Project Evaluation and Feedback

The assignment evaluates a project management experience, focusing on the teamwork aspect. It includes a customer survey with questions about the project's deliverables, deadlines, discipline, and event area security. The respondent also reflects on their personal experiences as a team member, including being taken off from the group unexpectedly due to unforeseen circumstances. Additionally, it contains a critical incident log where the respondent recounts an incident that occurred during the project. A ranking of potential supporters for a future project is also included, highlighting various organizations and individuals who could provide support. Finally, the assignment includes weekly meeting logs that summarize the team's progress and discussions.

Task 1- Learning Contract Level 5 Project
Section 1: Student and course details
Name: Pauline Wangai
Tutor: Hope Flynn
Project/Placement Crowded Funding
Section 2: Focus
Aim
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
 Communication
 Team work
 Planning effectively
 Data analysis
 Providing feedback
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)
Problem statement
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.
Learning Outcomes
As a result of this project I am able:
1. Build a portfolio of evidence using a range of methodologies and activities
(log books; critical incident diaries; employer or supervisor feedback).
2. Identify and articulate the development of work related skills mapped to
evidence drawn from either the project or placement.
3. Demonstrate knowledge and understanding of the background and context
relative to the chosen project or placement opportunity.
4. 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
E- 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.
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 C
Gantts Chart and Appendix D- Time Table: Hope for the Children and Appendix E-
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.
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- Gantts Chart
 Appendix B- Time Table: Hope for the Children
 Appendix C- Campaign Planner
 Appendix D- Clifton’s Strength Finder Test Result
Learning Contract/Agreement/Plan

Task 2
Project background
Crowdfunding has brought change in the entrepreneurs, start-ups, and tech visionaries
and media makers funding ways. Designers, start-ups along with creatives are always
interested in heading with crowdfunding programs. Crowdfunding concept is
explained as a practice of financing the venture or projects through collecting a small
portion of money through a massive group of people through the help of internet

(Bruntje and Gajda, 2015). Crowdfunding is also discussed as the type of
crowdsourcing as well as referred as the optional finance. In the year 2015, it was
calculated all over the world that around US$34 billion was collected through
crowdfunding technique (Baird, Simonoff, Pickles, Chandler, Loucas, Meldrum and
Charman, 2006).
Britain is known as the home for around 80 different platforms of crowdfunding, but
Crowdcube and Seedrs are two big players (Jiang and Yao, 2017). In the year 2015,
about 1 million people were part of crowdfunding event taken place in the UK, in
which £3.2 billion was from donations, loans, and investments (Benna and Abubakar,
2018). Nevertheless, in other economies, there has been fast growth around
crowdfunding. For instance, crowdfunding makes up to 12% of new loans for a small
type of businesses along with 15% of the market for venture stage equity and seed
investment (Benna and Abubakar, 2018). It is estimated that the crowdfunding done
for the right cause creates around 0.5% in the UK (Baird, Simonoff, Pickles,
Chandler, Loucas, Meldrum and Charman, 2006).
The UK is considered as the right place for crowdfunding around the world, as
mentioned by Seedrs, who is an American born founder of crowdfunding (Reid,
2011). Europe and U.S are far away from the UK regarding crowdfunding, which
holds a logical regime, which supports in protecting the investors while creating the
commercial model in operating the crowdfunding.

The government of UK is quite supportive in enhancing the crowdfunding events
(Baird, Simonoff, Pickles, Chandler, Loucas, Meldrum and Charman, 2006).
The purpose of Crowdfunding project is to initiate the project “Hope for Children” for
organizing an event to raise £10,000 for the Autism children studying at Jigsaw
Autism School by around 25th April (Buckingham, 2015). This project aims at
purchasing the learning equipment’s for the children facing autism issues by forming
the plan. This event will initially host around 450 guests, and even impart special
facilities to disable people. The costing for the event will also cover up £750, food
and drink will cost around £500 and set up will cost £200. As the entry fee will be
£10, so for 450 guests, the event can make up £4500 through selling tickets (Benna
and Abubakar, 2018). This program will also come up with fundraising event online
page for those, who want to donate, and the options that will be available on the page
will be cutting hairs as well as long distance race. Through this, the organizers aim to
collect £2000.
This event also aims to set up the table for selling different food items like pizza, soft
drinks, cakes, coffee, and candies (Cole, 2012). It will also include the table for
selling CD’s, clothes, electronic items at variant cost, and this targets to collect around
£1100. This event also aims to sell the speaker’s wristband for autistic people for
around £2.10, and the organizers target to attain around £10,000 (Lehner, 2016).
Crowdfunding method is applied by the event organizers, and they will also entail
making use of skills, which will be acquired for developing competencies like data
analysis, communication, effective planning, offering feedback, as well as teamwork
(Benna and Abubakar, 2018).
Models/ theories for underpinning the analysis

