project management reflective assignment

Reflective practice on projects: 7 models to try

Reflective practice is something that project managers do regularly, although you might not label it as that.

We often take a reflective approach to project performance through the processes of lessons learned or retros. And you might do personal reflections as part of the performance review process, or 360-degree feedback.

What does the Body of Knowledge say about reflective practice?

The APM Body of Knowledge 7 th Edition does not refer to any one particular model of reflection or theory. Instead, it discusses the need for practitioners to be reflective (section 3.3.6) through a range of techniques that support continuing professional development.

In particular, the BoK points out that reflective practitioners do not wait for knowledge to be presented to them; they seek it out from learning opportunities that arise during daily experiences and work. 

There are some great theories and techniques for that support personal growth and evaluating experience that are relevant to the workplace and in this article I’m going to share a few of my favorites.

The next model of reflection, and the one I use most, is Kolb. Kolb’s cycle of reflective practice is based on four stages, aimed at helping you deconstruct an experience to learn from it.

The stages are:

1. Concrete experience: You experience something, for example an issue at work. I believe it helps to write the experience down or describe it to someone so that you have a clear recollection of what happened.

2. Reflective observation: Consider the feelings this experience brought up. This can be related to skills and past experiences you have (or don’t have).

3. Abstract conceptualism: In this step you do the learning. It’s the lightbulb moment; the opportunity to form takeaways that come from the analysis of the situation. This could involve thinking through different paths not taken that might be worth doing next time this situation arises.

4. Active experimentation: The learning is put into practice when the situation arises again. The theoretical and thinking stages are turned into experiential learning, practice and action.

Step 4 creates a new experience as different actions are taken (or the same actions are taken if they were successful). It’s a cyclical model and the cycle begins again as reflection on the new experience continues.

You can use the reflective process to consider your own contribution as a project manager and make changes to your future actions.

2. Peer-to-peer

Peer reflection is talking to other people who have similar experiences and roles to you (peers) about a situation. It’s quite a wide-sweeping description of the conversations we have in the workplace every day for example, chats with my manager or other project managers.

The reflection aspect is using the time with a colleagues to specifically discuss a particular event and think through what came from that. for example, it could be sharing good practice and providing tips to someone else, or it could be asking for an opinion of what could have been done differently.

Peer reflection could happen one-to-one (like mentoring, or a meeting with your manager) or it could happen as a group (a facilitated conversation or a team meeting).

The experience of talking and sharing about a situation is how the learning happens. Even if the person says nothing much of value back and really acts in the capacity of listener, the act of thinking through the situation in a way that allows you to describe it and consider it fully is where the learning can happen.

3. Kirkpatrick

Kirkpatrick is a 4-level evaluation model, created by Dr Donald L. Kirkpatrick in the 1950’s. It was based on work by Dr Raymond Katzell and applied to a workplace environment. It is a way of evaluating the effectiveness of training classes, using reflective learning to uncover what behaviour change and results are seen after a delegate has attended training.

Level 1: How relevant, favourable and engaging delegates find a training course.

Level 2: How much learning is taken away from the training course in terms of knowledge and skills but also confidence and commitment to what they have learned.

Level 3: Back at base, how much of the learning is applied to their day job.

Level 4: What results are achieved as a direct follow through from the delegate attending the training and applying it at work.

Kirkpatrick seems to me that it would be best in situations where there is formal training taking place so you could use it to inform how you support a colleague who is doing project management certification or an apprenticeship. Ask them about how they will translate what they learned in the classroom or on their course into action at work.

Boud is the simplest of the models I have looked at so far. It covers experience, reflection and learning so only has three steps in the cycle, with the expectation that at each step you can move forwards or backwards depending on what is required.

It’s not very didactic in that there is little detail on what to do at each step, but I like that – what to do at each step might look very different for each experience and each individual may prefer to reflect and learn in different ways.

There is little point in me requiring a mentee to create a written description of an experience, for example, if they are a visual thinker who would prefer to draw out a timeline.

