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Reflection Paper on Interview Experience

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Published: Mar 13, 2024

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How to Write a Powerful HBS Post-Interview Reflection

An HBS admit outlines her top tips for writing a compelling post-interview reflection that makes your application stand out.

By  Siri G.

Posted August 13, 2024

Featuring Matt K.

Master’s Programs Ask Me Anything

Starting tuesday, august 20.

12:30 AM UTC · 30 minutes

Table of Contents

POV: You just finished your HBS interview and now have 24 hours to submit a reflection essay.

First, if you made it to the interview stage in your HBS application process—congrats! You’re almost there. If you're not quite sure on the specifics of what the post-interview reflection is, it’s a unique aspect of the HBS application process designed to capture your thoughts and insights about the program after the interview.

HBS Post-Interview Reflection Rules

Harvard Business School has outlined some core rules for the written reflection part of the interview process . Here’s what the admissions office has to say:

• The Post-Interview Reflection is not intended to be another formal essay . Think of it instead as a reflection after a meeting.
• We will be much more generous in our reaction to typos and grammatical errors than we will be with pre-packaged responses. Reflections that give any indication that they were produced before you had the interview will raise a flag for us.
• We do not expect you to solicit or receive any outside assistance with this exercise.
• Your Post-Interview Reflection is due within 24 hours of the conclusion of your interview. Let the interview soak in a little bit...no need to start writing your reflection right at the conclusion of your interview.
• There is a word guidance of 300-450 words for the Post-Interview Reflection.

As an applicant who just made it through the process of writing neat and proper material for your MBA admissions, this may seem a little confusing. Somehow Harvard’s post interview reflection needs to be not formal but also make sense and prove to the admissions committee that you’re a good choice. So how do you do that? Here are some tips that have helped me and other prospective MBA students approach the post-interview reflection essay.

Tip #1: Brain Dump

Keep a few sheets of clean paper with you when you head to your interview. As soon as you leave the room or end the call, take 15 to 20 minutes to jot down any thoughts and initial reactions you can recall from the interview. HBS does not allow applicants to record their interviews, and you don’t want to forget any critical details. Brain dumping ensures that you capture as much as possible from the whole interview experience.

Some prompts to consider include:

• What comments did your interviewer(s) make about your application?
• What resume experiences did they address?
• What questions did they ask, and what were your responses?
• What are your initial reactions?
• Do you think you answered each question fully?
• What key moments do you keep replaying in your head?
• Are there any questions you wish they asked?
• Above all else, do you feel like you left it all out there?

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Tip #2: Recharge

You know it by now: the admissions process is a tiring affair. So after you’ve captured your initial notes, it’s important to get some space. This allows you to process what happened and truly reflect on the experience. Eat a snack, call your mom, touch grass—do whatever it takes for you to release any remaining nerves and reset your focus for the day.

I’m a verbal processor, so I find that talking it out helps me pick up on moments I may have missed initially. This is where a coach helps immensely. Your coach knows your application inside out—they can be a sounding board for any key experiences you want to cover in your reflection that you haven’t had a chance to explain in your interview.

Tip #3: Get to Work

Make your way back an hour or two later and draft an outline, pulling details from your brain dump to address in your essay.

While the structure and format of your reflection can vary depending on your interview and overall candidacy, consider identifying two or three experiences that you want to revisit, emphasize, or expand on in your essay. Your reflection should be additive; avoid bringing up new or unrelated topics. Also, it’s not advised to go back on anything you said in the interview. Instead, consider what you wish you could add if you had more time.

Remember to be as specific as possible in your reflections. Don’t draft your essay before your interview. In fact, you should make clear connections to the exact conversations you’ve had with your interviewer. Where possible, make it personal so it feels truly reflective of that moment in time.

A powerful way to conclude your reflection is to tie your thoughts back to HBS and emphasize your commitment to the program. This will look different for everyone, but anchoring your reflection on themes you highlighted in your application builds a cohesive case to admissions on why they should admit you.

Tip #4: Don’t get sloppy

I highly recommend you build a solid draft of your essay before going to bed for the day. Then, in the morning, you can come back with fresh ideas on how to elevate your reflection and polish your writing. Swap any bland wording with expressive verbiage to make your message more powerful.

The admissions committee recognizes this essay was drafted in 24 hours and therefore may not be as polished as your other essays. At the same time, this is your last opportunity to bring it home—HBS is giving you the final word, make it count.

These are just a few tips for HBS applicants out there crafting their post-interview reflection. If you want more guidance or need a coach on deck, schedule a free intro call with me .

Example Reflection

Since my interview with [names of your interviewees from the HBS admissions committee], I’ve found myself thinking about how well-developed and introspective the questions presented were, and have continued to think about them in terms of my goals for the next several years.

A significant moment for me was when [name] asked about a difficult decision I had to make. I shared an instance where I had to choose between two promising but mutually exclusive strategies: one that would help my company’s immediate customer growth and another that would reorganize our back-end for employees. In retrospect, I wish I had elaborated more on the thought process and the criteria I used to make that decision, as doing so would have allowed me to clarify that my choice was driven by a careful analysis of long-term benefits versus short-term gains. Still, at the end of the day, I felt like the admissions committee appreciated this example and was able to understand my ability to think strategically and make tough decisions under pressure.

The interviewer’s interest in my leadership experiences at [Company] also stood out. We discussed the strategic project I led last year, which aimed to revamp our company’s supply chain management. I appreciated the opportunity to elaborate on the challenges I faced and how I navigated them, particularly in terms of team collaboration and stakeholder engagement.

Another topic we explored was my volunteer work with [Non-Profit Organization]. I spoke about the mentorship program I started, aimed at supporting underprivileged youth. The interviewer’s questions helped me realize the broader impact of this initiative, beyond the immediate outcomes. This discussion reinforced my commitment to social responsibility and how it shapes my professional aspirations. I wish I had more time to discuss how this experience influenced my leadership style, emphasizing empathy and community engagement.

We also spent some time talking about my work in diverse teams. I recounted a challenging but rewarding project where I led a cross-functional team with members from different cultural backgrounds. The key takeaway from this experience was the importance of inclusive leadership and effective communication. I believe I effectively conveyed how these experiences have prepared me for the collaborative environment at HBS, but in hindsight, I could have further emphasized specific instances of overcoming cultural barriers and fostering teamwork.

Overall, I extremely enjoyed my chance to talk with the admissions team and feel confident about my responses. If given another chance, I would have taken more time to emphasize my strategic thinking and decision-making process more clearly. I also realize the importance of articulating my personal growth and how these experiences have prepared me for the challenges at HBS.

This interview reaffirmed my passion for leadership and innovation, and I am more committed than ever to contributing to the HBS community. I appreciate the opportunity to reflect on this pivotal experience and look forward to the possibility of joining HBS. The interview process has been incredibly insightful, and I am excited about the prospect of bringing my unique perspectives to HBS.

Writing a top-of-the-line post-interview reflection is your final opportunity to make a strong impression on the admissions committee. By taking the time to brain dump your thoughts, recharging to gain perspective, structuring your reflection with specificity, and polishing your draft, you’ll be able to submit a compelling essay which reflects your aptitude for the program. Remember to always tie your thoughts back to HBS and use your reflection to reinforce your commitment to the program.

Also, don't stress too much about perfection. The committee understands the time constraint and is looking for your ability to reflect thoughtfully and candidly on your interview experience.

An extra tip: Be authentic and honest in your reflection. The admissions committee can tell when responses are genuine and when they are overly polished. Let your personality and true reflections shine through and your essay will easily stand out to the team. Good luck and nail that reflection!

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How To Tackle the HBS Post-Interview Reflection

Oct 5, 2023

After spending months fine-tuning your MBA application essays, you’ve finally received that long-awaited interview invitation — only to discover that now you need to write more essays!

Though not all schools utilize interview essays – essays that are required only of candidates invited to interview – they have become increasingly popular in recent years. With more and more competitive candidates applying every year, elite MBA programs are always looking for new ways to distinguish the “admits” from the “dings.” 

Though they may seem small and relatively unimportant at first, MBA interview essays are an important element of your overall application and should be carefully crafted. That’s why we’re sharing our top tips on how to approach and write your own Harvard Business School Post-Interview Reflection . By following these tips, you can ensure you stand out and land a spot at your dream school. 

