Introduction 
Part of my ten-week Level 6 placement took place at the Ibis Nottingham Centre, where I was based in the Front Office/Reception department. This area is central to hotel operations, overseeing guest check-ins, check-outs, reservations, and general guest satisfaction. I worked alongside Ganc Gogo, a senior receptionist, who supported me in developing confidence, communication, and problem-solving skills in a busy and customer-focused environment.
For this reflection, I have applied Gibbs’ Reflective Cycle (1988) to analyse my key experiences during the placement. This framework helps structure my reflection into six stages—description, feelings, evaluation, analysis, conclusion, and action plan—allowing me to think critically about what happened, how I felt, and what I learned.
I will also compare these experiences with my Level 4 placement at the Premier Inn Nottingham City Centre, where I was first introduced to guest service operations. This comparison highlights how my professional practice, confidence, and ability to apply theory in real situations have developed since that early experience (Wood, 2013; Walker, 2021).

Main Body – Reflection Using Gibbs’ Model
1. Description – What Happened
Two key experiences during my placement significantly shaped my professional growth.
First, I managed a challenging guest interaction when a customer wanted to eat outside food in the reception area, which was against hotel policy. At first, I wasn’t sure how to respond, but I calmly explained the policy, referred to the written rule on our internal system, and handled the conversation respectfully. The guest eventually understood and left satisfied.
Second, I had to learn the Opera PMS (Property Management System), which was completely new to me. During the first few days, I struggled to find guest profiles, process payments, and handle check-ins efficiently. I spent extra time after my shifts observing colleagues and practising until I became confident using the system independently.
Both experiences pushed me outside my comfort zone and helped me apply my knowledge from Level 4 at Premier Inn, where I had focused mainly on following procedures rather than managing issues independently.
2. Feelings – What I Felt
Initially, I felt nervous and unsure when the guest challenge occurred. I was concerned about saying the wrong thing and possibly creating tension. However, once I stayed calm and communicated clearly, I felt much more confident. When the guest accepted my explanation and thanked me for clarifying the rule, I felt proud that I had handled it professionally. This showed me the importance of emotional control and empathy in maintaining guest satisfaction—something Goleman (1995) describes as key to emotional intelligence.
Learning the Opera PMS system was frustrating at first because I made small errors and relied heavily on others. I remember feeling embarrassed when I had to ask for help multiple times. However, my determination to improve helped me overcome that feeling. After two weeks, I was completing tasks independently, which gave me a real sense of achievement and motivation to keep learning.
3. Evaluation – What Was Good and Bad
Looking back, both experiences had valuable outcomes but also revealed areas I could improve.
Positive aspects:
I maintained professionalism and calm communication with the guest, which prevented escalation and upheld the hotel’s image.
I demonstrated persistence and adaptability by learning a complex PMS system through practice and observation.
Areas for improvement:
At first, I lacked confidence in asserting policy clearly, showing that I needed to be better prepared with information.
I initially hesitated to ask for technical guidance, which slowed my progress in the first week.
These reflections reinforced that front-office success depends on balancing interpersonal and technical skills (Johnston, Clark & Shulver, 2012).
4. Analysis – What I Learned (How, What, When, and Why)
This placement helped me understand that effective front-office management combines professional communication, emotional awareness, and technical competence.
How I applied learning: I used active listening and calm verbal language when dealing with the guest, which helped de-escalate the situation. This practical experience showed me why emotional control matters—it allows guests to feel respected even when enforcing rules, which aligns with Goleman’s (1995) view that empathy and self-regulation strengthen professional interactions.
What I learned: I realised that hands-on experience is crucial for mastering complex systems. My learning process mirrored Kolb’s (1984) idea of experiential learning—gaining knowledge through direct experience, reflection, and repetition. I noticed that each day of practice built on the previous one, improving both speed and confidence.
When it was applied: The guest situation took place during my second week, while the software challenge lasted through the first month. By week six, I had noticeably more confidence, and colleagues began asking me for assistance—clear evidence of growth.
Why it matters: Comparing this to my Level 4 placement at Premier Inn, where my role was more limited, I can see how much more independent and reflective I have become. Theories I once studied, like Service Operations Management (Johnston, Clark & Shulver, 2012), now make sense in practice because I’ve experienced how efficiency, professionalism, and empathy must work together.
5. Conclusion – What Could Be Done Differently
If I faced similar situations again, I would take extra time before each shift to review hotel policies, anticipate potential guest concerns, and discuss them with colleagues. This would increase my confidence and consistency in applying rules.
For technical learning, I would request access to system training materials earlier in the placement to shorten the adjustment period. Proactive preparation and practice would allow me to contribute more effectively from the start.
This approach supports Wood’s (2013) argument that reflective learning and preparation enhance both self-confidence and performance.
6. Action Plan – Future Strategies
To continue my professional growth, I plan to:
Develop Stronger Communication and Assertiveness:
Practise role-play scenarios with colleagues to improve confidence in enforcing policies politely but firmly, supporting Walker’s (2021) emphasis on professionalism in guest relations.
Enhance Technical Proficiency:
Continue learning about hotel systems such as Opera PMS and Cloudbeds through online tutorials and guided practice, applying Kolb’s (1984) experiential learning principles.
Integrate Reflection into My Routine:
Keep a short reflective journal after shifts to identify strengths and areas to improve, as recommended by Cress et al. (2013), who link reflection to sustained professional growth.
Develop Leadership Awareness:
Observe supervisors’ approaches to delegation and decision-making to prepare for future leadership roles.
Linking to My Level 4 Placement – Premier Inn Nottingham City Centre
During my Level 4 placement at Premier Inn Nottingham City Centre, my focus was mainly on learning basic front-desk tasks—such as answering phones, checking guests in, and maintaining friendly service. My work was supervised closely, and I had little decision-making responsibility.
In contrast, the Ibis Nottingham Centre placement required more independence, initiative, and accountability. I had to solve problems in real time, manage guest expectations, and use complex software systems. This shift reflects my professional progression from being a learner who follows direction to a proactive team member who anticipates and resolves issues.
This comparison demonstrates how theoretical understanding and real-world experience together build confidence, autonomy, and critical thinking—key skills for future managerial roles in hospitality (Johnston, Clark & Shulver, 2012).

Conclusion 
My placement at Ibis Nottingham Centre’s Front Office was an important step in developing both my technical and interpersonal skills. Managing guest issues and learning new systems taught me how to remain calm under pressure, adapt to change, and communicate effectively.
Using Gibbs’ Reflective Cycle (1988) helped me analyse each situation in detail and understand how my actions and feelings influenced the outcome. Supporting theories, such as Kolb’s (1984) experiential learning and Goleman’s (1995) emotional intelligence, helped explain why practice and emotional control are essential for professional growth in hospitality.
Comparing my Level 6 experience to my earlier Premier Inn placement highlights how much I have developed—from following instructions to making independent, confident decisions.
Looking ahead, I plan to focus on assertive communication, continuous learning, and reflection to enhance my leadership potential. These strategies will help me deliver high-quality service, support colleagues effectively, and progress toward supervisory and managerial roles in the future.