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This is a 2000 words

Personal and Professional development report.

my basic information is under the file (Notes on reflection reports term 1 2021 for Moodle posting).

Introducing the client
Input date
February 2021
Business name +
Creating Chances
Business logo
Business overview
Creating Chances is a social enterprise promoting positive youth
development and social inclusion through sport. They run a series of
group sport activities in schools for primary and secondary students.
These programs can be powerful, life changing experiences for the
students participating.
Creating Chance’s vision statement is: We believe in creating
opportunities for young people to become empowered and to reach
their potential. And, in doing so, creating a more inclusive and
cohesive society.
The core offering is the Creating Chances Youth Development
Pathway designed to educate confident, capable and future-ready
young people. The pathway has products for primary school students,
secondary students and employment opportunities for young adults
willing to train as facilitators.
Creating Chance’s theory of change: By using sports to explore
personal development, community building, social change and postschool pathways, children and young people are able to explore and
develop the core skills and tools required to achieve their goals in life.
Creating Chances has a team of highly trained facilitators delivering
the sport development programs to thousands of students in school
and community organisations across Sydney, the Central Coast and
the Illawarra region.
Creating Chances is a merger of two organisations – Football United
and the Rugby Youth Foundation. Creating Chances started operating
in 2014, with the social enterprise being officially launched in 2016.
Creating Chances now works with over 50 schools and communitybased organisations across Sydney and NSW, teaching young people
that their backgrounds, experiences and abilities are not barriers –
every young person can write their own positive story.
Creating Chances social impact helps to deliver the following United
Nations Sustainable Development Goals:
Goal 3 – Good health and well being
Goal 4 – Quality education
Goal 8 – Decent work + economic growth
Goal 10 – Reduced inequalities
Project 1
Designing a ‘corporate-community engagement’ strategy
Project description
It is common practice for commercial businesses to have ‘corporate
social responsibility’ (CSR) programs, allowing them to make a positive
social impact for a community of their choice. The corporate partners
with a community and makes resources available, eg volunteers with
professional skills, funding, introductions to potential clients and so
A 2021 priority for Creating Chances (CC) is developing a ‘corporatecommunity engagement’ strategy that delivers a ready made set of
programs that meet CSR outcomes. They want to be the community
organisation that corporates partner with.
CC has decided to establish a new ‘corporate-community
engagement’ business unit and have recruited a new staff member to
research a new strategy. This business unit will focus on delivering
CC’s World Traditional Games, professional development training,
including cultural diversity, and providing staff volunteer
opportunities targeted at corporate, government and community
The aim of this project is to answer the question ‘How might Creating
Chances increase its social impact, brand awareness and financial
revenue by expanding into corporate-community engagement?’ You
will work with CC to design the strategy for this new business unit and
help your client expand the services they offer to CSR clients.
Project deliverables
The team should be able to demonstrate an understanding of the
Creating Chances business, specifically its:
â—‹ Purpose and social impact.
Business model, including services and cost structure.
â—‹ Value proposition to corporate and government clients.
Deliver a final report to your client presenting:
● Identification and analysis of the challenges that come with
expanding an existing business.
● The essential elements of a sustainable ‘corporate-community
engagement’ strategy.
● Evidence based stakeholder analysis.
● Preliminary pricing suggestions and the value proposition of
each service.
● Insights that will help you client develop a marketing strategy
to build relationships with new clients.
Transcription of explanation session and FAQs on the
Reflection/ Assessment 4/ Personal and Professional development report
These notes are transcribed from some information sessions I ran with students in term 3 2020
What is the purpose of doing a reflection?
This is a capstone course where you are supposed to have been applying and synthesizing not just
the content that we teach you, but also drawing on your depth of experience and other courses that
you’ve, you’ve undertaken and bringing it to fruition.
What’s really important for you, as you step out from your bachelor’s degree, is to come out, being
consciously aware of what you’ve learned and what you now know how to apply. And this reflection
is intended to make you think very carefully about what benefits do you gain from this course, but
also from your entire degree and how are you going to feel confident using that to the advantage of
yourself and your employers in the future. Okay, so it’s really making you think, “how am I now more
skilled and knowledgeable and competent?”. “How am I a much better value proposition to an
Think about if you were going to be interviewed for a job. In Australia, we tend to use behaviourally
based interview questions. So, we might say things to you in an interview:
• “Tell me about a time when you have had to manage a project to a tight deadline”
• “Tell me about a time when you had to manage a client relationship, what difficulties did
you encounter and what did you do?”
• “Tell me about a time you needed to improve your communication skills, what did you do?”