As per trans-disciplinary model, learning is essential, and it covers up the collection
of abstract ideas, which are submissively applied in different situations (Benna and
Abubakar, 2018). As per this theory, the new concept development is highly
motivated by conducting experiments of the learning process and then transforming
the experiments. The trans-disciplinary models also explain the few dimensions
related to the involvement of work and knowledge, which is needed for developing
and delivering the event about fund crowding (Benna and Abubakar, 2018). For this
project, work-based learning is highly significant, because it permits to have enhanced
reflexivity and communication, which is usually rewarding for attaining experiences
of learning. According to the limitations, Bennett (2008) explains about the “Action
learning,” because it includes the process linked with continuous learning, learning
for individuals, and reflection through experiences. Learning model also emphasize
on keeping the logbook, which is used as a learning fact (Bennett, 2008). Through
undertaking the weekly logs, crowdfunding event will be able to understand the ideas,
views, and actions that take place and needs to be revised (Djamchid, 2015). The
event management will include the record which will consist of documents which will
help in collecting in-depth understanding about the events (Bennett, 2008).
Project phases and its effectiveness
The crowdfunding event “Hope for the Children” includes different project phase,
which starts with the super event for 82 days, beginning from 2nd February 2018 until
26th May 2018. The first stage of this project is an initiation, which will go for 32
days, that includes entities of the project; objective and goals of the project along with
connection towards work planning (Benna and Abubakar, 2018).

This stage will start from 2nd February and move till 18th March 2018. Next stage is
planning, which goes around 50 days, starting from 29th December 2018 and runs till
8th March 2018 (Benna and Abubakar, 2018). This stage will include developing a
plan, planning for the budget, choosing the venue, inviting the speakers, constructing
materials, along with measuring the budget. This stage ends on 23rd March 2018
(Benna and Abubakar, 2018).
The final stage relates to designing the contribution, which moves for 54 days. This
stage includes graphic consultation, which consists of the designing of an invitation,
media production, invitation designing, and logo designing as well as sales of cake,
and receiving t-shirt orders (Benna and Abubakar, 2018). The final phase is based on
the hiring training personnel, which goes for around 15 days. This stage starts at 20th
March 2018 and goes till 9th April 2018 (Benna and Abubakar, 2018).
The duration of the complete crowdfunding event will go around ten weeks. In the
entire event, different tasks will be completed for making sure that the learning
objectives and outcomes are attained in the proper way (Benna and Abubakar, 2018).
Proper planning is essential for the project, as it make sure that the team can get
adequate time to communicate with the stakeholder’s engagement simulation in
completing every project area (Benna and Abubakar, 2018). This project will also
offer the theoretical framework, which helps in conducting most of the experimental
learning (Lee, Boshnakova, and Goldblatt, 2016). This module will go for around ten
weeks by the support of simulation activities. In the first stage, the initial meeting will
be applied as the warm-up exercise for attaining the understanding of the
requirements and will try to formulate the groups (Benna and Abubakar, 2018).