Harvard’s post-interview reflection is perhaps the most well-known example of an MBA interview essay. Now with a suggested word limit, this open-ended question must be answered by all candidates that are selected to interview at HBS . 

As part of the application process, you will be required to complete a Post-Interview Reflection. Here are a few details:

• The Post-Interview Reflection is not intended to be another formal essay. Think of it instead as a reflection after a meeting.
• We will be much more generous in our reaction to typos and grammatical errors than we will be with pre-packaged responses. Reflections that give any indication that they were produced before you had the interview will raise a flag for us.
• We do not expect you to solicit or receive any outside assistance with this exercise.
• Your Post-Interview Reflection is due within 24 hours of the conclusion of your interview. Let the interview soak in a little bit…no need to start writing your reflection right at the conclusion of your interview.
• There is a word guidance of 300-450 words for the Post-Interview Reflection.

How to approach your answer

Since you only have 24 hours after your interview to prepare the essay, you might be tempted to write out your answer in advance and then make small adjustments later on. 

I personally love HBS’ admissions process because the school is incredibly clear and transparent about its expectations. For your essay, they couldn’t make it clearer that a pre-packaged answer will hurt your application: 

“ We will be much more generous in our reaction to typos and grammatical errors than we will be with pre-packaged responses. Reflections that give any indication that they were produced before you had the interview will raise a flag for us. ”

That’s because the Post-Interview Reflection (PIR) works best when it’s just that – a reflection on how your interview with the school actually went . 

Though we’re sure you diligently prepared for your big day , interviews have a way of going a little differently than expected. 

Last year, for example, our client Nathalia’s interview was so focused on her new international job that she only later realized she’d never told her interviewer her reasons for wanting to attend Harvard. In her PIR, she was able to address this topic, as well as a few other points mentioned in the interview that she wanted to further expand/clarify upon. 

This approach helped Nathalia get into HBS. 

As such, the best strategy for your PIR is to do your best on interview day and then calmly assess your performance afterward. After reflecting, you should consider including the following elements in your PIR: 

• A brief thank you for the opportunity to interview
• Any points you feel are relevant but were not able to discuss in the interview
• Any “mistakes” you’d like to correct or additional points you’d like to add
• How you feel you can contribute to the HBS community (if you were not able to mention this)
• Anything you learned about HBS during the interview or during your campus visit (if you interviewed in Cambridge)
• A closing paragraph that reinforces why you are so passionate about attending HBS. 

Essentially, after reading your PIR, the admissions committee at HBS should be convinced that you deeply reflected on your interview and your place in the HBS community, demonstrating you are exactly the type of candidate they are looking for!

Finally, though the HBS admissions committee states that they are more understanding of spelling and grammar errors, try to run your essay through software like Grammarly to avoid any unnecessary mistakes. 

Effectively Tell your Story During your Interview

One of the most common mistakes we see in MBA interviews is that candidates fail to tell compelling, well-constructed stories about their profiles while also nailing the basics. 

Striking this balance between sharing STAR-format examples that show off your background while also presenting strong answers to questions like “Why do you want an MBA?” is a challenging task that requires significant thought and preparation. 

Because of this, it’s no surprise that, on average, 50% of interviewed applicants walk away without an offer .   

This is why our interview preparation process here at Ellin Lolis Consulting is known as the best in the industry. We offer customized 1:1 support that ensures you’re able to turn your application’s strengths into compelling answers that show fit and sell your profile in any type of interview. That’s why 98.9% of our complete consulting clients get into at least one of their target schools. 

Not only can you take advantage of our development process through multiple sessions – you can also benefit from a single session! If your budget is tight, our interview experts can focus your session on a single aspect of the preparation process, from workshopping your answers to providing mock interviews. 

Forget simulation platforms or long lists of tips – our 1:1 preparation focuses on playing to your strengths and overcoming your weaknesses to turn you into an interview expert . Hire our interview services here. VIP packages that allow you to work directly with Ellin sell out quickly, so make sure you sign up today !

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Samples Of Harvard Business School Post-Interview Reflections

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If you managed to get an admissions interview with Harvard Business School, you now have 24 hours to create something that is unique in MBA admissions: the post-interview reflection. Every MBA applicant who gets an interview is required to submit a written reflection through Harvard’s online application system.

These post-meeting memos take many forms, from brief ‘thank you’ notes to fairly long missives that go into deeper biographical detail. The longest reflection published in 2020-2021 edition of The Harbus’ MBA Admissions & Interview Guide stands at 1,295 words, while the shortest is a mere 228 words long. The guide includes 23 different post-interview reflections along with dozens upon dozens of interview questions with analysis. Available for $66.63 via download here , the guide is written by current HBS students, culled from successful applicants to Harvard Business School who enrolled in the MBA program and are now immersed in HBS culture. “We were in your shoes not long ago and we understand the nuances of preparing for the HBS interview, from first-hand experience,” write the guide’s editors.

In almost every case, the students who have written successful post-interview reflections express unbridled enthusiasm if not awe at what they discovered during their visit to campus. And many candidates make clear their intentions to contribute to the HBS community. “Whether I am the President of a club, a member of a team, or the person who dresses up in (a) costume making a fool of myself to spread the word about a cause, I’ll be the one shamelessly all in,” concluded one applicant.

SAMPLES OF POST-INTERVIEW REFLECTIONS BY SUCCESSFUL HARVARD MBA APPLICANTS

The newly updated 2020-2021 Harbus MBA Admissions & Interview Guide

Some vividly (and always enthusiastically) describe their interactions with other MBA students while on the 40-acre campus. “During the day, I came across several interviewees that worked at venture capital firms. When I gave them my elevator pitch for (the address changing service that I’ve been working on), they expressed interest and wanted to learn more about the business model and potential market size,” wrote one candidate. “I had never approached a VC with ideas before and quickly realized the tremendous opportunities that exist for entrepreneurs at HBS.”

Others reflect on the diversity of the students they bumped into while on the expansive grounds of the Harvard Business School. “When I attended a class today, I saw the rainbow of flags scattered across the room and heard the sound of many accents,” wrote a female applicant who worked in private equity. “The level of diversity was unlike anything I have witnessed.”

How should you think about this requirement of the admissions process at HBS? With permission from The Harbus , we’re publishing four of the 23 sample reflections from the latest Admissions Guide. We hope they whet your appetite to buy the complete guide and gain access to the full collection of interview questions and reflections. The post-admission interview memos have been written by both men and women, candidates in a variety of fields from private equity to technology, by both domestic and international applicants.

DON’T MISS: HBS INTERVIEW PREP: YOUR POST-INTERVIEW REFLECTION or PODCAST INTERVIEW WITH HBSGURU.COM FOUNDER SANDY KREISBERG ON POST-INTERVIEW REFLECTIONS

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Reflective Interview Report

In this reflective report, I will outline and explore the experiences that I encountered during our team’s mock interview. Our team comprised of three members and each had the opportunity to be interviewed, interview another member, and be an observer. Additionally, I will examine how the experiences obtained from three roles; interviewer, observer, and interviewee. Finally, I will recommend how various players can improve their strategies in the future.

In the preparation for the interview, I had to develop active listening to deduce important information from the setup. Additionally, I had to communicate with the members to express myself. Moreover, attentiveness was essential to pick up nonverbal communication characters from the other parties.

Interviewee

I was being interviewed for the position of HR administrators in the Olympic Delivery Authority. I was prepared for the question posed by the interviewer since I was able to give an appropriate response without much difficulty. Moreover, I was in a position to expound in areas questioned. This is attributed to the fact that I had studied possible questions that could be asked in the interview in advance and I had developed some answers. However, the questioning was quite intensive as the interviewer did not feel that I gave sufficient response to some of his questions.

On the question of my greatest strength, I was adequately prepared to answer since I am self-aware. The answer given was appropriate and convincing as I highlighted my strength and gave supporting examples i.e. that I have been successful in my current sales job, having always exceed my sales targets and keeping deadlines. Further, the strengths I gave to the interviewer are essential and in line with the position, I was being interviewed for, hence indicating that I could meet the organization’s goals. Therefore, this sold my abilities to the recruiting personnel. Generally, the answer I gave regarding my strength was supported by a corresponding illustration of how I have utilized that ability in the past and the outcomes.