With behaviourally based questions we’re listening for: Can you take me logically through the
situation, the task, the action you took, and the result. This gives the interviewer some context to
interpret what you’re saying and evaluate your competence in the skill being discussed.
We want this reflection assignment to be a way for you to integrate your experience and consciously
become aware of where you have grown. The focus of the reflection assignment is, have you
improved anywhere and how do you know? If you do this well then, your answers become solid
preparation for job interviews as well as a reflective exercise.
format or the structure
This is incredibly important from my point of view; we’re trying to get commercial standard
documentation from you now. Sometimes I get given four pages of text with no title. And what that
tells me is that everything we’ve been saying to you during the term about considering the value
proposition, empathy maps, who’s your audience, just completely went out the window when you
had to write 2000 words of assessment. Some students go straight back to academic habits when
we are trying to get you to be more prepared for business.
So, a cover page, a table of contents, an introduction, breaking it down into three areas with
headings, having subheadings of those six topics. And then a conclusion and if it was relevant,
references. Not everybody needs to have references. And then, what I encourage people to do is I
say you’ve got six areas. I would be doing 100 words on the introduction 100 words on the
conclusion and 300 words on each topic that takes you to 2000.
And if you cover everything that I’ve asked you to cover, it’s very difficult to do that in 300 words.
You have to be very clear about what you’re trying to convey, and link very logically and tightly.
With the business knowledge sections. I strongly recommend that you talk not just about how your
knowledge has expanded, but that you choose a piece of business knowledge that you have applied.
You can then say, this is how I took this tool, this model, and applied it in my project or to progress
something, maybe in your own workplace.
That is a much deeper and stronger response than just telling me how you learned something about,
for example, the business model canvas. Sometimes people go and re-explain the business model
canvas to me and I think; “You know what, we taught that, we don’t need you to teach it to us. What
we want to do is to hear you saying why you found this useful.”
And sometimes people get confused and they think they’re supposed to regurgitate course content
to us, you know, which is the what, what I’m listening for is the so what, and then now what. I’m
listening for, how is this useful to you, and where to from here. What made it worthwhile to come
and do the course?
Evidence based, How do you know?
I’m also watching for, in your reflections, have you had any insight into what your baseline or
starting point was? Have you had any insight into what growth you’ve had? And have you got any
evidence to support that. Are you able to see how it’s relevant for your future career?
So that’s why I really encourage people at the beginning of the term, to look at things like the project
brief, to look at the course outline, to look at the capability framework to get ideas and to say, for
example, “I think over the next few months, I might get better at teamwork, I might get better at,
project management, I get might get better at client relationships, I might get better at speaking up
in public”. And then, roughly in 300 words, can you write an incredibly concise explanation of how
you improved in this area? And then do that for six areas?
ERRORs to avoid
sometimes people come at this from the point of view of “I’m going to do a reflection” and then
activate a template they already have in their mind of what a reflection is. They might have done
this in an ethics course or some other course and they think, “oh yeah that’s fine I just write down
everything I learnt in the course in chronological order”. That’s not what we’re asking you to do. I’m
very much coming from the point of view, I want you to be able to go away and be prepared for a
job interview, based on the thinking that you’ve done about what skills and knowledge you’ve
improved in this course.
VIDEO approach
I think I’ve had four so far. They’ve been videos, which has been fun, PowerPoint slides with some
audio, over the top and their talking head included. The course guide says 10 minutes is the max but
I think up to 12 minutes is okay. You could take a different approach if you wish. This method of
doing the assignment is still being creatively explored by adventurous students.
Read the EXAMPLE OVER PAGE before reading the explanatory notes below.
This is not a perfect example, but it’s got some key elements that I’m looking for.
We’ve got somebody contextualizing it into what their normal behaviour was like, and then
explaining why they changed the behaviour. The situation in which they applied that new intention,
what they did, what the consequences were, how they self-evaluate, how they know how well
they’ve done. And what do they think the relevance of it to their career is going to be. Those are
the sorts of elements that I’m looking for.
On the other hand, it doesn’t currently include the definition of Drive. Which would be good.
So, what’s drive? the ability to, or the willingness to, see something through even if you encounter
hurdles, to move things towards completion and to take them further.
So this could be improved by having a very concise definition or explanation of what the person is
talking about. That’s helpful because sometimes people put things down like resilience, and they
don’t mean what I understand by the resilience. So, it’s often quite helpful to quickly describe a
The content has been inserted into a table to make it easier to break up the different elements.
Your formatting would be more professional.
Example of a section written on Drive
(Please, do not copy this. I mark every assignment. I will recognise it is you use this example.)