In this, the first meeting with the team leaders will be conducted for electing as well
as targeting over the weekly work done by the team, and checking whether it is
adequately completed or not (McKay and McKay, 2014). The team will also make
use of an opportunity to establish the weekly strategy, which supports in attaining the
groups aims through planning, achieving as well as agreeing over the complete
procedure used for the project (McKay and McKay, 2014). In the second week of the
project, the team will go around in search of a topic and for selecting the venue, on
which event will take place (McKay and McKay, 2014).
Week 2 is more helpful in understanding about the opportunities of the event and for
group members by discussing their concern and sharing the ideas, which can add
value to the project (Emerson and Baines, 2010). As per week 3, the members of the
data will go ahead with collecting information that aid in decision making, delegate
the task to group members, based on scheduling and resource, entertainment and food
(McKay and McKay, 2014). This will also offer the group with an opportunity to
conduct the check process about the comprehensive strategy that targets to fulfil the
aim of week 3. In the last week, all the members of the group will try to evaluate the
information collected through last week to reach the final decision (McKay and
McKay, 2014). In the complete weeks, the time will be equally distributed for
simulation, stakeholders, learning logs, as well as in critical incident logs. All the data
collected needs to be referred, and the complete journal will be published on 26th
April 2018 (McKay and McKay, 2014).
In the week 11 schedule, site booking and license group meeting will take place in
week 1; in the second week again, site booking process will go on; in the third week,
an invitation to the guest will be sent. In week 4, the project will begin by conducting

crowdfunding event to collect funds for the autism school children (Marquardt and
Banks, 2010).
In week five project planning and budgeting will be done. In week 6, site preparation
will be conducted. Specifications and requirements will be decided in Week 7, and
interaction with a guest will be done in week 8. In Week 9, the organizers will go for
catering towards goody bags for children (Marquardt and Banks, 2010). In week 10,
arrangements will be made for media photographers and security, and in last week
before the final event to take place, decoration of the venue will be done (Marquardt
and Banks, 2010).
Skills for solving work-based problems
For organizing an event various methodology, as well as activities, have been used
like supervisor feedback, log books as well as employer feedback (Lee, Boshnakova,
and Goldblatt, 2016). It also explores and articulates the work linked skills to mention
the fact, which is drawn through placement or project (Marquardt and Banks, 2010).
For this event it is essential to depict the knowledge of the background and context
associated with the project, and finally, preparation and planning should be done
before the plan is implemented (Marquardt and Banks, 2010).
Attaining the learning is entirely dependent on individuals, which is supported by
different kinds of teachings, including both practical and theoretical with exposing the
various external and internal factors (Marquardt and Banks, 2010). But the learning
responsibility is entirely dependent on an individual. The crowdfunding event that is
taking place in London is organized for attaining the results of learning programme
(Micic, 2015). Nevertheless, in the successful completion of the project,
communication should be focused. Other skills that are needed for completing the

project is teamwork because plans are entirely dependent on teamwork as well as on
the ability of the team.
As per McLeod (2013) relying on the ideas of Benjamin Franklin, failing in planning
leads to planning to fail; therefore, it is essential to construct the effective skills for
planning, as the same also supports in the successful completion of the project
(McLeod, 2013). The actual working environment includes complete data, which is
expected to be interpreted and analyzed because it’s essential to have data analysis
skills that can improve the prospects related with future employment (Thompson and
Khambaita, 2016). Finally, the significance of offering and receiving the feedback is
also a valuable tool, which can support in evaluating, and often leads towards
improving individual performance (Thompson and Khambaita, 2016).
Analyse and evaluate the action
For the successful completion of crowdfunding event, various actions were taken to
have proper management of an event (Thompson and Khambaita, 2016). I build a
tribe, which includes a list of people who will be invited to an event. Promotors of an
event were also updated about the event through social media, emails, etc. (Rich,
2014). Fundraisers were also informed, as they will, later on, notify their friends,
family, local businesses, and neighbors about an event, and finally, donors were also
informed, as they profoundly contribute towards campaign (Thompson and
Khambaita, 2016). Any update about an event was also posted on social media, such
as Instagram, Facebook, and Twitter. Social media is the best platform to post updates
in present time. As more and more people are on social media, it becomes easier to
float news through it (Thompson and Khambaita, 2016).