About the question of how my greatest strength will facilitate my performance in the HR administration position, I was able to express how my strength will interplay with my roles and duties in the named position. However, I was not sufficiently prepared for this matter, as can be shown by the kind of response given. Although the interviewer had sought to know how my already named strength would facilitate my performance, I gave another strength that had not been indicated in the previous question. Therefore, the answer given was not convincing, as I did not correctly emphasize how my strengths would interplay or facilitate me to perform duties as an HR administrator. Moreover, the response indicates that I was not passably informed of the roles and duties of the position entailed.

Subsequently, I performed well in the question on myself. I gave a brief overview of myself which included all relevant information that the interview required i.e. age, education qualification, and skills, and abilities. I was sufficiently prepared and well informed on the issues that should be addressed in this question. Conversely, I did not give other information that could be relevant that pertains to this question. Also, the rejoin was quite effective since I focused mainly on explaining the current capabilities rather than long winding past that is not relevant to the position. Indeed, the response highlights the character and abilities that correlate with the position being advertised. The weakness highlighted is very damaging to the prospects of getting the job offer; therefore, to improve this in the future, I will need to state a weakness that does little or no damage to my commitments or abilities. Therefore this was a very inappropriate answer to the question. Never the less I was able to portray to the interviewer how I can handle and deal with my limitation.

Importantly, I gave convincing and well-balanced answers to my motivation and how I manage stress in the workplace. Moreover, in response to how I evaluate success, I was able to indicate that I valued the attainment of the organization’s goals plus other colleagues, which are an effective and a winning response. Finally, I outlined the skills and knowledge that I acquired while doing my dissertation topic.

In the future, I need to give prompt answers to questions that interviewers will place. Moreover, there is a need for cohesion and flow in the response that is required. Importantly, most questions asked are related to one another, hence, keenness is essential to give the right responses. Generally, the answer given to the questioning about one’s weakness should not be damaging one.

As an observer, I was able to identify and analyze the interview process, the applicant, and the interviewee. However, since the interview had a timeframe, there was a tendency of both the applicant and the interviewer to rush over the question without sufficiently addressing them. Moreover, the interviewer did not raise questions arising from the responses the interviewee was giving i.e. explain more, or how are u able to achieve that. The applicants gave their responses to the question regarding their strengths by highlighting attributes that would facilitate them to perform the duties of the job they were interviewing for, as a means to increase their chances of selection. The interviewer should be in the position to question the candidate if they feel that a response given is not sufficient enough. Besides, the interviewee should raise queries or seek an explanation if a matter is not comprehensive to them.

The interviewer was composed and relayed his questions eloquently to the candidate. Also, the interviewer was keen and observed the applicant’s non-verbal communication skills by keeping eye contact. Further, the applicants were given sufficient duration to give responses to questions. Moreover, the questions asked were clear and straightforward to the candidates. Importantly, the interviewer portrayed active listening through active listening behavior i.e. nodding. Generally, the interviewer did not exhibit signs of being impressed or displeasure during the interview which is important. The interviewer did seem to be flexible to adjust his structure question to evaluate the matters arising during the interview (Cummings & Worley, 2009, p.127). The questions used in the interview were closed-ended that required brief answers, open-ended and hypothetical questions that entailed the applicant to explain.

Also noted is the intonation used by the interviewee, it was apparent that the candidate used different voice tones when he was certain and confident about the answer to the question. At the same time, the candidates could indicate a lack of prompt responses by their tones and volume of their voices. Moreover, such information could be deduced from the nonverbal communication expressions of the interviewee. One candidate did not appear to concentrate but was rather distracted which was indicated in his responses. However, the participants were dressed professionally which indicated their seriousness of the interview.

The interviewees showed much confidence in how they used space, facial expressions, and mannerisms. The interviewers managed to keep ease during the interview and created a rapport with the candidate. Also, they had the necessary material to record the proceedings of the interview for later analysis and inference. In the future, the candidate should improve their eye contact with the interviewer. Moreover, the interviewer should encourage the candidate to express himself freely.

Interviewer

The interview was led through a set of structured questions that all the applicants were required to respond to (Lussier, 2008, p.240). The structured approach is essential so as each dimension of the interview is evaluated separately then the overall score is determined. Additionally, it helps to compare the performance of each candidate against each other. The questions that are achievement-anchored were meant to gauge the individual applicant’s knowledge and achievement. However, the probe questions did not include other follow up questions. Moreover, the interview was conducted in a quiet and conducive atmosphere to promote concentration and avoid external disturbance. The applicant was required to enter the interview room and introduce themselves and later I questioned them.

The approach was essential to ensure that I was able to inquire most of the required information regarding the applicants with only a few questions. Therefore the questions encompassed all spheres of the candidates i.e. motivations and strengths and weaknesses. However, some respondents gave very brief responses that did not give sufficient information regarding the applicant. Additionally, the clarity of some answers was not good while others did not give supporting examples for their claims. None of the structured questions asked gave me a clear picture of the candidate’s knowledge of the company or the sector. Moreover, by inquiring about the candidates’ dissertation topic I was able to comprehend the suitability of the interviewee to apply their skills in the real world. In asking the strength of the applicant I sort to analyze the strengths that could match with the requirement of the jobs advertised.

As the interviewer, I dealt way with any presumptions and biases regarding the applicant to sufficiently interview him for proper selection. Besides, the questions I used were all clear and not ambiguous to the applicants to ensure that there was clear communication between the parties. Further, the questions were brief to ensure clarity to the candidate being interviewed. The open-ended questions facilitated the candidate to give and elaborate on the issues raised in the interview room. Moreover, I lay more emphasis on recognizing what the interviewers did to attain success rather than their ideas on how to attain success. Also, candidates were given sufficient duration to answer their questions. I observed that the interviewee was prepared with answers to some questions but unprepared to tackle some others.

I was successful in obtaining the required information by also observing the candidates get more information from their non-verbal communication behaviors. This included body gestures and posture. Gladly, I was able to maintain a rapport with the interviewee throughout the interview. Importantly, as the interviewer, I was able to conceal any signs of displeasure or impression from the candidates.

In the future, I will incorporate sufficient analysis of candidates by questioning not only matters that are set out in the interviewing lists of questions, but also other queries that can give more information. Additionally, sufficient duration to conduct the interview must be incorporated to avoid rushing and omitting crucial information. For a successful interview, the interviewer should be aware of all the information said as well as how the information is said (Nankervis, et al., p.104).

As an interviewee, I was able to prepare for most of the questions asked in the interview. However, I gave a relatively poor response to a question on how my strength would help me in the job. Further, the weakness I mentioned is too damaging to my prospects of selection. Generally, I managed to answer all the questions posed with enough supporting examples.

During the interview, I observed that the interview had good listening skills and he could create a rapport with the interviewee. Moreover, the applicant showed confidence in their body language. The applicant did not indicate that there were properly informed of the roles entailed in the job. More importantly, the questions I used were well structured and facilitate proper analysis of the candidate. Further, the questions were brief to ensure clarity to the candidate being interviewed.

Feedback sheet from Mock Interviews

Notes for job candidates.

Please tick box (5 = Excellent; 4 = Good; 3 = Average/Fair; 2 = needs improvement; 1 = poor) .

Reference List

Cummings, T. G. & Worley, C. G., 2009. Organization Development and Change. OH: Cengage Learning.

Lussier, R. N., 2008. Management Fundamentals: Concepts, Application, Skills Development. OH: Cengage Learning.

Nankervis, A. et al. 2009. Effective Recruitment and Selection Practices 5e. Sydney: CCH Australia Limited.

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Successful Life: Interview Reflection Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

This essay is written to reflect on an interview conducted on Stephen King, a 68-year-old male patient. King had been a doctor in the Australian army for more than thirty years. Due to the high level of competency and brilliance that he exhibited on his work, he managed to go to several expeditions. This included peacekeeping missions in Africa and the Middle East. As a result, he managed to get a great deal of experience both for his career and life.

An interview was conducted on King on the topic, what makes a person successful in life and the views and advice he had for the individuals of the younger generation. To gather all the required information for the exercise, a mix of communication skills were employed. This included verbal and non-verbal skills. These skills were essential as they established a serine communication channel between the interviewer and the respondent. This in turn leads to the development of a strong bond between the two individuals (Creswell, 2005). As a result, the level of understanding between the two individuals increases (Sherman, 2009). This thus increases the chances of the interviewer to collect the relevant data that was required for the exercise (Trochim, 2008).

