Learning Outcome Evaluation And Reflection On ‘Hope For The Children’ Event

Learning Journal

After undergoing a learning process, what follows is an evaluation of the learning outcome and a reflection on what has been gained in the process. After undertaking theoretical lessons in event planning, a practical exercise was undertaken by the name of “Hope for the Children”. The exercise meant to collect a total of $ 10,000 through crowdfunding. This amount was meant to help Autism children at Jigsaw autism school with learning materials. Learning journal, career and personal development plan shall be looked at in this paper. Under the learning journal, I shall evaluate and reflect the project design, implementation module, reflection upon the experiences and assess the impact of the event on overall learning. Under the career and personal development, the paper evaluates and reflects on own learning, performance, achievements and a plan for personal, education and career development. The paper shall conclude with a conclusion and a list of references.

Learning journal was maintained throughout the project. The main aim of the journal was to record the activities carried out throughout the event and the learning gained from the event (Baird 2006). The practical event was planned to be carried out in a period of nine weeks.

On the first week, a group was formed which would take part to implement the practical event. The main aim of the group formation was to combine efforts with other students in the event implementation. The group also helped to share ideas, raise concerns and discuss the most effective methodology for implementing the project (Djamchid 2015). The initial stage was filled with warm-up exercise which included the understanding the event, objective of the event and brainstorming on the event. During the group team leaders were elected. The leaders were to lead the groups in achieving the eventual expected outcome. During this period, a brainstorming was held and the discussion was held on the objective and the requirement which included the application of the theoretical learning from class. The objectives were identified as the application of communication skills, teamwork, planning effectively, data analysis and providing feedback.

On the second week, the simulation was done. A group meeting was held to discuss the opportunities presented by the event and concerns which the members felt required attention. Ideas and suggestions which could help in effective implementation of the event were discussed. The activity schedule related to activities to be undertaken from week three to nine was then created (Cole 2018). The importance of the meetings was to form a common objective and to cement the cohesion of the group. Careful planning and understanding were also considered of great importance. The appointment was done and delegation of duties was done.

Evaluation and Reflection on Career and Personal Development

During the third week, those delegated with a collection of data went ahead to do so. The data was to help in making a decision and in the delegation of tasks based on the schedule and resource, entertainment and food. The venue on which to hold the event was then selected after the topic selection. The topic crowdfunding was selected and the event/ project duped “Hope for the Children” was settled on. Crowdfunding since it provided the skills and core competencies that were hoped to deliver the expected learning outcome of the project.

During week 3, the whole process of planning and delegation of tasks based on the resources available was done. The scope and goals of the event were discussed and scheduled throughout the project implementation time scheduled for week three to week nine. The scope and goals of each activity were discussed and a schedule of activities to take place during specific weeks (Jackson 2013). The planned activities and entertainment were scheduled to take place from week three to week six. This was done while aligning each activity with the tasks involved in their completion. The activities involved to bring the food to our event were scheduled to take place during week three and four.

The presentation of the project was to be done using slides. The presentation slides preparation and the dragon den were then scheduled to take place from week four to seven (Jian and Yao 2013). The evaluation activities were finally scheduled to take place throughout from week five to nine while feedback was scheduled for week nine and ten.

The Gannt chart showing the action plan is shown at the end of the document as Appendix A

The “Hope for the Children” activity schedule is shown towards the end of this document as Appendix B

As learned from theoretical lessons in class, the main objective of planning is to ensure that everything that was required for successful completion of every activity had been taken care of, the resources required had been acquired and any preparation required had been done. Throughout the planning process, I was able to reflect on what I had learned in class and ensured that I had implemented the planning topics from class into this project

The EMBOK model was applied in the implementation of the project. This is because it describes the three dimensions of the scope of work involved, skills and knowledge that are required to create, develop and deliver the fund for “Hope for the Children” project was achieved.  EMBOK model has the five pillars that help in directing the implementation of the project (Thompson 2016). These are administration, design, marketing, operations, and risks.