To promote the campaign, district newsletters, local shops, school newsletters,
community papers, and businesses were contacted, they all gave their contribution
(Thompson and Khambaita, 2016).
For raising the handsome amount for Autist children, businesses were asked to make a
simple donation, and businesses giving £100 donation were given back with a lot of
marketing opportunities through social media marketing, press release, logo on school
banner, and through print media marketing (Thompson and Khambaita, 2016). We
even organize an event video for the crowdfunding, which is the best way for
generating interest among people, and an easy way to inform others about the plans
(Thompson and Khambaita, 2016).
Learning from the project
According to my opinion, how an individual attains learning is entirely dependent on
them (Jackson, 2013). This fact is supported by different types of teachings, both
practical and theoretical by getting exposure to various external and internal factors
(Thompson and Khambaita, 2016). Nevertheless, the learning responsibility mainly
relies on an individual perspective. I believe that core competencies and skills
required for crowdfunded event projects will support in performing the results of the
crowdfunding learning programmes (Thompson and Khambaita, 2016). 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).
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 all the critical diary, to document
about the instants, which might lead towards the in-depth understanding about the
issue (West, Lou, and Andrew, 2017).

References
Baird, G, Simonoff, E, Pickles, A, Chandler, S, Loucas, T, Meldrum, D. and 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,
368(9531), pp. 210–215.
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.
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
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.
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.
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].

Micic, I. (2015). Crowdfunding: Overview of the industry, regulation and role of
crowdfunding in the venture startup. diplom.de
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

Appendix A- Crowd Funding Tool Box
Crowd Funding Tool Box
Crowdfunding
Toolbox

Three dates you need to keep
1. Upload project by: January 15th, 2018
2. Start fundraising by: 20th January 2018
3. Complete fundraising by: 31st March 2018

Appendix B- Gantts Chart
Week 1 week 2 week 3 week 4 week 5 week 6 week 7 week 8 week 9 week 10
Project Planning and Administration
Group Formation
Topic and Venue selection
Planning
Resource and Scheduling- Task delegation
Scopes and Goals
Planned Activities and Entertainment
Food
Project Planning and Administration
Presentation
Slides preparation
Dragons Den
Feed back
Evaluation
Feed back

Appendix C- Gants Weekly Activities
Week
s
Task
s Activities
Duratio
n
(weeks) Dependency
1 A
Introduction to the module,
Achievement and ambitions, National
Career Service and Skills Development 1
2 B Learning Contract and team building 1 A
3 C Team Meetings 8 A
4 D Learning, Planning and Negotiation 2 B
5 E Learning about the project/Team work 5 C
6 F Simulation Activities 8 A, B, C, D and F
7 G Research, data collection and Analysis 8 C and F
8 H Writing of report 7 C, F, G
9 I Evaluate and Revise 2 H, I
10 J Submit assignment 1
A, B, D, E, F, G, H,
I, J

Appendix D- 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 F- Campaign Planner
Week 1
Booking of site and
licence 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
Arrangement of media
photographers and
security
Week 11
Decoration
Week 12
Appendix H- Clifton’s Strength Finder Test Results
 BELIEVER
 OPTIMIST
 DELIVERER
 BRAINSTORMER
 CATALYST

APPENDIX I- HOPE FOR CHILDREN DRAGON’S DEN

Appendix J- Pitch
PROJECT SUMMARY
TO RAISE FUND FOR JIGSAW SCHOOL FOR AUTISM
“AN ENTHUSIASTIC QUOTE ON WHY THEY SUPPORTED THE PROJECT.”
A WELL-KNOWN BUSINESS, YOUR AREA
HOW YOU CAN HELP
‘’HOPE FOR CHILDREN’’ WOULD BE GRATEFUL IF YOU CAN DONATE
SOME GOODS OR ITEM FOR SALE ON THE EVENT DAY.
‘’HOPE FOR CHILDREN’’ IS INVITING AUTISTIC SPECIALIST IN
PSYCHOLOGY, SPEECH AND LANGUAGE THERAPIST TO GIVE SPEECH
ON SYMPTOMS AND HOW TO SUPPORT CHILDREN ON AUTISTIC
SPECTRUM.
TIME LIMIT
THE CAMPAIGN FINISHES ON THE 31ST OF MARCH 2018.
THE ASK
PLEASE DONATE THE MINIMUM OF £5 TO THE CAMPAIGN.
REWARD
‘’HOPE FOR CHILDREN’’ ARE HELPING TO RAISE MONEY FOR JIGSAW
SCHOOL OF AUTISM TO SUPPORT THEM TO INCREASE THEIR
EQUIPMENT AND RESOURCES.

