Title: "Reflective Report on Professional

Development through a Virtual Consulting

Internship at KPMG"
 Contents
Executive Summary........................................................................................................ 2
1. Introduction........................................................................................................... 2
2. Preparation for Placement......................................................................................... 3
2.1 Overview of Organisation and Project........................................................................3
2.2 Skills Audit and Training Plan.................................................................................. 3
4. Mentor Feedback and Appraisal.................................................................................. 12
4.1 Summary of Mentor Feedback................................................................................ 12
4.2 Personal Development Reflection............................................................................. 13
5. Graduate Career Development Plan..............................................................................14
References.................................................................................................................. 18

Figure 1, Organisational Overview of KPMG................................................................3

Figure 2, Kolb's Learning Styles & Experiential Learning Cycle source: simply
psychology.................................................................................................................. 7
Figure 3, Gibbs Reflective Cycle Diagram source: TSW Training.................................8
Figure 4, Dewey's model of reflective thought and action. | Download Scientific
Diagram...................................................................................................................... 9

Table 1, Skills Audit Summary.................................................................................... 5

Table 2, Application of Experiential Learning Theories.............................................11
Table 3, Application of Gibbs Reflective Cycle to Internship.....................................12
Table 4, Mentor's Appraisal Overview.......................................................................14
Table 5, Personal Development Plan (PDP)...............................................................17

1
 Executive Summary

This reflective report presents the professional and personal development obtained from the
KPMG virtual consulting internship. During the project I analyzed client data, provided strategic
recommendations and wrote consultancy reports in a fully remote environment. Improved
problem solving, communication and self-management skills are key learning outcomes. It
improved technical consulting competencies and crucial soft skills needed in employability.
Structured reflection strengthened resilience and adaptability shaping it in line with current
workplace demands. Gained insights have driven a focused career development aimed towards
the future roles in the management consultancy. The opportunity for the internship was sourced
on platforms such as Forage, and the UEL’s Career Zone initiatives supported professional
development.

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 1. Introduction
This document studies how students develop skills and knowledge from their KPMG virtual
consulting experience. The practice of reflective learning helps students use their business
theories and work experience together effectively to develop their practical skills. The position
opened on the Forage platform through Career Zone services at UEL to build student career
readiness with virtual internship tools. The evaluation utilizes learning through experience
models like Kolb’s, Gibbs’ and Dewey’s methods to understand students' internship
understanding. Development of Ready Professionals moves from preparing new interns to
conducting job observations and produces final recommendations for career growth.

2. Preparation for Placement

2.1 Overview of Organisation and Project
As a global professional services organisation, KPMG provides audit, tax and advisory services
for auditing, tax, advisory and other professional service needs of private and public
organisations. KPMG is renowned for its innovation and expertise at consulting for organisations
to overcome the complicated business challenges.
As such, the Forage KPMG Virtual Internship provides participants with a
simulated consultancy experience where they will be solving real world
business problems through structured tasks. The objective of this
programme was to develop consulting, problem solving and client
communication skills that can be applied in a professional service
environment (Awing et al., 2023).
Client needs analysis, strategic business advisory, risk management
consulting, technology transformation services were the key business
activities. Integrated teamwork, leadership, critical thinking, and digital
competency became operational focus of the program which closely
adheres to the recent demands of consultancy today (Bowen, 2020).
Figure
The1,project
Organisational
title I worked on was to work as a Junior Consultant on the course “KPMG Data
Overview of KPMG
Analytics Consulting Virtual Internship.” I interpreted client data,
recommended strategic solutions, and prepared client ready reports.

3
 2.2 Skills Audit and Training Plan
In this section, the respondent’s skills inessential communication in writing, simple problem-
solving ability and time management were average (Cottrell, 2021). But on the weak point it was
possible to name the processes associated with client interaction, data analysis, and consulting as
professional development points.
The placement was designed to improve critical thinking skills, communication skills targeting
the clients, and time management. Flexibility in post COVID-19 work forecasting, work
flexibility, and digital skills were also among the learning objectives (Buheji and Buheji, 2020;
Tan, 2023).
Flexibility coupled with flexibility was pursued in response to the changing nature of the
employment market (OECD, 2021; World Economic Forum, 2023). More emphasis was laid on
the linking of the skills training in relation to the career progression as specified in the module
learning outcome (University of East London, 2025).
Table 1, Skills Audit Summary