EMBOK Model for Event Implementation

For the administration purpose, the team leader of every group was elected and led the group in preparing the work schedule, data collection, risk analysis and guided the group throughout the implementation period. Through the initial period, the event planning was done while delegating duties and tasks, marketing activities were carried out. After marketing activities, the actual event was held.

The implementation of this event took place in four stages.

The first stage which we referred to as the initiation stage involved the project preparation of the event schedule. The activities here included the project activities, objective setting, and goal setting. Under the project activities, we discussed the tasks that should take place in relation to the projects. These tasks were listed down in order of priority (Emerson 2010). We then considered the resources we had and decided to base the delegation of these activities on them. The resources considered here included the finances, time and the human resources (based on talents, experience, and knowledge).

We then discussed the objectives of the project and listed them down. We concluded that the objectives of the project included putting into practice the theoretical skills learnt in class and be able to apply them in the real-world situation, apply the theoretical skills learnt in class in a professional manner, demonstrate a critical approach to evaluation techniques and reflective practice and being able to implement the skills on a project up to the final completion stage.

The second stage which we termed as the planning stage was meant to take a period of 52 days and included in the development of the plan. The plan included Gannt charts and activity schedules. Budget activities ware also held at this stage where the resources available were valued and allocated to different tasks during the budgeting process (Reird 2011). The objective of budget preparation was to ensure that optimal resources were allocated effectively to different activities.

The third activity was to choose the venue to hold the event. We discussed this in relation to the availability of the venue, venue cost and the consideration of the expected guest. At this stage, the speaker invitation was discussed. We settled on a choice based on the availability of the speaker, knowledge of the speaker in relation to our event and the cost of hiring them. The discussion on constructions required was also held at this stage (Hesse 2015). This was done in relation to the number of guests required, the resources we had and the purpose of the construction. The budget of the construction was then prepared and resources required allocated.

The Four Stages of Event Implementation

The third stage termed as the graphic consultation meant to take 52 days was discussed. The activities here included the designing of the invitation materials, media production, sales of cakes and receiving the t-shirts ordered.

To make the event successful, we first prepared the list of the guests to be invited. The promoters of the crowdfunding event were continually updated through social media and emails. We also contacted the fundraisers who contacted the financial contributors to the event. Any announcement that required to be made was done through social media due to its popularity among the public. A video to promote the event was also made and posted on the social media as a promotional step.

I prepared the weekly learning logbook, as well as journals, which can be used as the fact for undertaking learning that took place (West, Lou, and Andrew, 2017). By going with weekly logs, this concept permitted logging how I feel, my perception, ideas as well as actions taken by me that can be quickly revised at a later stage.

I will use the Boud’s reflection Theory/ model in reflecting upon the experiences and learning gained from these activities that we conducted from week one to week nine. According to this theory, experience consists of consist of a personal response to situations and events. In this respect, I logged in how I felt and experience gained from every activity that I undertook. While the lectures provide the theoretical underpinning the tutorial activities enable you to reflect upon and apply a range of perspectives such as reflection-in-action, reflection-on-action, reflection-for-action as well as subjective and objective reflection. The Boud’s triangular model takes three pillars of reflection which are learning, experience and reflection. The only limitation of this reflection is that it does not explain what reflection consists or how learning helps in gaining experience.

I have learned from the event that regardless of the industry, for completing the project, communication is the most critical factor, and it’s at the centre of the project (Thompson and Khambaita, 2016). Another factor which I have noticed is that for successful project completion, teamwork plays a vital role because most of the projects are based on teamwork, and the ability of the staff to work with each other by showing right understanding and coordination with one another (Thompson and Khambaita, 2016). While working on this project, I have analysed that work-based learning is highly effective, because it permits in enhancing the reflexivity as well as communication that is more rewarding for attaining learning experiences (Hesse, 2014).

Boud’s Reflection Theory/Model

Depending on its limiting factors this one is highly suited to Walsh (2015), who describes the action learning. It also includes the continuous learning process, along with reflection and individuals that learn through experience and one another (Health & Mind, 2015). I also prepared the weekly learning logbook, as well as journals, which can be used as the fact for undertaking learning to take place. By going with weekly logs, this concept permits to log towards how I feel, my perception, ideas as well as actions taken by me that can be quickly revised at a later stage (West, Lou, and Andrew, 2017).

