By having the opportunity to get hands on experience within a live event, it is possible to assess my academic skills along with my placement work related skills. NUS CBI (2011) mentions how a student’s relative course can develop their employability skills. This relates closely to my live event because I was able to use my built up related skills in relation to my different academic modules. By integrating different modules such as strategic event design, implementing senses of stimulation and strategic events management including the lookout of the wider environment, it was possible to gain insight on how to produce a successful yet strategic event. Furthermore, Beard & Wilson (2006) present the point that learning from experience is key and allows everyone to learn from their previous practices. By reflecting on my experiential learning and assessing my strengths and weaknesses throughout the event development and implementation phase, it is possible to adjust and progress myself for future scenarios and work experience. In addition to this, Reis & Pena (2001) mention that ultimate success depends on how well a person can apply their knowledge and detail to a specific job. In the case of events management, detail can be gained from my live event to be used as professional skills for future employment and to be reflected upon when creating further live events.
Additionally, Kolb et al (2005) mentions that experientially learning in teams is vital for future progression as the addition of psychological motivation from others can help achieve better success. Within the events industry, teamwork and leadership are vital characteristics that any manager or employee needs to succeed within delivering an event within a particular framework. By receiving criticism and appraisal from team members, it is possible to further continue to work towards strengths and develop on weaknesses in each order to become more efficient within the workforce. Walker (2005) also states that experiential learning is vital to understand phenomena in the workplace and gain knowledge of anything that could possibly go wrong. Strong event managers create contingency plans for each stage of their event, ensuring that if any phenomena were to arise, it would be possible to deal with in an effective and efficient manner. Finally Williams-Perez & Keig (2002) involves reflection on the part of the student, including the use of reflective observation from my previous experience. Reflective experiences involve reflecting on different factors and aspects from many perspectives. This could include looking at key points of my completed work during the live event and seeing what I could of improved, adjusted and developed in order to gain insight for the future.
Reference List – Section 4
Beard, C & Wilson, P (2006). Experiential learning: a best practice handbook for educators and trainers. Kogan Page, London.
Kolb, A et al (2005) Experiential learning in teams, Simulation & Gaming. vol. 36, no. 3, pp. 330-354.
NUS CBI. (2011). Working towards your future Making the most of your time in higher education. Available: https://shuspace.shu.ac.uk/bbcswebdav/pid-4757087-dt-content-rid-8256297_2/courses/44-6128-00L-A-20134/CBI_NUS_Employability%20report_May%202011.pdf. Last accessed 29th April 2014.
Reis, D and Pena, L (2001) Reengineering the motivation to work. Management Decision, Vol. 39 (8), p666 - 675. Available: http://www.emeraldinsight.com.lcproxy.shu.ac.uk/journals.htm?articleid=865253&show=abstract#sthash.mfl9Ql7M.dpuf
Walker, J. (2005) Debriefing: Enhancing Experiential Learning. Journal of Family and Consumer Sciences, vol. 97, no. 1, pp. 73.
Williams-Perez, K. & Keig, L. (2002). Experiential Learning: A Strategy to Teach Conflict Management. Nurse educator, vol. 27, no. 4, pp. 165-167.