Skill Confidence Example/Evidence Transferability

Level (1–5)
Written 3 University assignments and reports Report writing for client
Communication projects
Problem-Solving 4 Business case study analysis during Solving client challenges in
coursework consulting tasks
Time Management 3 Managing university deadlines Meeting project deadlines in
alongside part-time job client deliverables
Critical Thinking 2 Limited experience in evaluating Required for client strategy
business strategies recommendations
Client 2 Minimal exposure during university Essential for client meetings
Communication group projects and presentations
Data Analysis 2 Basic Excel assignments completed Analysis of client datasets and
insights
Adaptability 3 Adjusting to online learning during Responding flexibly to client
COVID-19 needs and changes
Digital Literacy 3 Use of learning platforms and Utilising consulting tools and
collaboration tools data platforms

3. Reflective Diary of Placement

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 3.1 Tasks and Responsibilities Undertaken
As part of their KPMG Virtual Consulting Internship participants did consulting work in full.
Our team examined client information while finding hazards and generating reports with
business strategies for clients. The intern's specific work included using data to find business
understanding, writing consultancy emails and making detailed business proposals. The
assignments copied how real consulting jobs work at work and built an actual workplace
atmosphere (Awing et al., 2023).
The main difficulty came from the change required to work independently under the self-paced
setup of the virtual project. Interns could not seek live guidance from their managers in this
internship program unlike regular on-site internships. Working alone on hard tasks while lacking
real-time collaboration made me uncertain and forced me to boost my self-drive and control how
I use my time. The post-COVID business world now features employees who learn by
themselves and work online more regularly according to Findlay, Lindsay, and Roy (2021).
The task presented another educational obstacle while trying to recreate the authentic
consultancy characteristics of project work in a completely internet-based delivery system. The
designed task performed well but did not manage to duplicate essential elements such as live
client interactions and dynamic team meetings. According to Mushtaq, Mushtaq and Waseem
(2020) authentic learning experiences in virtual settings frequently encounter restrictions which
primarily affect student engagement and time-sensitive interactions.
Students addressed their learning obstacles by using proper planning in their tasks and creating
assessment methods to review completed assignments and practiced client interaction through
role-play of actual business consulting situations. I found the reflective tools in Forage essential
for my success by using their sample responses and self-assessment tasks. The experience
demonstrated why proactive learning based on experience is essential for remote work - this
requires ongoing personal responsibility and adaptability according to Bowen (2020).
In general, the tasks fostered both application of technical consultancy skills and enhancement of
soft skills, own initiative, problem-solving, and written business communication. These
capabilities can be effective in the digitally and autonomic working world of the modern
business management practices.
3.2 Reflection on Skills Development

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 Virtual internships at KPMG enabled substantial growth of hard and soft working competencies.
The development of communication skills became most prominent when preparing direct and
comprehendible consultancy reports as well as simulated e-mails directed to clients. Important
business information required written communication skills as verbal interaction was restricted
in virtual formats. Team workers fostered their collective mindset to understand client scenarios
and to match their deliverables during independent work assignments. Team resilience together
with self-management stands as essential for task-oriented settings according to Hartmann,
Weiss and Hoegl (2020).
The development of problem-solving abilities happened through critical assessment of business
challenges to generate practical strategic solutions. Dealing with intricate client information and
uncertain project requirements demanded thinking outside the box and innovation because
adaptive resilience stands as described by Hartmann, Weiss, Newman and Hoegl (2020).
It also contributed to the development of the hard skills. Throughout the internship, there was
practicing of consulting methodologies, client problem diagnosis, evidence-based analysis, and
solution formulation. Producing structured, professional consultancy documents which are
suitable to the client requirements is improving report writing skills.
The Gibbs Reflective Cycle (1988) was one particular cycle which was useful to reflect upon this
learning. By reviewing experiences across stages of description, feelings, evaluation, analysis,
conclusion and action plan in a systematic way deeper understanding of both the successes and
the limitations was reached. In addition, Kolb’s Experiential Learning Cycle (2014) was also a
factor in the iterative learning process from concrete experience to reflection and then to
conceptualization to active experimentation.
According to Akpur (2020), critical and reflective thinking was particularly crucial to (i)
recognize skill gaps and (ii) plan and organize skills to improve them. However, throughout the
internship, I had to consciously reflect with the experiences from the internship to turn them into
sustainable development outcomes for me. Overall, this placement emphasized the worth of
reflective practice in transforming disparate tasks into more extensive professional attributes
which are vital for work in any consultancy field in the future.