I have understood that I will keep a record about the entire critical diary, to document about the instants, which might lead towards the in-depth understanding about the issue (West, Lou, and Andrew, 2017). Though sometimes it’s hard to record the events in real time, it is important to jot down some notes whether physically or mentally to avoid forgetting by the end of the event. Record keeping is important since it makes a point of future reference.

I also learned that budgeting is essential for resource allocation purposes. In reality, there shall be n0 time when the resource shall be in excess, it is, therefore, prudent to allocate resources in order of priority and after data analysis. This enables to complete the tasks effectively.

I also learned that it is not always that the theory learned in class exhaustively caters for all practical needs. Sometimes we need to think outside the box and use our creativity to accomplish some of the tasks. When contemplating about the graphic consultation, we first had no idea of where we can get one. This made us do a research of the surrounding businesses in an effort to get at least one. Once we found one, I discovered that I had been passing his business almost daily, we negotiated the price and secured his services (Walsh 2015). I then learned of being observative and not ignore the environment since I might ignore something that I shall need later. Negotiation skills were also very essential in price haggling.

At the end of the ninth weeks, I had also learned so much in appreciating other people’s efforts and talents. I also discovered that though I had perfectly understood the class lessons, there were so many things that I still did not know but I learned from my friends, for example, negotiation skills. I also appreciated teamwork more after reflecting on the so much achievement we had acquired within a so short period. In this, I learned how to utilize symbiosis principle which was achieved through delegation of task on the basis of talents and experience. In unity, we can achieve more.

By the end of the 11^th week, I was able to relate the theory lessons to the real world. I made a decision that whenever I am in class, I will always try to create a mental picture which shall help me in a deeper understanding of the lesson.

My perspective and attitude towards my surroundings changed. I am now always observant and keen to details (Health and Mind 2015). I gained this ideology after noticing how much struggle we underwent when looking for a graphics consultant only to notice I have been passing his office almost daily.

After realizing how much we had achieved within this period, my perspective towards join others for a single activity changed. My attitude towards teamwork changed. I am now collaborative with my fellow students and appreciate everyone’s contributions. I can now appreciate teamwork than I did before.

After undertaking tasks, I noticed the area that I needed to do a further research on after discovering that some of the lessons that I had assumed to have understood I actually was missing some points (Baird et al 2006). I was also encouraged to do a further reading after every lesson that I take in class.

I am now able to prepare an activity schedule, a budget and a project Gantt charts from scratch. Am conversant with event management in terms of planning, scheduling, implementation, and delegation. I am also able to perform marketing activities, especially on social media. I feel confident in applying my theoretical learning to practice.

Conclusion

Throughout this module, I have gained theoretical knowledge from classroom which I used in combination with others in our group to plan and execute a project/ event. In this regard, we combined to make a group and elected our group leader who was in charge of leading and controlling the group and its activities. After brainstorming, our group settled on a project on crowdfunding which was meant to help in collecting funds which would be used in supporting autism children from the jigsaw autism school. The group began by collecting data that could be used in planning, delegation, and allocation of the resource. The activity schedule, budgets, and Gantt charts were prepared. Allocation of tasks was also done.

This report covers the activities that took place from week one to week nine. In week one, we held warm-up activities which included brainstorming and familiarisation with group members. In week two to three, we selected the topic and settled on the venue to hold the activities. We shared our concerns, ideas and discussed the way forward. In week three, we gathered data which could help us in the delegation, resource allocation, food, and entertainment (Benna 2018). A Gantt chart for the tasks to take place throughout the project was developed as shown at the end of the document marked as Appendix A. An activity schedule was also prepared as shown at the end of the document marked as Appendix b. The implementation of the project started after the planning period. The implemented activities covered here only include those between week one and week nine. The activities that were undertaken during this period have been logged in the journal as shown in Appendix c. The activities, undertaken during this period included promotional material designs, updating the event organizers and promotion of the event through the social media.