At the reflection step we should be reflecting on what happened with the knowledge of hindsight or more up-to-date information, and that’s a useful step to specifically call out.

When I facilitate a lessons learned meeting, this cycle is the closest to the experience I try to facilitate in those sessions for people.

Other reflective cycles

I found a resource from the University of Hull that described other reflective models:

Schon (1991) is different from the other models as it prompts you to think about reflection during the event and reflection after the event and how these are different. In a project setting, and in mentoring, we would often have time to reflect during the event by taking a pause to consider what to say next.

Rolfe et al (2001)’s model was one I liked because the language is simple:

• What? (descriptive step, similar to Kolb step 1)
• So what? (theoretical step, similar to Kolb step 3)
• Now what? (action step, not similar to Kolb because it is about creating an action plan, not necessarily carrying out the action)

The ERA cycle (Jasper, 2013) seems like a modern, simple take on other models and cycles. It stands for Experience, Reflection, Action. It is very simplistic and doesn’t, in my opinion, add much to any of the others. It’s very similar to Boud with only a small change of the word from ‘Learning’ to ‘Action’. I’m quite an action-led person, but I could interpret Learning as also ‘putting learning into practice’.

All of these require personal experience on which to look back, and none require any reflective writing, although I know a lot of people do choose to do that. Recording your thoughts can turn the exercise into more of a deliberate reflection instead of something that is hurried, and can be useful as part of your professional development log and continuous learning.

Do you use any of these in your professional practice as a project manager?

Project manager, author, mentor

Elizabeth Harrin is a Fellow of the Association for Project Management in the UK. She holds degrees from the University of York and Roehampton University, and several project management certifications including APM PMQ. She first took her PRINCE2 Practitioner exam in 2004 and has worked extensively in project delivery for over 20 years. Elizabeth is also the founder of the Project Management Rebels community, a mentoring group for professionals. She's written several books for project managers including Managing Multiple Projects .

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How to conduct a project reflection

Reflecting on a completed project is important because it enables digital service delivery teams to identify strengths and weaknesses in current methods, allows for targeted improvement, and fosters a culture of excellence within teams. The process of reflecting and learning requires planning and whole-team participation.

The five Ws of a project reflection: What, when, why, who, and where

What is a project reflection.

Teams can use a project reflection as a learning mechanism. Project reflections help to identify strengths, challenges, and areas for improvement, as well as to celebrate achievements and share feedback.

When do you conduct a project reflection?

A project reflection generally occurs at the end of a project. Mid-project check-ins may also be appropriate given the length, complexity, or size of a project.

Why do you conduct project reflections?

Reflections are a catalyst for growth. Reflecting on past projects allows us to make better informed decisions on future projects.

Who participates in a project reflection?

The participants of a project reflection are project members who will contribute their experience and reflect on what occurred on a project, what outcomes were achieved, and how their contributions impacted the project outcomes.

The facilitator of a project reflection is a relatively neutral party who guides the conversation and synthesizes the raw notes into a summary that those outside the project can easily understand.

Where do we conduct a project reflection?

A project reflection can happen either in person or online. The goal is to create a safe space to achieve maximum participation and candidness.

Facilitators should schedule one-and-a-half to two hours for a productive reflection session. A two-hour session is highly recommended for sessions with more than six participants, or for teams that encounter challenges throughout a project. Leading up to the session, facilitators will:

• Remind the team of project goals.

Did we achieve our goals? How do we know?

Did the outcomes change when and why, what are a few of our biggest achievements.

• What are a few of our biggest challenges?
• What would we do differently knowing what we know now?
• What should we look for to assess our impact in the future?
• Share reflection prompts with all participants two to three days ahead of the scheduled session to allow participants to gather their thoughts ahead of time. Project reflection prompts should be a series of questions that allow team members to thoughtfully look back on their former project’s engagements and goals.
• Devote the first 10 to 15 minutes of the session to giving the team some space to verbally reflect on the project goals. This includes assessing if team goals were met or if they changed over the course of the engagement.