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 Figure 2, Kolb's Learning Styles & Experiential Learning Cycle source: simply psychology.

3.3 Application of Theories to Practice

Utilizing experiential learning theories allowed interns to transform their professional
development during their work experience. The Gibbs Reflective Cycle from 1988 established a
method for conducting a critical analysis of important learning experiences. In the beginning of
the process the description stage required involvement with client data analysis tasks. Emotional
responses especially uncertainty and motivation were collected during the feelings section. The
assessment established strong task management skills, yet it pointed out challenges related to
immediate feedback in the process. The conclusion and action plan segments of Gibbs Reflective
Cycle (1988) offered future project skill enhancement plans after deeper examination of project
root causes (Gibbs, 1988).

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 Figure 3, Gibbs Reflective Cycle Diagram source: TSW Training

In 2014 Kolb's Learning Cycle helped students develop their learning by using an ongoing
process. Students moved from real work in their virtual consultancy tasks to thinking about their
results. Through this process I designed effective ways to work with clients and show
information to them. Using my new strategies during future activities helped me grow as a
professional while becoming better at what I do (Kolb 2014).
The deeper professional practice investigation was built upon Dewey's Reflection Model. The
combination of reflective thought from Dewey provided students with an analytical means to
understand how experience connects to knowledge when studying internships. The method
allowed students to advance from mere task completion to analyze consultancy expertise in
detail.
All selected theories worked together in a coherent way during the process. Work-based learning
receives better assessment of personal development when structured reflection methods get
integrated according to Nabi and Somerville (2024). Koukpaki and Adams (2020) show that

8
 systematic reflective practices contribute to professional growth exactly in line with the
structured approaches from the internship.
Structured application of these models made the internship project into an organized learning
experience which directly improved both consulting capability and employment readiness.

Figure 4, Dewey's model of reflective thought and action. | Download Scientific Diagram

9
 Table 2, Application of Experiential Learning Theories

Theory Key Concept Example from Internship Task Learning Outcome

Achieved
Gibbs Reflective Structured reflection through Reflected on difficulties Developed critical
Cycle (1988) six stages (Description, managing client datasets thinking and structured
Feelings, Evaluation, independently, analysed causes, problem-solving skills
Analysis, Conclusion, Action and planned time management
Plan) improvements
Kolb’s Learning through a Completed data analysis task ➔ Enhanced adaptability,
Experiential continuous cycle of reflected on errors ➔ continuous
Learning Cycle Experience → Reflection → improvement, and
conceptualised better
(2014) Conceptualisation → practical application
frameworks ➔ applied new
Experimentation skills
methods in next assignment
Dewey’s Linking experience to Analysed how strategic Strengthened ability to
Reflection Model conceptual understanding recommendations affected client critically connect
through reflective inquiry scenarios; moved beyond actions to broader
completing the task to consultancy outcomes
understanding business impact
Nabi and Integrating reflection into Used structured self-assessment Built self-awareness,
Somerville (2024) work-based assessment to after each module activity in the leading to clear
(linked to Gibbs enhance personal growth internship identification of
and Kolb) strengths and areas for
development
Koukpaki and Reflective practice as a Kept reflective notes after each Enabled personal
Adams (2020) method for professional virtual task, identifying personal growth mindset and
(supporting growth learning themes future career planning
Dewey) orientation

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 Table 3, Application of Gibbs Reflective Cycle to Internship

Stage Detailed Reflection Based on KPMG Internship Experience

Description Completed multiple client analysis tasks remotely during the KPMG Virtual Consulting Internship,
including data interpretation, preparing advisory reports, and simulating client communications.
Feelings Initially experienced uncertainty and nervousness about managing tasks independently; gradually
developed confidence and satisfaction as tasks progressed successfully.
Evaluation Successfully adapted to independent work structures, consistently delivered quality reports on time,
but missed opportunities for real-time collaboration and verbal client communication.
Analysis Lack of spontaneous team engagement affected development of interpersonal leadership skills;
however, self-discipline and critical thinking abilities significantly improved through autonomous
task management.
Conclusion Recognised that working remotely requires stronger self-regulation, proactive communication skills,
and strategic time management beyond technical task competence.
Action Plan Focus on developing active verbal communication skills, participate in virtual networking events,
seek real client interaction through live projects, and continue practicing structured reflection after
every major task to sustain personal growth.

