COMM5030 - Social Entrepreneurship Practicum - Entrepreneurship Assignment Help

Assignment Task

Introduction
I have had a complex professional and educational background, both as a professional and now as a master’s student. Over seven years, studying a wide range of subjects such as electronics, communication engineering, physics, mathematics, business analytics, marketing, and marketing analytics has given me a greater appreciation for interdisciplinary concepts and themes. Regardless of what I tell others about my extensive learning experience, they always have the same inquiry, "Why did you choose to enrol in Masters?" While I have a solid theoretical foundation, I've felt that there's been inconsistency in the way I thought. Even though I have worked full-time, I still see there is a divide between my professional and academic lives. While I would do well in certain things, I would bomb in others. However, I could never know why. When looking at my learning journey throughout this Comm5030 course, I saw that there had been considerable development in six distinct areas.

Areas of Progress and Growth
1. Improved Personal Growth
1.1 Assessing and improving performance using feedback
Feedback influences the quality of learning experiences since students use their assessment results to decide their subsequent actions. Constructive feedback identifies the areas in which performance fell short of expectations.  Prior to this Comm5030 program, I had a difficult time successfully incorporating comments. This means I've been unable to determine the dark spots in my academic life until now since I lacked a basic knowledge foundation. Being unable to reflect on my blank spots critically often lead to making the same errors over and over again. In particular, our scope report was to report on the needs of the project and the customer, as well as the findings we arrived at. After reading the evaluation criteria, I had expected that I had covered the main topics that needed to be examined. I started to see the voids in my understanding after hearing assessment comments from our instructor, Sandy. Additionally, our team members decided to exchange reports to see what gaps they had in their knowledge.
I used no important models or ideas to assist my analysis as a result of these feedback activities were intended on negative side. I then reviewed course materials and spoke with my colleagues about models we might concentrate on. I offered to supply the core deliverables that were only briefly described in the scope report. The new feedback has encouraged me to work on my skills. I constantly went back to the project briefs I had been given in order to review comments. I saw that my self-confidence increased every time, and I was able to grasp the concept better. 

1.2 Foreseeing and visionary behaviour
For me to have the best chance of contributing effectively to our group project, I will have to step up and be a more active member. Attending frequent client meetings, seminars, tutorials, group discussions, and meetings was vital for this coursework. It was critical to ensure that everyone was on par with each other. When students finish their master's degree, they should choose a social practicum course to understand, utilize and evaluate the information they have learned throughout their curriculum. During our initial sessions, I discovered that I was in the dark spot about a lot of the subjects and models that were being addressed. We worked with a broad range of individuals, from PhD graduates to On-field professionals. At that point, I decided to start acting as an active participant and listener in order to help guide my team in the same direction.
To acknowledge to my group members that "I am not understanding, and I need direction and help" was the initial move I took in seeking this position. I had previously failed to define what precisely I needed assistance with; therefore, this helped me to foresee what I am going to battle with. In this way, during the three weeks between Week 3 and Week 5, I spent my time working on assembling and skimming through all of the course materials that Moodle supplied to us, as well as participating in team activities. From Week 8, I was capable of both hear and contribute to most of the conversations, whether I was actively involved or not. Listening to others in-class activities, group conversations and reflecting on my personal skills allowed me to ask the kinds of questions I would have never thought of before.

2. Improved business knowledge
2.1 The broader scope and hybrid spectrum
Economics tells an intelligent person is the one who makes decisions according to fulfil their satisfaction and happiness levels. I am not an economist, but from what I understand, I believe people, companies, and communities look to satisfy their own soul/interest. Darcy presented an activity to the entire class about Mr. Poodle head during the initial workshop. The aim was to get at a specific response from Mr. Poodle head using a questionnaire by consultants. I believe that most of the consultants failed to arrive at the targeted solution. This was because of varied thinking approach from each other. Though everyone was using the right approach, the identification of Mr. Poodle head’s satisfaction point was tricky. This was because there is a wide range of perspectives and solutions to many problems. Although he had discussed this with many students, Darcy described how businesses might resolve market failures by internally incorporating both the bad and good perspectives proposed by the board. This helped us to envision when it was difficult to comprehend how our client company could stay successful while concentrating on its social missions. My client, Commercial Kitchen, and their activities were understood simply because of this. Only after understanding the broader scope, the hybrid spectrum and social enterprises were I able to see how businesses might 'create shared value' by incorporating social missions into their lucrative primary operations. It was interesting to see how social good and profitability can be mutually supportive. By studying my clients' businesses, I had a better grasp of their company structure and what drives their businesses. I was able to convert the ideas from an economic theorist into socioeconomic principles.