The reflection on learning that had been achieved during this period has been looked at after the planning and implementation. This reflection includes the realization of the theoretical understanding gap. Learning from the contribution of each member of the group among other. The impact of the project up to week nine has also been looked into. Some of the impacts include a change of mentality towards the group work. A decision to be doing a further independence research after the class lessons among others. The objective of implementing this practical event was to apply the theoretical learning in a real-world situation. This has been achieved from a combination of group members’ contribution. The project is still on time; the expected learning outcome is being gained and logged in in the journal as evidence for participating in the implementation and also for reflection purposes.

2a) personal analysis

SELF/STRENGTHS	OPPORTUNITIES
– A quick grasp of teaching in class – Ambitions in line with event management. – Good in planning and scheduling – Good in research work – Good contact network – Focussed – Approachable tutors	– Sufficient library resources. – Growing event management market – Sufficient time for improvement – Approachable lecturers –
ASPIRATIONS	RESULTS
– Pass the module – Pass my overall grades – Become the best event manager – Be able to form effective teams – Become a good negotiator	– At least B grade pass in this module – pass to the next level – be able to perfectly organize an event – form winning teams – Become a good negotiator.

2b). Professional value statement

Excellence in the field of event management through a clear focus, dedication, teamwork, research, and understanding of the field. Achievement of grade A in classwork in both theory and practice.

2c – Setting SMART Goals

What do I want to learn?	What do I have to do?	What support and resources will I need?	How will I measure my success?	The target date for review of results.
Lessons taught in class	-Be keen in class. -Conduct  further research  after class	-Attend classes -Make time for research	-Excellence in class quizzes	After every two weeks
Application of lessons learned in class in the real-world situations	Participate in more practical activities and projects.	Make groups undertake practice on theory lessons	Perfection in project implementation	After every class module
Organization and perfect management of an event	Help my contacts in organizing their event. Conduct more research in event management	Time management skills and frequent contacts with event organizers. Conduct more research on event management skills	Friends asking for my assistance when organizing their events.	Monthly basis
Negotiation skills	Conduct a further research on negotiation skills. Attend negotiation skills lessons.	Save money to buy negotiation skills learning materials. Save money to pay for negotiation skills lessons	Winning in negotiations	Every weekend
Teamwork management	Participate in more group work activities. Conduct a further research on teams and group management.	Group formulation Make time for research	The excellence of group members in both class work and practical	After three weeks
Event promotion, marketing,	Study marketing skills Train on designing of promotional materials Start building bigger networks.	Conduct research on marketing and promotional skills. Practice on designs Making friendship with new acquaintances	Understanding marketing and its techniques Designing perfect promotional materials.	After three months

2d – Personal Objectives

Short-term goals (next four months)

Pass in-class quizzes Form groups

Medium Term Goals (next 2 – 3 years)

– Learning marketing skills – Perfecting event organizing skills and management

Long-Term Goals (following 3 to 5 years)

– Skilled event organizer and promoter – Skilled promotional material designer – A clear understanding of the marketing channel

The campaign plan was planned as shown below

Appendix C

Week 1 Booking of site and license group meeting	Week 2 Booking of site	Week 3 Invitation to be sent out	Week 4 Start of project
Week 5 Planning of Project Budgeting of Project	Week 6 Preparation of site	Week 7 Specification and Requirement	Week 8 Communication with guest
Week 9 Catering for children goody bags	Week 10 The arrangement of media photographers and security	Week 11 Decoration	Week 12

Bennett, K., 2008. ‘Managing experiential education: work-integrated learning in the context of a cost-benefit analysis’, Journal of Cooperative Education and Internships, vol.42, no.2, pp.34—44

Baird G, Simonoff E, Pickles A, Chandler S, Loucas T, Meldrum D, Charman T., 2006. Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP). Lancet, (2006) 368(9531): 210–215.