3.4 Key Achievements and Areas of Improvement

Phased consulting work at KPMG through the virtual internship generated various important
accomplishments. The development of structured consultancy reports using complex client
data analysis proved to be the most significant accomplishment of the virtual consulting
internship at KPMG. Strong grasp of professional consultancy procedures became evident
through mastery of written communication skills and detail-oriented work and information
synthesis into practical recommendations. Employees who demonstrated the ability to
independently learn remotely during the pandemic displayed vital characteristics of
adaptability and flexibility which employers want in their new post-virus work environment
(Riaz, Stankeviciute and Pinzaru, 2024).

An important accomplishment was, therefore, enhancing problem-solving capacities. Those

tasks which were not clearly defined at first were then analysed systematically with the help
of various structures that were learnt during the internship so that the company could come
up with overhauling strategies. This ability to work under limited supervision reinforces the

11
 assertion of Walsh, Johnston and Gabriel (2024), which suggest that resilience in leadership
is developed through a process that seeks to achieve mastery in dynamic environment.

However, as with any project, there were a few deficiencies that were observed. This led to
the emergence of a major weakness which was low level of training and practice in direct
client interface. Some sources of learning were limited due to the absence of chance
encounters with clients or typical working interactions such as teamwork was also limited to
assigned and timed interactions rather than emerging work opportunities and meetings.
Specifically, one’s verbal communication confidence will have to be enhanced as well as
effectively engaging in real-life teamwork.

The best lessons for the future include constant networking in one’s profession as well as
embracing further education in the use of technology in collaboration. According to the
literature, Tomlinson et al. (2022), graduate employability hence involves mainly technical
skills and emotional skills. By the development of both, sets of skills, additional internships,
live projects, as well as mentorship programs will make consulting industries more prepared.

4. Mentor Feedback and Appraisal

4.1 Summary of Mentor Feedback
The feedback that was got from the virtual internship mentor was encouraging and some of the
competencies that were pointed out includes the following. The use of deadlines in project
implementation was highly commended and the mentor described the team’s punctuality as
excellent since all project deliverables were submitted on time. Initiative – to be fair this aspect
was rated good, which brought understanding that an individual actively engages to complete the
tasks on own initiative and use creativity while interpreting the data. Teamwork was seen as
good especially looking at the aspect of collaborative attitude evidenced by peers’ discussion
forums and group assignments.

The appraisal process was done professionally for leadership and management in line with the
following employability competencies; Communication, problem-solving, adaptability and
responsibility (Chartered Management Institute, 2021).

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 Altogether, the internship concisely grounded me in professional tenacity, self-sourced learning,
and solvable critical thinking and made me focus on the particular professional and personal
development areas to develop in order to prepare for the future consulting career.

Table 4, Mentor's Appraisal Overview

Trait Rating

Punctuality and Attendance Excellent

Initiative and Creativity Good

Teamwork and Collaboration Good

Working on Own Initiative Good

Overall Performance Good

4.2 Personal Development Reflection

The time management, strong independent work ethic, as well as the ability to work adaptively
in a virtual format was a main strength that was found through mentor feedback. Flexibility and
accountability for these attributes are becoming more and more important in today’s consulting
careers that prefer hybrid models of work (Bennett and Ananthram, 2022).

On the other hand, the feedback also revealed a couple of areas that required improvement – the
areas to build direct interpersonal communication and active participation in virtual team
leadership opportunities. Though good at completing technical task, further development of
being able to influence and lead the group was recommended to boost consultancy effectiveness
in the future.

The feedback will direct the strategic development of enhanced leadership presence as well as
remote team verbal communication skills and professional relationship development. The skills
development strategy matches the standard career objective of becoming successful in
management consultancy roles because leadership and collaboration and strategic

13
 communication create the core of success (Chartered Management Institute 2021; Bennett and
Ananthram 2022).

Through the mentor appraisal experience I gained essential insights about my professional skills
which allowed me to build a specific plan for reaching my career targets in consulting.