Project reflection template

Helper text: Use this template to plan your team’s approach to reflecting on web and digital projects, and gather the information you will need to have a productive retrospective. You can modify the template below (originally developed by 18F) to meet your team’s needs. This template can be adapted to digital or in-person environments. Use your team’s preferred collaboration tools to create different areas for each of the sections within the template.

The conversation this template generates should focus on process, not people. If there is a disagreement about a particular point, take a stance of curiosity, indicate that you wish to discuss that point further, and have a conversation as a team.

Project reflection for [project name]

Date : [start date - end date] Participants : [team members]

[Background, including link to project proposal]

During this time, the team should be able to see and access the project information, such as:

• Description of Activity 1 [link as appropriate]
• Description of Activity 2 [link as appropriate]
• Description of Deliverable [link as appropriate]

Project goals

• [copy from project proposal]

Project prompts

Let’s spend 5 minutes (more or less) responding to each of the prompts. Feel free to mark other people’s responses up with additional feedback:

• Use a plus sign “ + ” to signal you agree
• Use a dollar sign “ $ ” to spend time discussing or unpacking as a group
• Use a question mark “ ? ” if you don’t understand the feedback

1 to 2 sentences, maximum.

What are a few of the biggest challenges we faced?

What would we do differently if we could go back in time to the start of this project knowing what we know now, six months from now, what should we look for to assess our impact.

If we were to check in on the project 6 months from now, what would tell us whether or not our work had a lasting impact?

Learn more about the project

• Project files: [link]
• Project GitHub repository: [link]
• Project team collaboration channel: [link]
• [other project documentation as appropriate]

Once each team member has had time to reflect on their project engagements and goals, facilitators should carry out the following actions for each assigned reflection prompt:

• Give the participants five minutes to silently write their thoughts and post them in the collaborative space. If this is in a remote environment, recommend to participants that they go on mute and turn off their cameras during this writing time.
• Plus sign ( + ) to signal they agree with another member’s prompt
• Dollar sign ( $ ) to spend time unpacking the thought as a group
• ​Question mark ( ? ) to indicate they don’t understand the response
• Limit the number of + and $ each participant has to “spend” if it seems they are being used too much.
• Spend 10 minutes discussing each topic. Start with the topic that has the most + and work backwards from there. Pay attention to who is speaking during each discussion and encourage the quieter voices to weigh in as well.
• Five to 10 minutes to ask, “is there anything that you think is critical to cover that we haven’t addressed yet?”
• Five to 10 minutes to celebrate what went well and reflect on lessons and resources the team could share more broadly, even if they weren’t the highest-voted topics. Otherwise, it can be easy to only focus on the negative during sessions, which can inadvertently leave teams feeling deflated.
• One to two minutes to share next steps. Facilitators should highlight how they plan to synthesize key takeaways from the discussion and how this information will be shared.

Synthesize and share

Following the reflection process, facilitators should synthesize and summarize the key points from the discussion, aiming for three to five takeaways per prompt. After conducting a thorough analysis of the discussion:

• Facilitators should share the key takeaways with the project team (and more broadly, if appropriate) to take these learnings into future projects.
• Team participants should take time to revisit the lessons learned from this exercise before embarking on a new project.

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Introducing reflection as an assignment

Using reflective assignments can be a great way of synthesising learning and challenging the status quo. This page outlines some of the things to keep in mind when posing reflective assignments.

In higher education or professional develop initiatives it is very common to have some sort of assignment. These are typically written but can also take other forms. This page will go through the main considerations for posing reflective assignments.

The main points covered are:

• finding and communicating the purpose of your assignment
• being clear both to yourself and to reflector what you want in the assignment
• the difference between ‘reflection’ and ‘evidence of reflection’
• choosing your criteria
• providing students support and spending time practicing can be valuable as most students are new to reflection.

