Learning Contract Level 5 Project
Section 1: Student and course details
Section 2: Focus
The aim on this learning contract is to identify the aim of the learning contract, then define and clarify the role that is agreed between myself and my tutor- Hope Flynn to enable the work-based learning. The purpose of this project titled Hope for Children is to create an event to raise £10,000 for Jigsaw Autism School by the25th of April to buy learning equipment for autistic children by following the plan below
The event will host 450 guests with wheel chair access for disabled people with 500 seats made available for additional guest. The cost to host the event will include venue- £750, Set up- £200 and food and drinks-£500.
- Entry Fee- £10 charge for 450 guests = 4,500 sold tickets
- Set up- There will be a Fundraising event page direct link to donate in honour of the Autism such as cutting hair, promoting long distance races- Target aim- £2,000
- Set up a table for front event- sales will include, pizza, cotton candy, Cakes, soft drinks, sports drinks, hot drinks and snow cones sold at £2 each to raise £1,500
- Sales- Cloths donated, movies, CD’s, electronics at different price ranges with a target aim of £1,100
- Wrist Band Sales- Promote the sales of Autism speaker’s wrist band for £2.10 each targeting to raise £900
Total amount aimed to raise £10,000
This project adopts a crowd funding method for the event stated and as such will entail the use of skills acquired to develop an in-depth understanding of the competencies that listed below
- Team work
- Planning effectively
- Data analysis
- Providing feedback
According to Kolb learning cycle, learning includes the attainment of abstract ideas that are applied submissively in various situations (Appendix A). According to this theory, the development of new concepts is motivated through new experiences as the learning process is the knowledge created by the transformation of experience (McLeod, 2013)
Currently, there are over 700,000 people living with Autism in UK with more than 1 in 100 (Emerson and Baines, 2010). Autism is part of the daily life of 2.8 million people, in that number 34 percent of them children. According to Baird et al., (2006) findings 63 percent of children with autism have been identified to be in the wrong type of school that supports their needs.
As a result of this project I am able:
- Build a portfolio of evidence using a range of methodologies and activities (log books; critical incident diaries; employer or supervisor feedback).
- Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement.
- Demonstrate knowledge and understanding of the background and context relative to the chosen project or placement opportunity.
- Evaluate the effectiveness of preparation and planning undertaken prior to the placement or project implementation.
Section 3: Justification of Crowdfunded event Project
In my opinion, the attainment of learning is solely on individuals. This is supported by the various forms of teachings, both theoretical and practical with the exposure of various internal and external factors, however the responsibility of learning is mainly based on the individual.
The outlined aims stated above, provides the skills and core competencies that I hope the crowdfunded event project will enable me to perform to achieve the outcomes of this learning programme.
Regardless of the industry, for there to be a successful project completion, communication should be at the centre of the entire project.
Another vital skill that will be required to successfully complete a project is team work as projects are mainly based on teamwork and the ability to work as part of a team.
According to McKay and McKay (2014) report based on Benjamin Franklin’s ideas, ‘failing to plan is planning to fail’, hence it is vital to develop effective planning skills that is required for a project to be completed successfully. As such, the following below have been planned for the successful completion of this project, see Appendix D- Campaign Planner
The real life working environment is full of data that needs to be analysed and interpreted, as such it is vital that I develop effective data analysis skills which will enhance my prospect when searching for future employment
Last but not the least is the importance of being able to provide and receive feedback which is an important learning tool that assist with the evaluation, hence leads to an individual performing better.
Based on the above, I will apply past and present work experiences with the skills gained to the project/place for the crowd funding event. Furthermore, through the undertaken of Clifton’s test (Appendix E), I am aware of my strengths, weaknesses, opportunity and threats which plays a vital role in achieving the learning outcomes.
Section 4: Methods
The chosen method for this project is work based learning as an Internal GSM departmental project. The purpose of choosing this method is since learning takes place by attempting the task and making mistakes, the internal project creates a scenario of real life working environment and the challenges that may be encountered. Work based learning aids in bridging the gap between practical and theories.
There is a primary assumption that it is not every skill and knowledge can be learned in the classroom (Jackson, 2013). Work-based learning provides students with the opportunity to develop the skills and knowledge that are required by employers when working in real life environment (Jackson, 2013).
Research method is also applied to ensure that I am aware of the current working environment and to determine the best practice to manage this crowd funding event. By researching on the topic, I can gain a better understanding of the research topic and develop ways to complete the task meeting the learning outcomes.
SWOT is also applied as I can use the skills identified through Clifton’s test results (Appendix F) to use my strengths to the advantage of the team and develop on identified areas of weaknesses and threats.
The EMBOK model is also applied as it describes the three dimensions of the scope of work involved and the skills and knowledge that are required to be developed to create, develop and deliver the fund crowding event. (Appendix E- EMBOK Model)
Furthermore, there are confidential and ethical issues that may place restraints that may not make it valuable. Although, it has many positive aspects for myself such as the direct benefit of gaining work experience whilst learning and the employer the ability to attract new talent to gain a competitive over competitors (Bennett, 2008).
Based on the above considerations, in my opinion the most applicable is work based learning. This is because it allows for increased communication and reflexivity which are mostly more rewarding for learning experiences. Based on the limitations, this is most suited to Marquardt and Banks, (2010) description of ‘Action Learning’ as it involves a process of continuous learning and reflection and individuals learn from experiences and each other.