Bruntje, D. and Gajda, O., 2015. Crowdfunding in Europe: State of the Art in Theory and Practice. Springer

Buckingham, C., 2015. Crowdfunding Intelligence: The ultimate guide to raising investment funds on the internet. LID Editorial

Benna, U. G. and Abubakar, B. U., 2018. Crowdfunding and Sustainable Urban Development in Emerging Economies. IGI Global

Bennett, K., 2008. ‘Managing experiential education: work-integrated learning in the context of a cost-benefit analysis’. Journal of Cooperative Education and Internships, 42(2), pp.34-44.

Cole, R.J.. 2012. Transitioning from green to regenerative design. Build. Res. Inf, 40, pp. 39–53.

Djamchid, A., 2015. Strategic Approaches to Successful Crowdfunding. IGI Global

Emerson, E. and Baines, S., 2010. The estimated prevalence of autism among adults with learning disabilities in England. Stockton-On-Tees: Improving Health and Lives.

Jackson, D., 2013. ‘The contribution of work-integrated learning to undergraduate employability skills outcomes’, Asia Pacific Journal of Cooperative Education, vol.14, no.2, pp.99—115.

McLeod,S. 2013. Kolb – Learning Styles. [online] Cei.ust.hk. Available at: https://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf [Accessed 10 Mar. 2018].

McKay, B. and McKay, K., 2014. Introducing the Ben Franklin’s Virtues Daily Record & Journal. [online] The Art of Manliness. Available at: https://www.artofmanliness.com/2014/11/17/introducing-the-ben-franklins-virtues-daily-record-journal/ [Accessed 10 Mar. 2018].

Marquardt, M. and Banks, S., 2010. Theory to practice: Action learning. Advances in developing human resources, 12(2), pp.159-162.

Reid, B. 2011. Great Expectations. London: The National Autistic Society, p18

Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP). Lancet, 368(9531), pp. 210–215.

Health & Mind., 2015. The Crowdfunding Bible: How to Raise Money for Any Startup, Video Game Or Project. Lulu.com

Hesse, J. (2014). London Is Now The World’s Crowdfunding Capital. [Online]. Available at:

https://www.forbes.com/sites/jasonhesse/2014/08/15/forget-nyc-or-san-francisco-london-is-the-worlds-crowdfunding-capital/2/#7f04030ffb17 [Accessed 21 March 2018]

Jackson, D., 2013. ‘The contribution of work-integrated learning to undergraduate employability skills outcomes’, Asia Pacific Journal of Cooperative Education, vol.14, no.2, pp.99—115.

Jiang, C. and Yao, S., 2017. Chinese Banking Reform: From the Pre-WTO Period to the Financial Crisis and Beyond. Springer

Lee, S. S., Boshnakova, D. and Goldblatt, J., 2016. The 21st Century Meeting and Event Technologies: Powerful Tools for Better Planning, Marketing, and Evaluation. CRC Press

Lehner, O. M., 2016. Routledge Handbook of Social and Sustainable Finance. Routledge

Marquardt, M. and Banks, S., 2010. Theory to practice: Action learning. Advances in developing human resources, 12(2), pp.159-162.

Reid, B., 2011. Great Expectations. London: The National Autistic Society.

Rich, J. R., 2014. The Crowd Funding Services Handbook: Raising the Money You Need to Fund Your Business, Project, or Invention. John Wiley & Sons

Thompson, M. and Khambaita, S., 2016. Crowd Funding Is The Greatest Con In The History Of The Human Race Or The Greatest Opportunity?: Learn How Billions Of Dollars In The Crowd Funding Space Is Being Unequally Divided & How Social Rewards Technology Can Enhance The Industry. Pamper Me Network

Thompson, M. and Khambaita, S., 2016. Who Is Winning The Social Media and Crowd Funding War: The Battle For Good Vs Evil – Will You Be A Casualty Or Emerge As A Trailblazer? Pamper Me Network

Walsh, K., 2015. Dockside: Kim and Eric Embrace Crowdfunding to Realize Dreams. Lulu.com

West, E., Lou, L. and Andrew, W., 2017. Handbook of Research on Emerging Business Models and Managerial Strategies in the Nonprofit Sector. IGI Global