Back to alignment – find the purpose of the assignment and communicate it

It should be clear to participants or students what the purpose of the assignment is. Why are you asking them to do this particular assignment? You will have had to think about the value of it.

This value can be described in the guidelines of the reflective assignment where you communicate how it will help reflectors either evidence their learning or obtain learning outcomes. From the guidelines it should be clear to students what the value of completing and doing well on the assignment is.

Be clear what you are asking

When posing a reflective assignment it is very important that you know from the beginning exactly what you are asking. Reflective writing/responses can typically take on two distinct forms:

• reflection,
• evidence of reflection.

The distinction between the two is vital when deciding the type of assignment you want to pose. These are outlined below.

Reflection - the actual process of examining thoughts

If you want to see the detailed aspects of reflectors’ thought processes, and want to follow each step in their reasoning, concerns, and learnings, ask the reflectors to submit their actual reflections.

The benefits is that you ensure that reflectors go through the process themselves and you can directly assess the quality. As this is the actual process we want the reflectors to complete, asking for raw reflections is the easiest way to ensure or get evidence that the process is happening.

One challenge when posing this kind of assignment is that some people might find it too personal to share this intimate process – it can become self-disclosure. A personal reflective account can be uncomfortable to show to anyone, and even more so to someone who is in a position of authority.

Evidence of reflection

In contrast, ‘evidence of reflection’ is documenting the effects of reflection, but does not require documenting the process explicitly.

Hence, rather than writing the thoughts and feelings of a situation, the reflector will state the context and what learning they found in the experience. In the purest form, there is no need to document any challenging or self-disclosing feelings. It is more akin to describing the effects of a reflection and rationally, in contrast to emotionally, explaining why the learning is valuable.

The benefit of this is that reflectors are less likely to feel that they are self-disclosing. However, when we are looking at evidence of reflection rather than reflection itself, it is more difficult to assess the reflectors ability to actually reflect. Therefore, good evidence of reflection is when learning is explicitly stated and it is highlighted how the learning will be used in the future.

It is important to be aware that there is a risk, albeit minimal, that a reflector can produce good evidence of reflection, without having done any reflection. For example, a reflector may write that they learned to start assignments earlier and will do so in the future, without actually having engaged with reflection at all – they might just guess that ‘starting assignments earlier’ is a possible conclusion you want to see.

Most assignments are a balance of ‘reflection’ and ‘evidence of reflection’

In reality, very few assignments will be a either pure ‘reflection’ or ‘evidence of reflection’. The goal for you is to find the right balance. Once you know what you want, you should be clear to reflectors about what being successful in the assignment looks like.

The easiest way to demonstrate what good looks like is to provide the reflectors with clear guidelines and examples of the type of reflections you are looking for. You can either write examples yourself or have a look through the Reflectors’ Toolkit, where each of the models have at least one example. You will likely find an example there that can be helpful for you.

List of tools for reflection (in Reflectors’ Toolkit) (LINK)

Reflection is just like any other assignment – avoid vagueness

The need for clear assignment directions is essential in all areas of higher education, however having the discussion specifically for reflection is important. This is because when posing a reflective assignment it can feel easy to consider reflection as ‘special’ and separate from common ‘good academic practice’ and therefore that it does not require the same levels of direction as a general assignment. Reflection should be considered on equal terms with general academic practice and will often require more support as many reflectors are new to the concept.

One reason vague reflection assignments are easy to pose is that they do not seem to restrict the reflectors’ freedom about how to reflect. In contrast, if we provide them with clear requirements and directions it might seem that we do restrict reflection. There is an element of truth in that. If we require as written assignment using a specific model of reflection, we do take some freedom away from the reflectors, at least in how they present their reflections to us. In practice, they can easily produce a private reflection and restructure it according to your question and requirements.

If we do not give the reflectors the structure they need, one challenge is that a high proportion of them might produce reflections not meeting our ideas of sufficient or good.