A weekly learning logbook will be kept along with a journal that will be used as evidence of learning taking place. By taking weekly logs, this allows for me to log how I feel, my views, ideas and the action taken which may be revised later. The team and myself will also keep /record a critical incident diary to document instants that leads to in-depth understanding.
Section 5: Timetable- Hope for Children Fundraising Event
The duration of the crowd funding event will be over a period of 10 weeks. Throughout the duration, various task will be completed to ensure that the learning outcomes and objectives are achieved.
Adequate planning is vital for this project, as it ensures that the team and I have enough time to interact with the stakeholders Engagement Simulation to be able to complete all areas of this project.
The various task for this project have been documented in a table. (Appendix B
Gantts Chart and Appendix C- Time Table: Hope for the Children and Appendix D- Campaign Planner).
The modules taught this semester, Project/Placement and Implementation (PPDI5039) and Evaluation and Reflection (EVRE5017) provides the theoretical framework that supports majority of the experimental learning. The modules will take place for 10 weeks with the simulation activities running from week 1 to week 9. The initial meeting in week 1, will be used as a warm up exercise to gain an understanding of the module requirement and will also be used to form groups members. Furthermore, during the first week meeting the team leader will be elected and a target on weekly task to be completed.
The team will also use the opportunity to set weekly strategy that will aid in achieving the groups aims by discussing, planning and agreeing on the overall strategy that will used for this project.
Furthermore, Week # 2 will span into week # 3 simulation in which the group will start by creating the topic for the project then venue selection. During week 2, I hope to have gained a better understanding of how the group will work together providing the opportunity for group members to raise and discuss their concerns as well as share ideas to add value to the project.
Week #3 will further span into week # 4. In week 3, the group would have gathered data to aid in our decision making for task delegation on Resource and Scheduling, Food and entertainment which will be discussed and agreed on. This will provide the group with the opportunity to review our overall strategy with set targets that the group aim to meet within the next 3 weeks.
Week # 4 will span through to week # 9 of the simulation where all team members evaluate the information gather from previous weeks to reach a final strategic decision.
For the duration of the entire simulation, weekly learning logs, stake holders grid and critical incidents logs will be collected. All materials gathered will be referenced and used in the report section and the learning journal will be submitted by the 26th of April 2018.
Section 6: Evidence of accomplishment
At the end of this project, this portfolio will contain the following:
- A learning contract with appendices associated
- Project report
- Log books
- Critical incidence diaries
- Tutor’s feedback
- Skills grid
- Learning journal
Section 7: References
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.
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: http://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
Section 8: List of appendices to this learning contract
- Appendix A- Kolb’s learning Cycle
- Appendix B- Gantts Chart
- Appendix C- Time Table: Hope for the Children
- Appendix D- Campaign Planner
- Appendix E- EMBOK Model
- Appendix F- Clifton’s Strength Finder Test Results
The learning contract agreement and plan is between myself and my lecturer Mr Hussain Mansoor
Signed: Tutor/Supervisor: Hussain Mansoor
Signed: Student: Pauline Wangai
Appendix A- Kolb’s Reflective Learning
Appendix B- Gantts Chart
Appendix C- Time Table: Hope for the Children
|Hope for the Children||Duration||Start||Finish||Predecessors||Total Slack|
|Super Event||82 days||Fri 2/2/18||Sat 5/26/18||0 days|
|Initiation||32 days||Fri 2/2/18||Mon 3/19/18||44 days|
|Entities to project||20 days||Fri 2/2/18||Thu 3/2/18||41 days|
|Goals and objective||12 days||Fri 3/2/18||Mon 3/19/18||3||39 days|
|Connection to plan of work||10 days||Fri 3/2/18||Thu 3/18/18||3||39 days|
|Planning||50 days||Fri 12/29/18||Thu 3/8/18||5||0 day|
|Developing plan||10 days||Tue 3/20/18||Mon 4/2/18||4||17 days|
|Budget planning||15 days||Tue 3/20/18||Mon 4/9/18||2||44 days|
|Selecting venue||15 days||Fri 3/16/18||Thu 4/5/18||5||20 days|
|Inviting speakers||5 days||Wed 2/7/18||Tue 2/13/18||4||17 days|
|Preparing materials||7 days||Mon 1/22/18||Tue 1/30/18||3||27 days|
|Estimation of the budget||4 days||Tue 3/20/18||Fri 3/23/18||2||11 days|
|Designing contribution||54 days||Wed 2/7/18||Mon 4/23/18||8||0 day|
|Graphic consultation||7 days||Tue 3/20/18||Wed 3/28/18||4||18 days|
|Media production||8 days||Wed 2/7/18||Fri 2/6/18||2||46 days|
|Design invitation||12 days||Tue 3/20/18||Wed 4/4/18||2||0 days|
|Developing logo||10 days||Fri 3/16/18||Thu 3/29/18||5||5 days|
|sales person- Cakes||12 days||Thu 4/5/18||Fri 4/20/18||17||1 day
|Receive orders for t-shirts||15 days||Thu 4/5/18||Wed 4/25/18||16||0 day|
|Hire training personnel||15 days||Tue 3/20/18||Mon 4/9/18||5||34 days|
Appendix D- Campaign Planner
Booking of site and licence group meeting
Booking of site
Invitation to be sent out
Start of project
Planning of Project
Budgeting of Project
Preparation of site
Specification and Requirement
Communication with guest
Catering for children goody bags
Arrangement of media photographers and security
Appendix E- EMBOK Model
Appendix F- Clifton’s Strength Finder Test Results
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