Analysis of Communication Skills

In the course of this interview, several communication skills were used. The interview was conducted on the back yard of the home, where a small garden was present. This place was quiet, peaceful, had clean air, nice breeze and had beautiful plants that created a beautiful surrounding. Being a lover of nature, this environment made King to be relaxed and comfortable all through the interview. Due to the ill health of the respondent, it was therefore wise to look for a bench in the garden and conduct the interview while we were seated. The respondent and I sat at an angle with each other on the same bench. This gave us the chance to have direct contact with each other and at the same time, the interviewer could look around and reflect on issues so that he comes up with the correct response to the question that I had posed to him (Creswell, 2009).

This sitting arrangement was also serine as it gave us the chance to take breaks during our conversation. These pauses were necessary especially for King who is an elderly person and requires time to reflect on what he is talking about in order to remain within the context of the interview (Blank and McCartney, 1989). In addition, i was keen on the gestures and facial expressions that were being made by the respondent. At times, I kept quiet and observed the respondent while he was talking. This gave him the opportunity for continuity and hence he fully expressed himself and the views on the topic of discussion. All these formed part of my non-verbal behaviours that I used in the study. All of these were successful apart from the idea of taking a walk in the garden.

A major communication skill that i used in the course of the interview was attending behaviour. With this skill, the respondent felt important since he received my full attention. This skill was also essential on my part since it increased my listening and understanding skills (Finlay, 2002). I was able to fully follow and comprehend what the respondent was talking about and managed. For this skill to be successful, I had to consider a number of factors. First, I ensured that there is a good distance between us during the interview. This distance was essential since it made it possible for us to pause during the conversion. This in turn ensured that each party had the chance to speak. On top of that, I maintained constant eye contact with the respondent. This gave him the impression that I was following what he was talking about. Finally, I ensured that I was well-dressed, groomed, and maintained desirable character all through the interview. All these factors ensured that we were comfortable with each other.

Questioning is also another communication skill that I employed in the course of the interview. Through questioning, I was able to get more information about the things that the respondent was talking about. For instance, I was able to know that he embraced modern technology and advised the current generation to use it to improve the world through coming up with better health practices, environmental management and effective and efficient production processes. However, I had to be keen while questioning him. In addition, the questions that I posed also had to be relevant to the topic of discussion.

I also had to build rapport to ensure that the interview was effective and efficient. Rapport building is a method that is used to increase the responsiveness of an individual through the development of trust and respect in the course of a conversation (Senge, 2004). To achieve this, I had to be polite to the respondent, maintain my integrity and apply professional ethics. Once the respondent was comfortable with me and the idea of being interviewed, I was able to collect relevant information from the interview (Orlich, 2009).

However, the respondent was not comfortable with the idea of me taking notes or using a tape recorder to record the conversation that we were having. Despite the fact the he knew the information that he provided was confidential, he did not want to be quoted in any way. After probing him for a while, I discovered that he had been misquoted several years ago and this almost made him lose his job.

Self-Awareness Discussion

In the course of the interview, I felt delighted to have a chance to interview Stephen King, a citizen who has put his life on the line to ensure that many lives are safe from danger. From the conversation that we had, I learned a lot about the various aspects of life. My main strength in the course of the interview was my ability to probe the respondent to get more information. As a result, I managed to gather a lot of information from the conversation that we had. However, my major weakness was remembering the details of the information that I had received. King was not comfortable with me taking notes and he did not want me to use a tape recorder to record the interview. I therefore had to rely on active listening to remember details of the conversation that we had.

Analysis of the interview using the circular transactional model of communication

In the process of the interview, there was effective communication between King and me. We both sent and received messages via the communication channel. I thought about a question, posed it to King whom then listened to it, understood it and the responded appropriately. From his response, I was able to pose another question and the process went on and on.

This essay has been used to show the use of various communication skills to collect relevant information in the course of an interview. It is therefore important for an interviewer to have a sound knowledge and skills of various communication methods in order to be effective and efficient in his work.

Blank, G. and McCartney, J. (1989). New technology in sociology: practical applications in research and work. London: Transaction Publishers.

Creswell, J.W. (2005). Affirmation of personal values buffers neuroendocrine and psychological stress responses. Psychological Science , 16 , p. 846-851.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches . Thousand Oaks, CA: Sage

Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of in research practice. Qualitative Research , 2(2): 209–30.

Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2009). Teaching Strategies: A Guide to Better Instruction. New York: Wadsworth Publishing.

Senge, P. (2004). Excerpt Spirituality in Business and Life: Asking the Right Questions. New York: Digital Publishers.

Sherman, D. (2009). Psychological vulnerability and stress: The effects of self-affirmation on sympathetic nervous system responses to naturalistic stressors. Health Psychology , 28 , p. 554-562.

Trochim, W., and Donnelly, J. (2008). The research methods knowledge base . Mason, OH: Cengage.

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IvyPanda. (2021, April 9). Successful Life: Interview Reflection. https://ivypanda.com/essays/successful-life-interview-reflection/

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IvyPanda . 2021. "Successful Life: Interview Reflection." April 9, 2021. https://ivypanda.com/essays/successful-life-interview-reflection/.

1. IvyPanda . "Successful Life: Interview Reflection." April 9, 2021. https://ivypanda.com/essays/successful-life-interview-reflection/.

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January 22, 2024

Seven Important Tips for Your HBS Post-Interview Reflection

Congratulations! You’ve just completed another step on the road to acceptance to Harvard Business School (HBS) – your interview . Now, you have 24 hours to send HBS your Post-Interview Reflection…so let’s get started!

When it comes to this part of the process, there’s really one major thing you need to do – reflect! 

How to reflect efficiently and effectively

As soon as possible after your interview , sit down and think about everything that happened during your meeting. Try to complete the first three tips on the following list immediately after your interview.     

1. Think about any of your responses that might not have been as clear as you wanted them to be.

Make note of any answers you gave in which you didn’t hit the nail on the head or your logic or story was a little fuzzy. Was the point you were trying to make relevant and important? If not, let it go. If it was, consider how you could clarify the point in your Reflection essay.     

2. Analyze any responses you gave that you feel were incomplete.

Jot down any points you would have liked to have made if you’d thought of them      during the interview. What should you have included?

3. Take note of the responses you feel you did a great job on.

Take a moment to appreciate the answers you gave that were on point — where your thought process was organized, you were articulate, and you conveyed your response clearly. Give yourself a pat on the back! But then move on – there’s no need to be redundant or circle back to these responses.

4. Choose the elements you want to focus on in your Reflection.

Most of the content of your Reflection should come from what you identified in the first two tips on this list. Focus on the points that relate to what you most want HBS to learn and remember about you.     

Because you don’t want your Post-Interview Reflection to be only about clarifications and adding things you forgot to mention in your interview, make sure to also weave in and close with a reference to something in the interview you feel you aced – but do so in a way that is additive or enhances meaning, rather than being redundant.       

Also, don’t shy away from reflecting on the interaction itself. Think about what you learned during or from the interview experience. For example, did the interviewer question you on a topic from a perspective you hadn’t considered before? Did you gain insight from being thoughtfully challenged on an answer? Showing that you are always learning and thinking – always open to reevaluating experiences and ideas – can only help your case.

5. In terms of tone, think of your Reflection as a one-on-one conversation with another person, or as HBS advises, “Think of it… as an email you might write to a colleague or supervisor after a meeting.”

While the email metaphor connotes dialogue and conversation, it does not imply – or permit – a lack of professionalism. Write your Reflection as you would a business email: you can use the first (“I”) and second (“you”) person in your writing. Keep it cordial, and be sure that it is well written, grammatically correct, and professional. 

6. Be succinct.

Don’t repeat any information that was conveyed in your application. The HBS adcom already has that on file and has reviewed it. And don’t repeat what you said in the interview. They’ve heard that information already, too. 

7. Be sure to express your thanks for their time and continued consideration.

Your social IQ is on display. They’ve invested time in reviewing and considering your application and in meeting with you. Say, “Thank you.”

Make your Reflection meaningful!