Posing a reflective assignment saying ‘Reflect on your development and learning in the course in 1000 words’ might seem like a fair question to ask. But compare that to asking them to ‘write an academic essay about the concepts you learned in this course in 1000 words’ and it should be clear why guidelines are important. It is easy to imagine how students would struggle to prioritise and produce an essay with relevant content from the vague essay prompt. This is similar for a vaguely posed reflective assignment without accompanying clear guidelines. How are the reflectors going to guess what we expect from them?

Most people are new to structured reflection

In higher education, most people have an idea of what an essay is supposed to look like because we are taught essay writing from an early age in school. In contrast, most people have never done structured reflection before university, and then are not likely to be thoroughly instructed in how to do or present it. It follows that if we are vague in our instructions we may receive assignments of very varying qualities.

Thus, to be fair to the reflectors and to us as facilitators, be clear and have clear guidelines available. You can ask very broad reflective questions, but you should be ready to support the reflectors and both your criteria and rubrics (if you chose to assess) should be extremely robust.

Providing training/introductions to students is useful

As most people are new to reflection starting in university, when you introduce reflection it can helpful to: provide a thorough written guide of what reflection is, provide people with resources (for example the Reflectors’ Toolkit), and/or spend time in person introducing reflectors to structured reflection and what you expect from reflections.

Find your criteria and your rubric

Once you have a clear assignment, it is important you think about what you want to measure it against, i.e. the criteria. This discussion is also highlighted in the ‘Assessing reflection’ section of the Facilitators’ Toolkit with specific criteria as suggestions.

Moreover, if you decide to use summative assessment for the assignments, you will need to have a clear rubric (criteria broken down into levels of performance). It is good practice to publish both the criteria and rubric to the reflectors prior to assessing them.

To see at what point criteria and rubrics become essential, see ‘Should I assess?’

Assessing reflection (within the Facilitators’ Toolkit)

Should I assess? (within the Facilitators’ Toolkit)

Back to 'How do I introduce reflection?'

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Examples of Reflective Writing

Types of reflective writing assignments.

A journal  requires you to write weekly entries throughout a semester. May require you to base your reflection on course content.

A learning diary is similar to a journal, but may require group participation. The diary then becomes a place for you to communicate in writing with other group members.

A logbook is often used in disciplines based on experimental work, such as science. You note down or 'log' what you have done. A log gives you an accurate record of a process and helps you reflect on past actions and make better decisions for future actions.

A reflective note is often used in law. A reflective note encourages you to think about your personal reaction to a legal issue raised in a course.

An essay diary  can take the form of an annotated bibliography (where you examine sources of evidence you might include in your essay) and a critique (where you reflect on your own writing and research processes).

a peer review  usually involves students showing their work to their peers for feedback.

A self-assessment task  requires you to comment on your own work.

Some examples of reflective writing

Social science fieldwork report (methods section).

Engineering Design Report

Learning Journal (weekly reflection)

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting , Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning , Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner , Jossey-Bass. San Francisco.

We thank the students who permitted us to feature examples of their writing.

Prepared by Academic Skills, UNSW. This guide may be distributed or adapted for educational purposes. Full and proper acknowledgement is required. 

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Answering assignment questions
• Editing checklist
• Writing a critical review
• Annotated bibliography
• How do I write reflectively?
• Examples of reflective writing
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Project Management Reflective Essay Example

Author : Breton Nokia

Project management is an extensive field of study for students in the UK and all over the world. To be able to handle different types of projects, it is important to gain a comprehensive outlook on the concepts that are covered in the project planning process. The students who aspire to become great project managers have to polish their skills in reflecting upon their learning.

This is the reason students are given the task of writing reflective essays in their project management assignments. Realising this, our project plan dissertation help experts have always been engaged in this field to bring forth well-curated project management reflective essay examples that can come handy when they begin their work. Over the years, a lot of students have benefitted from this, as a result of which they have achieved stellar results in their assignments.

