will surely benefit my professional
growth in any position that requires analytical or leadership capabilities.
Week 7 – Digital Proficiency
In Week 7, I discussed how being digitally literate is more than just knowing your way around a
computer, but the strategic integration of abilities to incorporate AI, FinTech tools, and data
visualisation platforms. These are the skills we need to survive in the digital economy. The
session focused on the empowering effect of digital fluency on critical thinking,
communication, and adaptability in data-driven environments (Zhao et al., 2022).
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One of the highlights was learning Excel and Power BI on LinkedIn Learning, where I enjoyed
making interactive dashboards and using advanced stipulations. These tools changed my
mindset from seeing data as static numbers, but instead, to seeing it as a living resource for
decision-making. I saw a marked improvement in my analysis and communication skills with
the addition of clear data visualisation.
The most surprising takeaway was how much time and effort digital tools can help save.
Specifically, in a project, I synthesised peer survey data using Excel pivot tables. This would
have taken hours manually, but with cleaner, more accurate results and the power of the
digital automated Solution done in minutes.
The JISC Digital Capabilities Framework contextualises these skills as necessary for
employability in the digital age. Cognitive Load Theory also explained the phenomenon of
mental loading that comes from a lack of mastery with tools offloading the data needed for
processing away from your mind, leaving the ability to focus on the interpretation fully
available (Ren et al., 2023). What hit me over the head was that digital tools must be at the
centre, not the periphery, of intellectual efficiency.
These learnings and theories directly correlate to my employability. Business Analyst and
Project Manager roles demand data literacy and translate the data into insights. In an
increasingly digital world, my early adoption of relevant tools and skills can make me a more
competitive future employee in a workforce that demands technological agility and creativity.
Section 3. In-Depth Critical Reflection using Gibbs’ Reflective Cycle
Chosen Competency: Cognitive Intelligence
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Step 1 – Description
During Week 4, I had a major change in my relationship with attention and focus. In the lecture
regarding cognitive intelligence, we learnt about the importance of sustaining attention on the
DMN (Default Mode Network) and how they work hand in hand to attain peak performance.
When I had an urgent team project to complete, I used the mindfulness and time-boxing
techniques I learned to be completely non-judgmentally aware in the moment (Halkiopoulos
and Gkintoni, 2024).
Step 2 – Feelings
I was overwhelmed with distractions and multitasking at first, but was interested to see if some
of the techniques in mindfulness would help. I became calmer, clearer, and more productive
after trying work blocks with meditation and exercise breaks. I was surprised by how much this
change helped me because I had no idea just how much mental training improved mental
performance (Ren et al., 2023).
Step 3 – Evaluation
Not looking at messages or social media during focus intervals was one of my biggest
challenges. It took some conscious effort and discipline to realise how deeply those habits are
integrated in everyday life, nonetheless, but the benefits were significant (Kahneman, 2011).
My critical analysis and synthesis of academic sources noticeably developed. The boost in
cognitive performance confirmed the ideas presented in the lecture, especially around being in
flow and having a less active DMN (Kamal Upreti et al., 2024). It highlighted that self-regulation
of attention (focus) is a core professional skill.
Step 4 – Analysis
Garrison et al. (2015) discussed the importance of focused presence for cognition related
to neuroplasticity and self-management, which aligned with the themes of the lecture. I
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changed both my external environment and my reactions to it through meditative
practices and intentional intermissions (Sheldrake, 2017) to put an end to the DMN.
These methods had established ideal circumstances for prolonged focus. With intentional
attention management, mental resources are not wasted on random thoughts. This resonated
with Kahneman (2011) about System 2 thinking, which is the slower, more energy-demanding
mental process, but the only way to navigate complex tasks effectively.
Step 5 – Conclusion
What I have learned is that deliberately leveraging cognitive resources is a big factor in driving
for success. For me, this means removing distractions to reduce cognitive load so that I can
work smart, not hard. I also observed the different levels of cognitive intelligence compared to
IQ, where it is not what you know, but how you manage what you know (Zhai et al., 2024). All
of these insights inherently relate to employability, particularly for the roles involving critical
thinking, analysis, or leadership.