Using the seven tips we just presented will make writing your Post-Interview Reflection a much easier and more meaningful experience. And the result will be a more effective, compelling statement that puts the final, lasting shine on your application.       

After a successful career in business publishing, Cindy Tokumitsu worked with Accepted for more than 20 years. Although she no longer works directly with applicants, every year her clients were accepted to top MBA, law, and med programs. She is a pioneer in the niche area of EMBA application consulting. Want an admissions expert to help you get accepted? Click here to get in touch!

Related Resources:

• Harvard Business School MBA Essay Tips and Deadlines 
• Rejected by HBS – Now What?
• Admissions Straight Talk Podcast for MBA Applicants

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Reflective Essay Examples

50 best reflective essay examples (+topic samples).

If you have ever read reflective essay examples, you would know that these types of written works examine the writer’s life experiences . When you write a reflective paper example, you write about your own experiences and explore how you’ve changed, grown or developed because of those experiences. There’s no standard format for this essay as it may vary depending on the target audience.

Table of Contents

• 1 Reflective Essay Examples
• 2 What is a reflective essay?
• 3 Reflective Paper Examples
• 4 Format of reflective essay
• 5 Creating the outline of reflective essay examples
• 6 Reflective Paper Samples
• 7 Tips for writing reflective essay
• 8 Reflective Essay Samples

What is a reflective essay?

A reflective essay is a type of written work which reflects your own self. Since it’s about yourself, you already have a topic to write about. For reflective essay examples, readers expect you to evaluate a specific part of your life. To do this, you may reflect on emotions, memories, and feelings you’ve experienced at that time.

Since you’re writing reflection essay samples about yourself, make sure that they’re interesting and exciting. This is very important so that your readers don’t get bored with what you’ve written. Reflective essays are very personal thus, they’re a special type of essay. As you write one, you need to reflect, think, and explain.

In the essay, you should demonstrate and describe different feelings or emotions which you’ve felt in the past. These statements breathe life into your essay as your readers start picturing what you’ve written in their minds. Reflective essays are very honest, personal, and emotional, especially those which describe painful experiences.

Reflective Paper Examples

Format of reflective essay

As aforementioned, reflective essay examples don’t have a standard format. They seem easy enough to write but once you’ve sat down to start writing, you may suddenly find the task very challenging! Besides the format, you must think about the life experience you want to write about and remember everything about it.

A reflective paper example is a lot like a personal journal or diary. Of course, the difference is that other people will read your essay. Therefore, you must write it with good structure and coherence. In this regard, reflective essays are a lot like the other types of essays too.

When writing a reflective essay, you will have to examine your own life experiences. The purpose of writing such an essay is to provide yourself with a platform to share your most meaningful life experiences with other people. You can also use it as a way to explore how your experiences have changed you as a person.

You can present reflective writing in different formats. Most of the time though, people use a learning log or a diary entry format. You can use these formats and others. Just make sure that your essay has a good flow and that it’s easy for other readers to understand.

The format to use for your reflection essay samples would depend on your target audience. You can make an academic reflective essay or you can make it as a general and informal piece of writing. If you need to write the essay for a class assignment, follow the format given to you by your teacher.

No matter what format you choose, you may write an essay which:

• Focuses on your personal growth Such an essay helps you learn how to evaluate and analyze the experiences you have had in your personal life. This helps promote emotional development and growth. It also helps you understand yourself and your behaviors better.
• Focuses on literature For this type of essay, you may have to include references to literature and apply these to your own life experiences. Such essays are commonly given as assignments to students in school.

Creating the outline of reflective essay examples

Before you write your reflective essay examples, you must create an outline for them. Although you’d write about your own life, creating an outline gives structure to your essay to serve as a guide for what you want to write about.

Whether you need to write an essay for school, for a magazine or for any other reason, creating an outline is the very first step. With a good outline, you have a better idea of how your essay will flow from one paragraph to the next all the way to the conclusion.

When creating the outline of your reflective paper example, keep it organized. Develop the outline gradually and put a lot of thought into it. In doing this, you make the writing process much easier. Here is a rundown of the steps involved in the essay-writing process:

• Choose a topic (a significant life experience you want to write about)
• Gather information
• Create an outline
• Write a draft
• Finalize your essay

Reflective Paper Samples

Tips for writing reflective essay

As you think about the content of your reflection essay samples, remember that the important thing is that such an essay must be highly personal but also engaging to readers. There’s so much more to reflective essays than just writing your story. You must also reflect on your experiences to engage your audiences.

For your starting point, think about the most significant experiences you had in your life. Those which had either a negative or a positive impact on you as a person. If the reflective essay is a school assignment, your professor would probably specify what you must write about. Here are some tips for you for writing your reflective paper example:

• Reflection The most important part of writing your reflective essay is the reflective process. Think about the personal experience you want to write about. Focus on what happened, how this experience made you feel, and how it affected your life. Explore your memories and emotions for this part of the process. As you’re recalling and reflecting on your life experience, take a lot of notes . Write down all the details you remember and try to be as clear and as detailed as you possibly can. Take as much time as you need for reflection. You can even close your eyes as you try to remember those experiences vividly. When you’re confident that you have recalled all of the details of your life experience, it’s time to write your essay. To make it more meaningful, try to answer some important questions about your life experience including: Did you learn anything new about yourself because of this experience? Have you grown or developed because of this experience? If so, in what way? Did this experience impact your life positively or negatively? If you had the chance to experience this all over again, would you do anything differently? Why did you behave in such a way at the time of this experience? Did you make the right choices? What are your general thoughts and feelings about this experience? Can you say that you learned from this experience? Did you gain any new perspectives or skills because of this experience? These are “signpost questions” which can help you write a more meaningful essay. These are just some examples, you can also think of your own questions to ask yourself. The point of these questions is to make sure that you think critically and deeply about the experience you’re writing about.
• Planning After you’ve reflected on your life experience, it’s time to start planning your essay. When it’s time to start, you might feel as if you’re not adequately prepared even though you’ve done a lot of reflection. This is a normal feeling, especially if you want to create a written piece which people will love reading. To ease your anxiety and doubt, come up with a well-rounded and comprehensive plan. The best way to do this is through an outline. With an outline to guide your writing process, you can come up with an essay that’s more coherent and which has a clear structure. An outline or plan is important for reflective essays. Since you’re writing about an emotionally-charged topic, you might find yourself getting “lost” along the way. This is especially true if you’re writing about a painful experience which still affects you until now. The outline serves as a map for you to keep your thoughts organized. In your outline, make sure to establish all of the fundamental details you wish to include in your essay. This helps you pick out and remove any superfluous information to make it easier to read and understand. Planning the points you want to write about makes it easier for you to stay on point. As such, your writing becomes a lot clearer and your readers can follow your line of thought. An outline also prevents you from missing out any relevant information. It’s very difficult and frustrating to go back after you’ve written the whole essay just to fit in this information! Planning your essay also saves you a lot of time. Coming up with the structure makes you more familiar with your essay even before you start writing it. Thus, you can spend more time writing, revising, and proofreading your essay to make it the best version possible.

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Advice, tips and insights from the admissions dream team., table of contents, tips for writing the hbs post-interview reflection.

• By Karla Cohen

The HBS Post-Interview Reflection is a distinctive element of the Harvard MBA evaluation process, and you’ll have just 24 hours to submit it the Admissions Committee after your interview.

At first blush, this might feel like a timed test version of the HBS essay (‘what more would you like us to know as we consider your candidacy?’). Instead, think of it as a final opportunity to set yourself apart as the thoughtful, incisive human that you are.

As I wrote in my related post, Ace the HBS Interview: An Insider’s Advice , I can affirm that no one gets an invitation to interview that doesn’t have a really solid chance of being admitted. Yet the reality at ultra-competitive HBS is that you can have a flawless interview and still not land a place in its incoming class. That’s why leveraging its “Post-Interview Reflection” to your advantage is imperative.

The interview is your opportunity to let your personality and charisma shine through – traits that are difficult if not impossible to correctly discern from an application form or essay. It is also the opportunity for the committee to see how you handle pressure, and being put on the spot, which is something that will happen in case discussions in the HBS classroom. But your work isn’t over when you walk out the door.

Here’s the upshot: HBS, in effect, is giving you the chance to have the last word before making a final decision. This is a rare gift and you’ll want to set yourself up for success to make the most of it.