Sample content
How this content supports the assignment needs
I used to feel discouraged if I encountered
Having decided upon a topic area, its time to set
problems and couldn’t see an answer.
some context. This is describing a baseline of
I hoped others would figure out how to fix the
competence or behaviour at the beginning of the
problem. I was happy to help but I hate to get
course. “What was my typical behaviour?” This is
things wrong so I’ve avoided these situations.
how you will be able to show progress has been
made, by identifying what the beginning point was.
When we covered change models logic models
I’m listening for what’s the catalyst for change. What
and complex systems, I realized that expecting
new idea or need or challenge meant you decided to
to know how to fix a problem before making an
attempt meant I could only solve easy problems
or things I’d already experienced.
As I want to be successful in my career. I realize
that attempting to keep attempting to deal with
problems I don’t know how to solve is part of
that. And then it’s okay to take a risk and see
what happens.
This change in perspective enabled me to
This shows me that you then actively experimented
experiment with some small challenges in our
with changing something
So, for example, when the client was unable to
This bit gets specific. Instead of staying at a general
provide financial data we needed, I felt anxious
summary level you give me a specific example.
because it was important to the model we were Here you cover the situation and the task and the
building. Normally I would lose a week to
normal behaviour that is about to change.
politely waiting for them to answer my email.
this time I decided to send a reminder email and This is the Action you took
also look for similar businesses online to see
This reflection is so far following the format of
what their financial reporting was like so that I
behaviourally based interviews where the STAR
could make some reasonable assumptions.
approach is used, Situation, Task, Action, Result.
I designed a less precise model than I originally
That’s where this example is now getting very
wanted and documented my assumptions so the specific, which gives it a lot more credibility and
client can change it as they wish.
We built our model on time.
what’s the consequence or the result.
and the client was happy, as well as
Okay, so there’s a couple of measures their success it
understanding about our constraints.
was on time, the client was happy.
The team is pleased I took this approach because any way that you can apply this to your project and
they were relying on the estimates I came up
use your project and your client for example is good.
with to recommend sales plans.
I have gained confidence in my own problem
to demonstrate growth you need to be showing how
solving skills, and I feel I’ll be a more valuable
this experience changed something.
employee if I continue demonstrating this
A better section would also refer back to the baseline
growth in drive. I found I enjoyed feeling I can
and show how that has changed; eg I now no longer
influence things and keep things moving,
prefer to wait for others to solve problems.
I expect this change in mindset will stand me in
So what I’m looking for in terms of the generalization
good stead for job interviews, and in my career,
and the synthesis is, Have you considered where skill
and also help me enjoy my career more.
might now generalize to more benefit Have you
projected into the future how it might be relevant.
Can you tie it directly to employers value this.
Major:risk management
project in charge: competitor analysis.
Module 1 – Understanding Social Impact
1. Introduction
Can a business do more than make money? What is social impact?
What are the different ways you can try to create social impact?
To understand what Social Entrepreneurship is and what social entrepreneurs are trying to do we
must first get some context about what social impact is and the different ways that have been used
to create social impact.
These notes will give you an overview of some key concepts that are important for you make sense
of this whole course. They will also explore of some of the global trends, ideas, and practices that
have now become associated with the field.
You will be asked to discuss and explain some of these concepts in activities in your coming
workshop. Make sure you are ready.
Learning Outcomes
After you have completed this week’s online and workshop learning, you should be able to:
explain what is meant by social impact
discuss different approaches to social impact
discuss the work of social entrepreneurs
discuss social enterprises within a business paradigm
discuss the concept of ‘hybridity’ within the social impact ecosystem.
Module 2 – Understanding How We Think About Problems
1. Introduction
Why do some problems get solved and some persist? What do we
mean when we say a problem is wicked?
In the last Module we explored the existing and new ways to social needs are being addressed and
positive social impact is being created. We introduced the concept of hybrid organisations and social
enterprises as approaches to deal with unmet social needs and complex problems.
In your coming workshop you will be asked to discuss and explain some of these concepts in a
couple of activities. Make sure you are ready.
Learning outcomes
After you have completed this week’s online and workshop learning, you should be able to:
explain what is meant by market failure
discuss ‘complex’ and ‘wicked’ problems
discuss characteristics of systems thinking, why taking a systems approach is necessary in
addressing complex problems
discuss the work of social entrepreneurs discuss why and how collaboration is important for
social entrepreneurs in addressing social problems
explain why social entrepreneurs are different from other entrepreneurs
discuss different examples of the ways in which social entrepreneurs used markets to address
unmet social needs
discuss the requirements of the ‘Critical review and reflection’ assessment task.
