Executive Summary This reflective report involves an examination of the experiences encountered in the process of undertaking consultancy projects at MSF Company and Frank Dale Company. The report examines how one can learn from experiences by adopting a structured reflection approach. Subsequently, the report is based on two main models of reflection, which include the Gibbs’ model and John’s model. By incorporating the two models, the report illustrates how an individual can use experiences as foundation for achieving personal development through continuous learning. Moreover, the report illustrates a personal development plan, which outlines the core aspects that will be taken into account in order to position myself as an independent consultant within 3 years. The personal development plan is based on the experiences encountered during the consultancy projects at MSF and Frank Dale Food Company. Introduction Educational theorists argue that learning is subject to the extent to which individuals assimilate experiences with reflection. It is impossible for learning to occur without incorporating the concept of reflection. According to Hunt (2000, p. 1), reflection is ‘an active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends’. Reflection is a cognitive activity aimed at recapturing an individual’s experiences by thinking over it with the objective of evaluating it. Thus, reflection entails an art of creating self-awareness by evaluating experiences in order to understand their meaning. Through reflection, an individual develops insight on the most appropriate action to take in order to respond to a particular issue appropriately. Fook and Gardner (2007) posit that reflection enables an individual to examine and identify room for improvement. Therefore, reflective learning involves thinking about a particular phenomenon and a predictive activity through which individuals can plan future learning activities. Engaging in reflective practice is one of the most effective strategies through which individuals can learn from experiences because it involves linking theory to practice. Jasper and Wigens (2003, p. 1) further emphasise this assertion by noting that reflective practice ‘enables an individual to develop his or her knowledge, hence promoting the likelihood of becoming professional practitioner’. The reflective learning theory further contends that reflection on experiences enables individuals to extract vital lessons from the past. A number of theories are crucial to the concept of reflective learning. These theories include narrative, constructivism, and active learning approaches. Active learning theory postulates that learning is an active process, which involves connecting between past knowledge and new experiences. Hunt (2000, p. 2) holds that constructivism theory contends that learning ‘occurs within the context of current knowledge’. Thus, active participation in the learning process through interactive communication is critical. Conversely, the narrative theory argues that learning occurs through sharing stories created from experience. The stories lead to the generation of value on certain issues related to the experience. Under the reflection theory, experiences for