First, do not approach this as another formal essay, which is the first official caution noted on the HBS website about the Post-Interview Reflection. Don’t even think about writing it until you’ve distanced yourself from the interview experience by at least a few hours. For one, it’s positively essential that your response not be pre-prepared (your savvy admissions committee members can usually sniff this out immediately, which will be a red flag.) The purpose of this exercise is to see how candidates think on their feet. Most of all, the interview will go so quickly, you may be surprised how much ground you won’t cover that you would have expected to discuss.

You’ll want to craft your reflection within the context of the actual conversation. Demonstrating your depth of insight, and ability to cross-correlate, is vital. Consider carefully: What else did you want to say? What would you like to develop, or correct? Keep in mind that HBS is looking for authenticity and sincere introspection.

Think of this exercise as a post-meeting memo thanking key participants for their input and reiterating the key selling points you want them to remember.

Top Tips for Writing Your Post-Interview Reflection

1. take notes about your conversation..

It’s best to find a quiet place to take notes immediately following the interview. Consider:

• What your interviewer asked you
• What you said
• What you didn’t get to say but wished you had
• Answers you gave you are unhappy with
• Did you hit all your key selling points?

2. Next, do some further introspection.

These steps you can do a little later as you will likely need a mental break. Think of:

• The key selling points that you may not have fully covered or could expand on more
• Two key selling points that will be important factors in your admission
• What makes you unique and how you can apply that uniqueness to benefit HBS

3. Craft your reflection, keeping your thoughts to roughly three-quarters to one page in length.

A potential flow might look like this:

First paragraph: Thank the interviewer(s) and recap, at a high level, what you enjoyed about your dialogue. (You need to show you did not write this reflection before the interview and mentioning specific interview talking points will help establish that.)

Second paragraph: Go deeper on topics delved into during the interview, taking the opportunity to add texture and dimension to what was discussed. This is an important way of showing them the depth of intellectual curiosity you have. (This is also your opportunity to course-correct if you felt you could’ve taken an answer in a better direction.)

Closing paragraph: Pull back to offer a 30,000-foot reflection on what the entire process has meant to you, sharing any deep insights you’ve had as a result, and what lies ahead for you. (Remember to keep the memo positive and concise.)

As your interviewers reflect on their experience with you during the brief (believe me, it goes by quickly) 30 minutes you have together, your Post-Interview Reflection will leave the interviewer (or interviewers) with a core impression of who you are. Delivering one that’s both thoughtful and self-aware can tip the balance in your favor at decision time.

Looking for HBS interview prep?

Our Fortuna Admissions team also offers dedicated HBS Interview Prep sessions. In our HBS-specific prep package, you’ll learn the key differentiators that make the HBS interview distinctive, what its Admissions Committee is looking for, and how to make the best possible impression with your limited time. We’ll put you through the paces with a mock interview, facilitate a post-interview debrief and brainstorm ideas with you for the written reflection.

Fortuna Admissions Expert Coach Karla Cohen was Associate Director of Doctoral Programs at HBS and served on the MBA interview board for the Harvard MBA program. Fortuna Admissions is composed of former admissions directors and business school insiders from 18 of the top 20 business schools. For a candid assessment of your chances of admission success at HBS and other top MBA programs, sign up for  a free consultation . 

• Posted on February 1, 2023

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Interview Essay

Interview essay generator.

Essay writing is different for everyone. Some people choose to go to the library and search for facts on a given subject, while others like to focus on gathering information through personal statements .

During this interview process, interviewers typically ask a series of interview questionnaire  that their readers may want to know about. These details are either recorded or jotted down by the interviewee. With what has been gathered, an individual may then write a complete essay regarding the exchange.

Interview Essay Sample

• Google Docs

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Personal Interview Essay Template

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Nursing Interview Essay Template

Size: 123 KB

Leadership Interview Essay Template

Size: 154 KB

Teacher Interview Essay Template

Size: 150 KB

Job Interview Essay Sample

Narrative Interview

Size: 70 KB

Career Interview Essay

Size: 29 KB

What Is an Interview Essay?

Interview essays are typically based on research gathered from personal testimonies. This could be based on one’s personal experiences or their own input on a given matter. It may be informative essay , descriptive essay , or even persuasive essays , depending on the questions asked by the interviewer.

The content of the essay may include direct quotes from the interview or it may come in a written narrative form. Through this, we are able to gain additional information from a particular perspective.

What to Include in an Interview Essay

For every essay, a thesis statement is needed to help your readers understand the subject being tackled in your work. For an interview short essay , you would need to talk about your interviewee. Any information that will create a credible image for your interviewee will be necessary.

Next, it’s necessary to include the significant ideas that you have acquired from your interview. Ideally, you should pick three of these ideas, elaborate what has been said, and present it in paragraphs. Be sure to emphasize these points in a detailed and concise manner, a lengthy explanation might be too redundant. You may also see sample essay outlines .

Leadership Essay

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Nursing Interview Example

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Personal Interview

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Parent Interview Sample

Size: 15 KB

Guidelines for an Interview Essay

When writing an interview essay, it would be best to create an outline first.

Organize the information you have gathered from your interviewee and structure it in a logical order. This could be from one’s personal information to the most compelling details gathered. Be reminded of the standard parts of an essay and be sure to apply it to your own work.

Even when most, if not all, of your essay’s content is based on what you have gathered from your interviewee, you would still need to create a good starting of essay  and end to your essay.

Additionally, do not forget to put quotation marks around the exact words used by your interviewee. It would also be best to proofread your work and make sure that there is a smooth transition for each thought. You may also like personal essay examples & samples.

How to Conclude an Interview Essay?

You can end your interview essay how ever you wish to do so. It could be about your learning from the interview, a call to action, or a brief summary writing from what has been expressed in the essay.

But keep in mind, this would depend on your purpose for writing the essay. For instance, if you interviewed a biologist to spread awareness about mother nature, then it would be best to conclude your essay with a call to action. Knowing this, it’s important to end your essay well enough for it to be memorable.

Text prompt

• Instructive
• Professional

Write an Interview Essay on a local community leader.

Discuss the career journey of a teacher in your Interview Essay.

Nicole Jeffery's E-Portfolio

An aspiring M.ED. Graduate Student

Mock Interview – Personal Reflection

Mock Interview Personal Reflection

Interviews are one of the most interesting ways to get to know how a person deals with stressful situations and also about the job. Doing this mock interview was actually much harder than I was expecting. When I first read the assignment, I just thought this would not be a big deal and I would not be nervous. To my surprise, it was much more nerve wracking and intimidating than my initial thoughts.

I did the higher education mock interview for practice. Most of the questions I have answered time and time again, but there was one that threw me off a little bit. He asked about an experience with my most difficult student. Since I have not had experience in higher education before, I did not know what to say. I ended up talking about working with high school students when I substitute taught in between jobs. I think in a real interview they would not have liked that answer, but it was the best I could do. The mock interview made me nervous and I walked away with self-doubt, which I tend to do in a lot of interviews. I expect perfection from myself in every interview, so when I stumbled a little in the mock interview I was embarrassed. Otherwise, I thought the interview went well and I kept good eye contact and a smile on my face. I have a very warm personality, so I think I was able to keep that through out the interview even if I stumbled a little.

This exercise reminded me of my interviews with the many positions I’ve applied for in higher education. One in particular stands out to me, because the “leader” of the interview committee of six people made me so uncomfortable I felt like a complete loser after it was over. She asked me what my goals were long term and also short term. I mentioned I wanted to learn all I can about this position and use it to move into the study abroad department or student affairs. I said my long-term goal was to be the Dean of Students and she actually scoffed and then laughed at me. I was absolutely mortified. What on earth did I say that deserved the response of laughing at me? I walked out and just bawled when I got to my car. I decided on my way home that if I ever had the privilege of being on an interview committee or interviewing someone one-on-one, I will never make someone feel small or unworthy of the role. The point of an interview, to me, is to get a feel for how they would fit into the department, but most importantly share what the job is about and what the responsibilities will entail. The interview will always have standard questions, that really help keep a constant base line for interviewees answers. I tend to enjoy interviews, because I get to share a small sliver of my story and my passion with a group of people.