2.2 The systems thinking approach
With Warrah (ex-client), we learned about their goals, their business culture, and the client-government-community connections during our first meeting with the company. Nevertheless, after the transition, to begin with, I did not have a clear understanding of my new client's business culture and attitude. It was difficult for our group to arrange all of the material and extract relevant insights. In one of our seminars, we learned about the theory of the "Systems thinking Approach," which allowed us to comprehend better the interconnectivity of companies, governments, and communities. We created a system map that organizes the information and directs analysis to improve the integrity of our team. The framework helps to classify the many parties that exist inside the system, looking at the relationships between them, as well as their overall objective, consequences, and outcome.
A project goal was to design an effective commercial kitchen business model to help intellectually disabled people of Australia.  Although none of my group members had prior experience or background in business and cultural awareness, none of them quailed from the challenge. My general knowledge consists of the idea that companies work with the community by carrying out CSR, which is done by governments via taxation and regulation, and that non-profits garner support through donations and fundraising. We participated in conversations with Eleanor and investigated secondary sources to discover a framework in which many stakeholders may work together to foster "shared value proposition" and "collective effect." Nevertheless, I found it difficult to collect all of the required information and effectively convey it to my customer. After I created the systems mapping approach, it was possible to develop models for communicating best practices for business community involvement. After using systems thinking, Eleanor and Sandy responded positively in presentations because they saw that we had effectively put everything in order.

3. Improved business skills
3.1 Shared Work and Shared Vision i.e., Collaborative relationships
My study reveals that successful collaborative partnerships are based on adequate and regular communications. After the arrival of the new client, I was not able to understand their value creation and business goal. This finally made me understand its importance during the group project after lockdown prevailed and our ex-client (Warrah) left us.    The other team members were more than happy to volunteer and hold a meeting later to convey the main ideas and models and make me understand by correlating them with class and tutorial notes.  As I stepped up and offered to notify them about my ambiguity, they were willing to organize an online meeting for me to keep on top of things. This contact quickly became a regular occurrence, with each of us informing the difficulties they are facing every week, conducting an in-depth topic discussion to ensure everyone is in agreement. This led to perfect shared work and a shared vision scenario.
As part of my previous team projects, I considered I was only responsible for the portion of the project that I contributed to. Nevertheless, in the professional job setting, this will not be the scenario. We were given strict instructions about the flow and the narrative in order to ensure that our client would comprehend our goals. I believe we were effective at handling the shift from one client to another since all of us were completely aware of all of the report's essential components and how they benefit the client. As part of this professional project group, this course helped me to grasp better how being responsible to my group members is a must.

3.2 Problem thinking, analysing the situation, and finding the best solutions
My first challenge on the coursework was my scoping report performance. My colleagues' reports on problems had me discouraged and burdened since I could not pinpoint the exact issue. Once I thought about it, I recognized that I hurry to solve problems without taking the time to really investigate them. During Week 2, we learned about the double-diamond model, which taught me how to use design thinking to tackle complex issues. We work distinctly while staying in the research stage and thoroughly investigate the issue in the first diamond. While we are in this phase, we are on the lookout for information; therefore, we will examine the issue in more detail with the use of techniques such as empathy mapping to better understand how different variables are connected. We use convergence thinking in the second diamond to classify, evaluate, and find essential facts as we move through the discovery process. We are in a finding solution-phase throughout this, looking for solutions that will assist the client in building their project better.
However, throughout the first nine weeks, my team and I had remained in the research stage and have spent most of our time investigating the issue. By having this design, we were able to investigate the topic from the various stakeholders' perspectives and offer suggestions on how to address the client's issue by inclining on holistic knowledge of the situation. This specific approach has provided me with the self-confidence and practical problem-solving skills that I lacked before. I was able to reflect on what I learned via this approach using the group discussion. Through this activity, I was able to step outside of my client's company and examine other social entrepreneurs' challenges. I was able to clearly see the changes that had occurred when I compared and reflected on my original methods. This time, I have dedicated some time to investigate and comprehend each issue.

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