The feedback will direct the strategic development of enhanced leadership presence as well as
remote team verbal communication skills and professional relationship development. The skills
development strategy matches the standard career objective of becoming successful in
management consultancy roles because leadership and collaboration and strategic
communication create the core of success (Chartered Management Institute 2021; Bennett and
Ananthram 2022).

Through the mentor appraisal experience I gained essential insights about my professional skills
which allowed me to build a specific plan for reaching my career targets in consulting.

5. Graduate Career Development Plan

Thus, achieving the goals and objectives of the virtual consulting internship at KPMG adds up
structured career development. At the short term, it focuses on gaining the initial position in a
reputed professional services consulting firm within half a year after graduation. This will entail
aggressive job search for graduate schemes, interview skills improvement and professional
networking, while acknowledging career management after a period of the pandemic, (Tripathi,
Ghosh and Ray, 2023).

The tangible short-term plan (1-5 years) is that the reporter intends to work towards being a
Management Consultant majoring in the area of digital transformation and management
advisory. In this regard, opportunities for continued professional learning, which embrace
acquisition of other certifications (like Lean Six Sigma or project management) shall be pursued
in relation to effective promotion of the career decision self-efficacy factors outlined by Wang et
al. (2023).

The skills improvement plan will deliver training in leadership development along with
teamwork enhancement and strategic problem-solving capabilities by using practical project
work and mentoring programs. The ability to improve client interaction along with

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 communication skills stands essential for consultative leadership development because social and
cultural capital remains vital as Tomlinson et al. (2022) explain.

The path to addressing minimal contact with clients requires purposeful research into client-
handling assignments along with competitive case challenges and purposeful attendance at
professional networking opportunities. According to Wu et al. (2024) one must demonstrate
resilience together with adaptability and lifelong learning dedication to build upward academic
and professional mobility.

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 Table 5, Personal Development Plan (PDP)

Goal Specific Goal Skills to Develop Actions Planned Resources Timeline

Type Needed

Short- Secure a graduate Interview skills, Apply for graduate Career service Within 6
term consulting role within consulting schemes, enhance support, online months
Goal a top consultancy firm frameworks, LinkedIn profile, case resources
adaptability practice case studies

Short- Strengthen leadership Leadership Attend leadership Online leadership 0–6

term and client-facing presence, client workshops, volunteer courses, months
Goal communication skills engagement, verbal for leading university professional
communication projects mentorship

Long- Attain promotion to Strategic analysis, Complete Professional 1–2 years

term Consultant/Senior project leadership, certifications like certifications,
Goal Consultant position decision-making PRINCE2, seek networking
challenging platforms
consulting projects

Long- Specialise in digital Technology Enrol in digital Company 3–5 years

term transformation integration transformation sponsorships for
Goal consultancy knowledge, courses (e.g., courses, industry
innovation Coursera, edX), gain webinars
management practical exposure

6. Conclusion

The KPMG virtual consulting internship transformed learning in a way that also strengthened
professional and personal capabilities. Key reflections from the placement highlight significant
development in communication, critical thinking, adaptability, and self-management skills.
Gibbs’ Reflective Cycle and Kolb’s learning Cycle were structured experiential learning applied
to understand the tasks deeper and enhance the skill continuously by providing more reflection.

In general, the virtual placement experience was valuable. The internship simulated realistic
consulting scenarios like any other internships in spite of the lack of physical interaction, hence
the development of necessary competencies in modern consultancy roles. Managing independent

16
 learning, communication barrier, and self-motivation not only were the challenges, but they
became pivotal growth opportunities. Proactively approached, virtual environments have the
potential to create very effective outcomes for professional learning.

These experiences gave the placement valuable contribution to personal and professional growth,
through building workplace resilience, strategic thinking and a clear sense of career direction.
Feedback received through the mentor appraisal process was critical in terms of offering
feedback that was actionable and geared towards particular strengths and areas for improvement,
feedback that informed future professional development priorities.

Finally, discussion centers round the perpetual significance of lifelong learning as well as
employment. The field of consulting is ever changing and always evolving and something which
its practitioners need to continually update their skill set, adapt to changes, and practice
reflectively. Reflective learning strategies keep them from allowing experiences, positive or
negative, pass them by without being turned into learning opportunities. This has to remain a top-
of-mind concern for career progression and business resilience in any changing business
environment.

In general, internship can be considered as a launch pad to success, instills the basic professional
values and a strong will to enhance personal skills as well as career growth.

17
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