Appendix k- Customer survey /feedback
25/04/2018
1. DID THE PROJECT TEAM DELIVER THE RESULTS AND THAT WERE
PROMISED?
LESS THAN EXPECTED AS EXPECTED MORE THAN
EXPECTED CONSISTENTLY MORE
2. WERE KEY PROJECT DEADLINES MET WITH A POSITIVE
ATTITUDE?
LESS THAN EXPECTED AS EXPECTED MORE THAN
EXPECTED CONSISTENTLY MORE
3. WAS CONSISTENT DISCIPLINE AND DIRECTION PROVIDED ON
APPROACH AND SCHEDULE?
LESS THAN EXPECTED AS EXPECTED MORE THAN
EXPECTED CONSISTENTLY MORE
4. WAS THE EVENT AREA WELL SECURED?
LESS THAN EXPECTED AS EXPECTED MORE THAN
EXPECTED CONSISTENTLY MORE

5. THE PROJECT PROCESS WAS
LESS THAN DESIRABLE AS EXPECTED MORE THAN
EXPECTED CONSISTENTLY MORE
6. WOULD YOU WANT SUCH AN EVENT IN THE FUTURE?
NO MAY BE YES
OTHERS
7. OVERALL, HOW SATISFIED WERE YOU WITH THE CONFERENCE?
EXTREMELY SATISFIED SLIGHTLY SATISFIED SLIGHTLY
DISSATISFIED EXTREMELY DISSATISFIED
8. HOW USEFUL WAS THIS CONFERENCE COMPARED TO OTHE
CONFERENCES YOU HAVE ATTENDED?
EXTREMELY USEFUL MODERATELY USEFUL SLIGHTLY
USEFUL NOT AT ALL USEFUL

Appendix L- Critical Incident Log
Name: Pauline Wangai
Student ID: 38712
Tutor: Hope Flynn
Project/Placement Crowd Funding
Incident: Taken off from the group unexpected
Date Time Event/Action Taken What did I learn?
13/02/18 3pm
Notification of Bereavement in family. As
a result, was absent from studies for 2
weeks which led to the removal from the
group, then placed in a new group upon
return.
Unforeseen
circumstances can affect
the best laid plans and
contingencies should be
made.

Ranking your supporters
Likelihood of
support
Supporter How they can support?
100% Parents family and Friends Boots sales items donation, volunteering
their time and donating money.
80% Staffs and specialist in autism Advice on treatment and support care plan.
90% Psychologist in autism By giving lectures on different types of
autism, systems behaviour and how to
support them.
70% Charity organisation By giving donations and working with
“Hope for Children”.
60% Paediatricians Diagnose and monitor behaviour
50% Speech and language therapist Care plan and risk assessment
40% Local council, community and local
businesses
Donation of funds
30% Volunteering By directing the crowd and managing the
people
20% Religious people By attending the event conference
10% Pressure group By attending the event conference
Your Idea
What is your project idea?
The project is an event to raise funds for the autistic children at Jigsaw school. It will
be an event to raise £100,00 to support Jigsaw school to develop and expand to
provide the range of sources and equipment that are very important for the autistic
children at Jigsaw school, building 20, stovolds Hill, Dunsfold park, Granleigh, GU6
8TB

Where will it be?
GSM London, Greenwich Theatre.
The problem it solves and how?
 Sensory impairment
 Lack of imaginative play
 Difficulty with verbal and non-verbal communication
 Difficulty with social relationships
 Resistance to change in routines
 Repetitive behaviour
PPDI Weekly Meeting Logs
Week Meeting outcome Personal reflection for this week
1 Introduction and generalisation of the entire module
2 The group was formed and team leader appointed in
agreement of everyone in the group
3 Group brainstorm on the name to call our project and
we all came up with Hope for Children for the project
name.
4
5
6
7
8
9
10