Module 3 – Designing Solutions to Test
1. Introduction
What is a double diamond? How does design help us to solve
problems? How can we come up with more and better ideas?
In previous modules we’ve discussed the different types of problems that social entrepreneurs
attempt to bring solutions to. In this module we will look at one of the tools that social
entrepreneurs use to identify solutions – design. We will explore a variety of tools and methods that
designers use to research, ideate and develop solutions.
In your coming workshop you will be asked to discuss and explain some of these concepts in a
couple of activities. Make sure you are ready.
Learning outcomes
After you have completed this week’s online and workshop learning, you should be able to:
explain the design process
discuss the characteristics of the double diamond
explain how assumptions shape our ability to see new opportunities
use a variety of tools to research and understand a problem and stakeholders
use a variety of methods to ideate and prototype solutions
Module 4 – Taking Ideas to the Market – Value Proposition
1. Introduction
Can any salesperson force you to buy their product and give them
your money? What is a value proposition? Why is a value
proposition important?
In previous modules we’ve discussed the different types of problems that social entrepreneurs
attempt to solve and how they design solutions for those problems. In this module we will start to
look at how solutions are brought to the market and how they add value to their customers.
In your coming workshop you will be asked to discuss and explain some of these concepts in a
couple of activities. Make sure you are ready.
Learning outcomes
After you have completed this week’s online and workshop learning, you should be able to:
explain what a value proposition is
discuss the different types and elements of customer value
use the value proposition canvas to test and identify what your potential customers will see
as valuable
discuss why the value proposition is critical for the success of any enterprise
Module 6 – Taking Ideas to the Market – Business Models
1. Introduction
What is a business model? What difference does a business model
make to your success? How can you prototype and test a business
So far in this course we’ve explored how social entrepreneurs use business to address complex social
and environmental challenges. This module will explore how entrepreneurs build different business
models to realise business and impact success.
We’ll start with unpacking what a business model is, look at the most common business models that
social entrepreneurs use to create impact and finish by looking at at tool called the Business Model
Canvas to help us come up with a good business model.
In your coming workshop you will be asked to discuss and explain some of these concepts in a
couple of activities. Make sure you are ready.
Learning outcomes
After you have completed this week’s online and workshop learning, you should be able to:
explain and discuss what a business model is and the role that it plays in an enterprise
discuss different business models across the social enterprise business model spectrum and
identify which is the most appropriate model for a particular social innovation.
discuss the ‘what’, ‘why’, and ‘how’ of a Business Model Canvas in developing a social
business model.
Module 7 – Theory of Change & Measuring Your Impact
1. Introduction
What is a Theory of Change? Why are Logic Models useful for
social entrepreneurs? How do social enterprises measure their
In the last couple of modules we’ve explored how social entrepreneurs take their solutions to market,
and how their social impact goals need to be part of the business model. But how do social
entrepreneurs work out and articulate the social impact goals and activities? How do they measure
their activities and determine they are having the impact they wish to make? To answer these
questions we will explore Theory of Change, Logic Models and different social-impact measurement
models that have emerged and to address governments, businesses and donors’ increasing demands
for measurement of social outcomes.
In your coming workshop you will be asked to discuss and explain some of these concepts in a
couple of activities. Make sure you are ready.
Learning outcomes
After you have completed this week’s online and workshop learning, you should be able to:
discuss the purpose of measuring social outcomes
identify the different measurement models that have been developed to measure social
outcomes and impact
determine the appropriate model and method for measuring specific social outcomes
discuss the role of reporting social-impact outcomes for governments, businesses and socialpurpose organisations.
Module 8 – Funding Impact & Business
1. Introduction
What does bootstrapping mean? Should you use an accelerator?
How can investors fund social impact?
Last module we examined the important topic of why and how to measure social outcomes and
impact. In this week’s module we will consider two final topics: if and when to scale your social
enterprise/business; and impact investment. Social investment strategies have become highly
innovative responses to addressing market failures that have had significant consequences on the
social landscape. The key features will be identified, described and examined through the use of
recent innovative examples. We will examine how governments, the social sector and business
engage differently in social-investment practices to achieve similar effects and outcomes.
You will be asked to discuss and explain some of these concepts in activities in your coming
workshop. Make sure you are ready.
Learning Outcomes
After you have completed this week’s online and workshop learning, you should be able to:
discuss the benefits and drawbacks of bootstrapping an enterprise vs seeking funding
explain the difference between incubators and accelerators
discuss what it means to scale a social enterprise/business and what questions to ask when
considering scalability.
define and explain the main principles of social impact investment
identify current social impact investment techniques and determine appropriate social
investment tools for different areas of social unmet need

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