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Owing to the importance of this course in the UK and all across the world, it is essential to be thorough with how to write project management reflective essay . Fret not, as our project management help experts are fully geared up to assist you with this assessment task. Since 2010, we have stuck to our motto of “making assignments simpler”. In the last ten years, we have curated professional reference assignment samples for students to make it possible for them to complete their assignments on time. In this blog, we will be dealing with certain aspects of such an assessment and see how to write them the best. So, let’s get started.

How To Reflect On A Project Management Assignment?

Before we throw some light on the basic approach to writing project management reflective essays , it is important to let you know the process of how to write it. In the recent few years, we have transcended all our boundaries to impart all the requisite knowledge to students for such tasks.

The reference project management reflective essay examples that we have drafted for students adhere to 5 basic objectives, which are as follows:

• Describing the setting of the project
• State the reasons for choosing the project and the aims of the project undertaken
• Give a brief overview of the project planning and how it will be carried out
• Explain the objectives that were achieved
• Evaluate the effectiveness of the project
• Reflect upon the professional learning from the project

These are the steps that you need to include in your reflections. Without these, your work would not be complete. This is the reason, you will find all of these points in the project management reflective essay examples that we have prepared for students all over the world.

Now that you have got a brief overview of how to go about with this assessment task, our management assignment help will make it even simpler for you to understand it with the help of one of our best samples.

Confused On Any Aspect Of Reflective Essays? Clear Them All With The Help Of The Best Project Management Reflective Essay Example!

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From our storehouse of hundreds of thousands of high-quality project management reflective essay examples, this is that one question that has been catered by us most of the times for students. As you can see in the image above, here is the assessment brief for this question. Students have approached us to get assistance on several similar kinds of assignments in the last decade and we have successfully helped them with high-quality reference assignment solutions.

The main objective of this task is to identify at least one scenario from personal experience where the students could not apply the different theories of project management. Covering the five process groups in project management, which include initiation, planning, execution, monitoring and controlling, the task is to reflect upon the key learning and suggest the areas of improvement.

This is one of those questions where our business assignment help experts can come to be really useful for students. Adhering to a fixed format for the work, it is just a matter of a few moments for us to work upon this assignment file and furnish students with instant solutions. Here, our project plan dissertation help writers begin with giving a short description of the event that has taken place in the assignment. Then, using appropriate literature to support the claims, we analyse the existing event. The next step is to ponder over the ways by which the future outcomes can be modified in the favour of the person who has undertaken the project by making some changes. The last and the final step in this project management reflective essay example is to reflect upon the key learning to find out the loopholes in the existing setting that can be rectified in the future.

So, this brings us to the end of the assignment. However, it is not as easy as it seems to be. There are several aspects that have not been touched yet. If you require the guidance of our project management help experts on any of these assignments, then you can simply hand us over all the requirement and we will get back to you with a well-structured project management reflective essay example for your reference. And, if you need an instant doubt clearing session from our experts, then you can stay assured as we have already got this covered for you. With the help of the live one-on-one sessions that we hold for you regularly, we can provide you with instant feedback on all your doubts so that you can ace your assignments.

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About the Author

Breton Nokia

Hello! My name is Breton Nokia and I am Juris Doctor (JD) from a prestigious law school. I am a prominent corporate attorney at a top New York law firm. I specialize in corporate law and have successfully negotiated highly successful mergers and acquisitions which resulted in my first title award of “Lawyer of the Year. I am excited to work with an Online Assignment Expert and share my knowledge with all the law students who are here to learn something new and insightful.

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Project Management Assignment: Reflection on PMBoK Methodology

Task: Prepare a project management assignment reflecting on the ten knowledge areas under PMBoK methodology.

1 Introduction 1.1 Outline I am going to explain the use of reflective practice to describe the learnings on the 10 knowledge management areas under PMBoK. The paper includes the learnings and reflection on the ten knowledge areas that come under the PMBoK methodology. The aspect of the process improvement is followed by carrying out the reflection on the PMBoK methodology, the learnings, and the knowledge areas. The use of Plan-Do-Check-Act cycle is done in the paper to determine the various improvements that may be made in the future.