This mock interview was enlightening to me, because I was surprised with myself that I was actually nervous. I never thought I would get uncomfortable talking to a computer screen. All in all, it was great practice and helped me find points of weakness that I could improve upon. I want to keep practicing so when it is my time to shine, I do actually shine and go through it calm and collected.

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What? So What? Now What? Critical Reflection Model

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

The “What? So What? Now What?” model offers a practical framework for incorporating reflection into various aspects of our lives, leading to continuous learning, growth, and improved decision-making.

The “What? So What? Now What?” reflective model, originating from Terry Borton and further developed by Rolfe et al. for healthcare practice, emphasizes a cyclical progression of understanding and action.

The stages are interconnected, with each one building upon the insights gained from the previous stage.

• “What?” establishes the foundation by focusing on objective description. It prompts the individual to gather the facts and details of the experience without immediate interpretation or judgment.
• “So What?” transitions from observation to analysis. It encourages the individual to make sense of the “What?” by exploring their emotional responses, connecting the experience to prior knowledge, identifying patterns, and uncovering potential implications. This stage helps individuals move beyond merely recounting events to understanding their significance.
• “Now What?” propels reflection into action. Drawing upon the insights from the “What?” and “So What?” stages, this stage focuses on developing concrete steps for improvement, future application of learning, and personal or professional growth. It transforms reflection from a passive process of thinking to an active process of planning and doing.

The connection between these stages is crucial as it allows for a deeper level of understanding and more effective action.

By regularly reflecting on our experiences, we can identify areas for improvement and make more informed decisions in the future.

Who are the authors of the Reflective Model?

Originally developed by Terry Borton for teachers and educational settings, it gained popularity as a reflective tool in clinical healthcare settings in the 1980s. Its enduring appeal lies in its simplicity and efficacy.

Rolfe et al.’s reflective model, based on Borton’s “What? So What? Now What?” model, is a framework tailored for healthcare practitioners, particularly in nursing.

While sharing the same three-stage structure, Rolfe et al.’s adaptation emphasizes clinical practice, focusing on developing clinical judgment, communication skills, and patient-centered care.

This model is often integrated into nursing education to help students connect theory and practice.

Stage 1. What? – Describing the Experience

The “What?” stage focuses on objectively describing the experience or event. This involves detailing the facts without interpretation or judgment.

The “What” stage establishes a clear, factual account of the experience, laying the foundation for deeper analysis in the subsequent stages.

It encourages individuals or groups to slow down, step back, and articulate the concrete details of what transpired, without immediately jumping to interpretations, judgments, or emotional responses.

It’s crucial to be as comprehensive and objective as possible during this stage to ensure a solid basis for reflection.

Here’s a breakdown of the key aspects of the “What?” stage:

• Focus on Facts: The emphasis is on providing a neutral and impartial account of the event, sticking to observable and verifiable information.
• Sensory recall : Participants are encouraged to replay the event in their mind as if watching it on a movie screen, focusing on what they saw, heard, or felt.
• Objectivity Over Subjectivity: While personal experiences are acknowledged, the goal is to describe them in a way that minimizes personal biases and interpretations.
• Inclusivity : If reflecting as a group, it’s important to hear from different perspectives, as people may have noticed different things
• Setting the Stage for Deeper Analysis: The “What?” stage provides the necessary context and factual basis for the subsequent “So What?” and “Now What?” stages, which explore the meaning and implications of the experience.

Examples of questions that can guide the “What?” stage, prompting individuals to consider specific details, actions, and observations related to the experience:

• What happened? – This encourages a concise and chronological account of the events.
• What did you observe? – This prompts focus on sensory details and specific observations.
• What was your experience? – This invites reflection on personal involvement in the event.
• What worked well, and what didn’t? – This prompts an initial, surface-level assessment of successes and challenges.
• Who else was involved? – This encourages consideration of the social context and the roles of others.
• What did you do? – This focuses on specific actions taken during the experience.

By thoroughly addressing these “What?” questions and establishing a clear, factual understanding of the experience, individuals and groups can lay a strong foundation for meaningful analysis and the identification of valuable insights in the later stages of the reflection model.

Example of a “What?” Stage Reflection

Let’s imagine a scenario where a first-year nursing student is reflecting on their first experience assisting a registered nurse in providing wound care to a patient. Here’s how the student might approach the “What?” stage of reflection, focusing on objective description:

• What happened? I assisted a registered nurse in providing wound care to an elderly patient with a diabetic ulcer on their foot. We gathered the necessary supplies, including sterile gloves, saline solution, gauze, and bandages. The nurse explained each step of the procedure to me and allowed me to observe before I helped. I assisted in holding the patient’s leg steady while the nurse cleaned the wound and applied a new dressing.
• What did you observe? The wound was about two inches in diameter and had a yellowish discharge. The patient appeared to be in some discomfort, grimacing slightly when the wound was being cleaned. The nurse was very gentle and patient with the patient, explaining each step clearly and providing reassurance.
• What was your experience? I was initially nervous about participating in wound care, as I had never done anything like it before. However, the nurse made me feel more at ease by explaining the procedure thoroughly and allowing me to observe first. I was surprised by how much care and attention to detail was required.
• What worked well? The nurse’s calm and reassuring demeanor helped to put the patient at ease. I felt that my assistance in holding the patient’s leg steady was helpful in allowing the nurse to focus on the wound care.
• What didn’t work well? I felt a bit awkward and unsure of myself at times, as I was still unfamiliar with the procedure and the supplies. I think I could have benefited from reviewing the steps involved in wound care beforehand.
• Who else was involved? The registered nurse, the patient, and myself were directly involved in the wound care procedure.
• What did you do? I helped gather supplies, observed the nurse, held the patient’s leg steady, and assisted in disposing of the used materials.

This detailed, objective account of the experience provides the foundation for the student to move on to the “So What?” stage, where they can begin to analyze their feelings, reactions, and the significance of the experience.

Stage 2. So What? – Analyzing and Sense-Making

The “So What?” stage delves into analysis and sense-making. This stage encourages you to examine your feelings, thoughts, and interpretations of the experience.

The goal is to uncover insights and identify what difference the event made. This stage is where analysis, critical thinking, and sense-making take center stage.

Here’s a breakdown of what the “So What?” stage entails:

• Connecting the Dots: It involves identifying patterns, relationships, and potential causes and effects related to the experience described in the “What?” stage. Relate the experience to relevant theories, course concepts, or broader ideas
• Exploring Emotions and Reactions: It encourages individuals to examine their feelings, thoughts, and initial interpretations of the experience. Why did they react in a certain way? What assumptions or prior experiences might have influenced their perceptions?
• Evaluating impact : Assess the consequences of the event for yourself and others.
• Identifying Learning Points: The goal is to uncover insights, lessons learned, and areas for potential growth based on the experience.
• Generating Hypotheses: It can involve developing initial explanations or interpretations of why things happened the way they did, which can later be explored further.

Some guiding questions for this stage include:

• What was important about this situation?
• How did you feel when it happened?
• Did anything in particular trigger these emotions in you?
• What might have been behind your response?
• Did you learn a new skill or clarify an interest?
• Are there any implications for you personally or professionally?
• Who might you have forgotten to consider in that encounter?
• What might impact the recipient’s views or experience of the project?
• What caused this event?
• Why might have other people acted the way they did?
• Was this event part of a broader pattern?
• How does this experience connect to course concepts?
• What other insights or hypotheses could be drawn from the experience?
• What is the importance of this?
• So what more do I need to know about this?
• What are some of the most pressing needs/issues in the community? How does this project address those needs?
• What contributes to the success of projects like this? What hinders success?

By thoughtfully engaging with these “So What?” questions, individuals and groups can extract valuable lessons from their experiences, gain self-awareness, and prepare for more informed and effective actions in the “Now What?” stage.

Asking “So What?” questions can also challenge your existing mental models and promote Double Loop Learning.

The “So What?” stage is crucial for moving beyond simple description to critical analysis. It helps you extract meaning from the experience and understand its broader significance.

This deeper understanding then forms the basis for the final “Now What?” stage, where you consider future actions and applications of your insights.

