UXM3 Task 2: Professional Communication and Problem-Solving Introduction During your academic career and beyond, you will need to apply strategies that will help you accomplish your goals and advance

Professional Communication and Problem-Solving

NAME:

INSTITUTION: Western Governors University

COURSE TITLE: D389

INSTRUCTOR: Rebecca Dale

DUE DATE: 2025/09/04

Introduction

The academic performance of a college student is directly related to their ability to communicate professionally, resolve issues, and adjust to academic requirements (Lourenço & Paiva, 2024). The situation in the given case reflects the difficulty a student encounters when the professional experience is the primary determinant of the objective assessment (OA). The students were unhappy with the proctoring arrangement, so they hurried in to take the exam and failed. This paper discusses how students can cope with the challenges. The paper also explains some of the positive self-directed learning strategies to implement in the future and simulates professional communication through academic email. The discussion incorporates the information given in the WGU Student Policy Handbook and the existing literature.

A. Actions the Student Could Have Taken

Two things could be done ahead of time to ensure that the student in the case scenario does not experience frustrations during the OA. The former would have been to check the online proctoring requirements listed in the WGU Student Policy Handbook prior to scheduling the OA. According to the handbook, students must meet specific requirements for the testing environment, including presenting valid identification, clearing the workspace of prohibited items, and correctly positioning the web camera (WGU, 2025). The student can minimize anxiety and frustration by becoming familiar with the unfamiliar setup instructions in advance. It has been shown that a lack of familiarity with online proctoring can frequently contribute to test anxiety and produce adverse testing experiences (Nicola-Richmond et al., 2023; Oeding et al., 2024). The student would have felt more confident and focused by preparing in advance about the proctoring process and then taking the assessment.

The second thing the student could have done would be to have set up a study strategy prior to sitting the OA. Although the student was confident based on professional experience, the WGU Student Policy Handbook states the importance of preparation and compliance with the multiple attempt policy, which imposes extra steps if an OA is not passed (WGU, 2025). Instead of relying solely on workplace experience, the student would have a greater likelihood of passing on the first attempt if they took the time to read through the course material and identify areas where they lacked knowledge. Students have been positively identified as more successful in their academic pursuits when they practice SRL and are good time managers (Lourenço & Paiva, 2024). This would have contributed to reducing frustrations related to retakes and enabled improvements on future tests.

B. Self-Directed Learning Strategies

To prepare better for next time regarding OAs, the student could apply self-directed learning techniques focusing on note-taking, effective study methods, and scheduling. Such plans would enable the student to organize their body of knowledge, alleviate exam anxiety, and prepare according to good academic practices.

1. Note-Taking Technique

The students could also use the Cornell note-taking system, which is a popular method of organizing information into cues and notes as well as summaries. One of the best methods to encourage passive reading of the content is to make the review process as effective as possible. The use of structured note-taking is likely to enhance retention of complex information because it reduces the cognitive load (Lu, 2025). This would allow the student to take notes systematically and revise the most valuable course content in advance of the OA.

2. Study Method

Active recall, a study method that enables students to automatically remember information by using their own memory rather than passively reading notes, would also be very helpful to the student. Active recall has been established to promote greater conceptualization and retention of course ideas in the long term (Lu, 2025). A student develops flashcards or practice quizzes to identify areas where they lack knowledge. This would contribute to preventing overconfidence that would lead the student to enter the OA without preparation.

3. Time-Management Strategies

Time management is also another significant element of the independent learning process. In this manner, the student can work towards arranging some of his/her study sessions during the week, and adhere to them. Not only does this ensure a steady flow, but it also helps avoid stress by eliminating the need to cram in the final hours of the day (Sadeghi et al., 2024). Second, the student could use prioritization techniques such as the Eisenhower Matrix, which separates urgent and important work. Both academic and self-regulation gains occur in students using these approaches to plan time (Lourenco & Paiva, 2024). These would assist the student in a much more systemized approach to OA preparation and would reduce the possibility of their future mistakes.

C. Professional Email to Academic Program Mentor

Subject: Request for Guidance on OA Preparation

Dear [Mentor’s Name],

I hope you are fine when you read this message. I am writing to inform you that I have recently taken the objective assessment (OA) and to outline how I can improve my future preparation.

The assessment had a few frustrations that I encountered. I was stressed, feeling that I was quickly losing time due to the sheer size of the task required to prepare the proctoring set and get it up and running before I could even begin the exam. I was disappointed that when I failed the OA, my immediate request for a re-sit was rejected. Initially, I felt frustrated about being given the option to meet with my CI before retaking the assessment, as it seemed expected of me.

Based on my reading of the WGU Student Policy Handbook, I now know two things: First, the handbook provides specific requirements for the testing environment, including confirmation of identification, clearing the desk of unauthorized materials, and proper placement of the webcam (WGU, 2025). If I know these steps in advance, I will not get as stressed out during the following assessments. Second, I understood that I should work with my CI to create a study plan, allowing me to retake the exam in case of failure. I am aware of the existence of this process, which helps me become a successful and well-prepared person.

I will ensure I study effectively and adopt good study habits. I would appreciate it if you could provide me with some materials or recommendations that I could use in the future.

Thank you very much for your time and help.

Sincerely,

Jude Atemafac

References

Lourenço, A. A., & Paiva, M. O. (2024). Academic performance of excellence: The impact of self-regulated learning and Academic Time Management Planning. Knowledge, 4(2), 289–301. https://doi.org/10.3390/knowledge4020016

Lu, Y. (2025). Self-directed learning strategies and knowledge construction of university students: Achieving learning goals and managing cognitive load. International Journal of Education and Social Development, 2(1), 13–19. https://doi.org/10.54097/s8r0xj17

Nicola-Richmond, K., Dawson, P., & Partridge, H. (2023). Online proctored exams: Rhetoric vs reality. Higher Education Research & Development, 43(2), 392–405. https://doi.org/10.1080/07294360.2023.2234310

Oeding, J., Gunn, T., & Seitz, J. (2024). The mixed-bag impact of online proctoring software in undergraduate courses. Open Praxis, 16(1), 82–93. https://doi.org/10.55982/openpraxis.16.1.585

Sadeghi, N., Janatolamakn, M., Rezaeian, S., Rashi, M., & Khatony, A. (2024). Exploring self-directed learning readiness and related factors: The role of Time Management Skills in nursing students. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-06083-w

Western Governors University. (2025). WGU student policy handbook. https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/tkb-p/studentpolicyhandbook

WGU. (2016). WGU Student Policy Handbook. WGU Knowledge Center. https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/tkb-p/studentpolicyhandbook