Step 6 – Action Plan
Moving forward, we integrated mindfulness into daily practice—using apps like Headspace to
increase concentration. I will continue to dedicate my work to organised counters like
Pomodoro timers and will be doing it with the allotted “deep work” timeslots that I create for
myself. Progressing from this, I would like to read more on neurocognitive approaches; for
instance, Daniel Kahneman’s Thinking, Fast, and Slow (Zhao et al., 2022).
My work or internships will always involve strategic thinking—consulting, for example—
thereby allowing me to practice and refine these practices in high-pressure situations. Similarly,
I will promote such skills among my peers to encourage group work among them as well.
Table: Cognitive Intelligence Development Action Plan
Objective Action Step Tools/ Timeline Success Indicator
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Resources
Meditation
Enhance focus Increased focus
Practice 10 minutes of apps, Start: May 2,
through and reduced
daily mindfulness breathing 2025
mindfulness distractions
space
Timer,
Implement Use Pomodoro Ongoing Improved quality
scheduled
deep work technique for 2-hour from May 2, of academic or
calendar
sessions focused blocks 2025 work output
slots
Expand
Read and summarise Book, Ability to apply
knowledge on May 2 – May
insights from Thinking, summary concepts to real-
cognitive 30, 2025
Fast and Slow notebook life scenarios
strategies
Group Enhanced group
Apply Share focus techniques
meetings, Throughout efficiency and
techniques in with peers during
shared Term 3 feedback from
team projects collaboration
documents peers
Keep a weekly
Monitor and Journal or Self-awareness and
reflection journal on Weekly from
reflect on note-taking identification of
focus and attention May 2, 2025
progress app improvement areas
habits
Section 4. Conclusion
Through HR7004, I have been able to gain broader and deeper ground-knowledge on the mind,
body, and digital skills, and their interactions. By reflecting upon and practising, most notably in
the domain of cognitive intelligence, I have tools to make me more employable and fit to work
in a fast-changing digital workplace.
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Reference List
Csikszentmihalyi, M. (1990) Flow: The psychology of optimal experience. New York: Harper &
Row.
Garrison, K.A., Zeffiro, T.A., Scheinost, D., Constable, R.T. and Brewer, J.A. (2015) ‘Meditation
leads to reduced default mode network activity beyond an active task’, Cognitive, Affective,
& Behavioral Neuroscience, 15(3), pp.712–720.
Halkiopoulos, C. and Gkintoni, E. (2024). Leveraging AI in e-learning: Personalized learning
and adaptive assessment through cognitive neuropsychology—A systematic analysis.
Electronics, 13(18), p.3762. doi:https://doi.org/10.3390/electronics13183762.
Kahneman, D. (2011) Thinking, fast and slow. London: Penguin Books.
Kamal Upreti, Virendra Singh Kushwah, Prashant Vats, Md. Shane Alam, Rahul Singhai, Jain,
D. and Tiwari, A. (2024). A SWOT analysis of integrating cognitive and non ‐cognitive learning
strategies in education. European Journal of Education, 59(2).
doi:https://doi.org/10.1111/ejed.12614.
Ren, M., Chen, N. and Qiu, H. (2023). Human-machine Collaborative Decision-making: An
Evolutionary Roadmap Based on Cognitive Intelligence. International Journal of Social
Robotics, 15(7), pp.1101–1114. doi:https://doi.org/10.1007/s12369-023-01020-1.
Sheldrake, R. (2017) Science and spiritual practices: Reconnecting through direct experience.
London: Hodder & Stoughton.
Zhai, C., Wibowo, S. and Li, L.D. (2024). The effects of over-reliance on AI dialogue systems
on students’ cognitive abilities: a systematic review. Smart learning environments, [online]
11(1), pp.1–37. doi:https://doi.org/10.1186/s40561-024-00316-7.
Zhao, J., Wu, M., Zhou, L., Wang, X. and Jia, J. (2022). Cognitive psychology-based artificial
intelligence review. Frontiers in Neuroscience, [online] 16(1024316).
doi:https://doi.org/10.3389/fnins.2022.1024316.