Example of a “So What?” Stage Reflection

Building on the “What?” stage example of a first-year nursing student assisting with wound care, let’s explore how they might approach the “So What?” stage:

• How did you feel when it happened? I initially felt nervous and inadequate because I lacked experience. However, observing the nurse’s expertise and seeing the impact of our actions on the patient’s well-being instilled a sense of purpose and motivated me to learn more.
• What might have been behind your response? My nervousness likely stemmed from a lack of confidence and fear of making a mistake that could negatively impact the patient. Witnessing the nurse’s composure and expertise reassured me and highlighted the importance of experience in building confidence.
• Did you learn a new skill or clarify an interest? I gained practical experience in wound care, which I had only read about in textbooks. This experience also reinforced my interest in pursuing a career where I can make a tangible difference in patients’ lives.
• Who might you have forgotten to consider in that encounter? I was primarily focused on assisting the nurse and the patient. However, reflecting on the experience, I realize that I could have also considered the patient’s family members or caregivers, who might also be affected by the patient’s condition and the care being provided.
• Was this event part of a broader pattern? This experience highlighted the importance of hands-on experience in nursing education. It also illustrated the value of clear communication and a supportive learning environment in developing clinical skills and confidence.
• What is the importance of this? This experience demonstrated that nursing practice requires not only technical skills but also empathy, communication, and the ability to establish trust with patients. It also highlighted the importance of lifelong learning and continuous professional development in providing competent and compassionate care.

This analysis demonstrates how the “So What?” stage encourages the nursing student to examine their emotional responses, identify knowledge gaps, and relate their experience to broader themes in nursing practice.

This sets the stage for the “Now What?” stage, where they can develop action steps for improvement and future learning.

Stage 3. Now What? – Determining Next Steps

“Now What?” focuses on applying your analysis to determine effective next steps. This involves identifying what you can take away from the experience and how you can use those insights in the future.

It focuses on translating insights and learning from the “What?” and “So What?” stages into concrete plans and actions.

This stage also promotes continuous learning and growth by encouraging individuals to:

• Applying Lessons Learned: It encourages individuals to consider how they can use their newfound understanding to make changes in their thinking, behavior, or approach to similar situations. Consider how to share insights or lessons learned with others.
• Identify Knowledge gaps : Recognize areas where further learning or skill development is needed.
• Developing Actionable Strategies: The goal is to create specific, measurable, achievable, relevant, and time-bound (SMART) goals and plans to address the identified learning needs or areas for improvement.
• Experimentation and Testing: It might involve designing small experiments or tests to try out new approaches or validate hypotheses that emerged during the reflection process.
• Continual Improvement: The “Now What?” stage emphasizes that reflection and learning are ongoing processes, and it encourages a cycle of planning, action, observation, and further reflection.
• What would you do differently if a similar situation arose?
• What follow-up is needed to address any challenges or difficulties?
• How might you prevent negative outcomes or problems in a similar situation?
• What do you need to gain more competence [in], and how will you make this happen?
• What specific steps you need to take to address this identified deficiency?
• What lessons can you take forward in similar and other contexts?
• How might you better prepare and resource yourself for a similar situation?
• What information can you share with your peers or community volunteers?
• If you were in charge of the project, what would you do to improve it?
• How will it affect your future as a pharmacist/midwife, etc.?
• This process requires reflection on practice, assessing and identifying learning needs and available opportunities, developing and implementing a personal learning plan, and evaluating the outcomes.

By thoroughly exploring these “Now What?” questions and formulating actionable steps, individuals and groups can transform reflection into meaningful change and continuous growth.

They can then apply these insights to similar experiences in the future, ultimately leading to improved decision-making, skill development, and personal and professional effectiveness.

Example of a “Now What?” Stage Reflection

Scenario: A nursing student encounters resistance from a patient while attempting to administer medication. The patient, anxious and in pain, refuses the medication, stating it doesn’t work. The student, feeling flustered, seeks assistance from a senior nurse who skillfully calms the patient and successfully administers the medication.

• Identify Knowledge and Skill Gaps: The student acknowledges that their initial approach lacked the empathy and communication skills needed to effectively de-escalate the situation. They recognize the senior nurse’s expertise in building rapport, active listening, and clear explanation, leading to a positive outcome.
• Seeking further training: Enrolling in workshops or courses on therapeutic communication or conflict resolution techniques.
• Shadowing experienced nurses: Observing how they interact with resistant or anxious patients, paying close attention to their verbal and non-verbal communication strategies.
• Role-playing scenarios: Practicing communication techniques with peers or instructors in a safe environment, seeking feedback to refine their approach.
• Reviewing relevant literature: Consulting nursing textbooks or journals for evidence-based strategies for managing challenging patient interactions.
• Anticipating potential challenges: Proactively considering potential barriers to care, particularly with patients exhibiting anxiety or pain.
• Employing active listening: Focusing on understanding the patient’s perspective, validating their concerns, and addressing their fears before proceeding with medication administration.
• Explaining procedures clearly: Using clear, concise language to explain the medication’s purpose, potential side effects, and expected benefits.
• Seeking support when needed: Recognizing that it’s okay to ask for assistance from colleagues, particularly in challenging situations.

By working through the “Now What?” stage, the nursing student transitions from simply reflecting on the experience to actively shaping their future practice.

This stage highlights the importance of continuous learning, self-improvement, and a commitment to providing compassionate, patient-centered care.

Comparing Rolfe et al.’s Reflective Model and Gibbs’ Reflective Cycle

While both Rolfe et al.’s model, adapted from Borton’s “What? So What? Now What?” framework, and Gibbs’ Reflective Cycle are popular reflective models, they differ in their structure and emphasis.

Understanding these differences can help you choose the most appropriate model for your reflective needs.

Structural Differences:

• Linear vs. Cyclical: Gibbs’ Reflective Cycle follows a more structured, cyclical format, guiding the reflector through six distinct stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. This cyclical structure emphasizes the iterative nature of reflection, encouraging repeated cycles of reflection and action. In contrast, Rolfe et al.’s model, while inherently encouraging ongoing reflection, presents a more linear, three-stage process.
• Number of Stages: The six stages of Gibbs’ Cycle allow for a more comprehensive and in-depth exploration of the experience. Each stage prompts the reflector to consider different facets of the situation, fostering a holistic understanding. Rolfe et al.’s three-stage model, while concise, might not provide the same level of detailed guidance.

Emphasis and Focus:

• Emotional Exploration: Gibbs’ Cycle explicitly includes a stage dedicated to exploring “Feelings.” This encourages individuals to acknowledge and process their emotions related to the experience, which can be crucial for personal growth and self-awareness, particularly in emotionally charged professions like healthcare. Rolfe et al.’s model, while not explicitly excluding emotions, places less direct emphasis on their exploration.
• Evaluation and Learning: Gibbs’ Cycle incorporates dedicated stages for “Evaluation” and “Conclusion,” promoting critical analysis of the experience’s successes, challenges, and potential areas for improvement. This structured approach can lead to more concrete learning points and action plans. While Rolfe et al.’s model encourages analysis and action planning, it doesn’t delineate these steps as distinct stages.

Application in Nursing and Healthcare:

• Rolfe et al.’s Model in Nursing Education: Rolfe et al.’s model is frequently integrated into nursing curricula. Its emphasis on connecting theory and practice, developing clinical judgment, and fostering patient-centered care aligns well with the goals of nursing education.
• Gibbs’ Cycle in Healthcare Practice: Gibbs’ Reflective Cycle, with its focus on detailed description, emotional processing, and structured analysis, can be particularly beneficial for healthcare practitioners reflecting on complex or challenging clinical encounters.

Choosing the Right Model:

The choice between these models depends on the specific context and the reflector’s goals.

• Reflecting on complex experiences.
• Individuals seeking a deeper understanding of their emotional responses.
• Situations requiring detailed analysis and evaluation.
• Quick reflections on everyday experiences.
• Individuals seeking a straightforward framework to guide their learning.
• Promoting rapid integration of theory and practice, as often seen in nursing education.

Ultimately, the most effective reflective model is the one that best suits the individual’s learning style and the specific demands of the situation.

Borton, T. (1970). Reach touch and teach: Student concerns and process education. New York, NY: McGraw-Hill.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods.  Further Education Unit .

Rolfe, G. (2014). Big ideas: Reach touch and teach: Terry Borton. Nurse Education Today, 34 (488-489).

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A user’s guide . London: Palgrave Macmillan.

Rolfe, G., & Jasper, M. (1993). Some strategies for curriculum development in nurse education.  Journal of further and higher education ,  17 (3), 105-111.