1.2 Version Control

2 What have you learnt 2.1 Overview of what you have learnt The course had various elements and some of these were easier and a few were harder than I had expected. I could learn about the PMBoK areas, such as risk management, communication management properly and was successful in executing the associated assignments. There were also a few complexities that were involved. The aspects around scope management and estimations were not easier to execute and I believe that I can carry out certain improvements in the same.

I would advise the students to refer to the additional literature to understand the course and the topics in an effective manner. I also recommend the students to carry out self-reflection and reviews right from the beginning of the course.

2.2 Reflections on Project Integration Management Integration management is an important area under the domain of project management. I could learn about the significance of integration management in the course. I could also determine the need for integrating all of the project areas. This is because there is a lot of dependency of one project area on the other(Brioso, 2015). I could understand the need for integration and could also determine the various ways in which the project aspects and areas could be integrated and synced with each other.

Individual work I carried out step by step methods to cover the different sections that come under the domain of integration management. I first read through the course material that was provided to me. I then referred to the additional PMI guidelines and literature to gain more information and complete the assignments.

I am pretty confident on passing the subject as I could cover the entire course and the topic in detail. There were certain issues in the availability of the guides that could have been improved. The methodology that I have followed is the same that I have used in the other subjects. I could have used self-reflection more effectively.

Group work I integrated the group work by compiling all the assessments and activities and also made sure that the effective communication strategy was followed. The group was chosen after a rigorous set of correspondence. This not only helped in choosing the right group, but also we had a good headstart. The group work can be improved by using digital collaboration tools and a simple project management tool in the future.

2.3 Reflections on Project Stakeholder Management I could learn about the different techniques and mechanisms that are involved in the stakeholder management. For example, I could analyse the stakeholders and could determine the aspects around their involvement and interest in the project. I could also understand the difference between the internal and external stakeholders(Burke, 2018). I could identify these stakeholders and could make sure that the aspects around stakeholder management were properly synced with the other project areas.

I also got the opportunity to interact with some of the stakeholders that I had listed. I made use of emails and reports as the communication modes to interact with the stakeholders. I could not interact with a few external stakeholders, such as the third-party vendors and the business partners due to the communication gaps and issues. I have learnt that stakeholder management must be introduced right from the beginning of the project. I could also learn about the various analytical techniques that can be used to gather the details on the stakeholders. I could determine the information on the stakeholder maps. The project sponsor was supportive and assistive all throughout the project timeline.

2.4 Reflections on Project Scope Management One of the most important aspects in the project management is the scope management. I could learn a number of lessons associated with the project scope management through the course information and assessments. I was able to learn about the mechanisms that are adopted in defining the project scope. It is important to define the items and activities that must be included in the project scope. At the same time, it is also necessary to determine the activities and items that must not be part of the scope(Freitas, Araujo and Franca, 2019).

I could learn about the relationship between the project scope and its management with the other areas of the project, such as schedule, budget, risks, and others. I made use of the project scope to develop the work breakdown structure and determine the deliverables that were associated with the project. Another aspect that I could learn about is project scope control. There are risks that are associated with the project scope and may result in the scope creep and requirements inflation. I could learn about these risks and issues and could also understand the various techniques that I may use in scope management and control processes.

2.5 Reflections on Project Resource Management The resources are extremely significant entities that are associated with the project. Prior to the course, I used to believe that the resource management is only concerned with the management of the human resources. However, during the course, I could learn that resource management includes the management and handling of the human and non-human resources. I could learn about the different techniques that are used in the process of resource management. For the human resources, I could learn about the RACI matrix that is used to assign and inform the resources about their roles and responsibilities. I could also learn about the mechanism of carrying out resource tagging and optimization for the non-human resources, such as material, tools, facilities, and likewise. I could learn about the application of the PMBoK guidelines to the aspect of resource management to make sure that the effective resource management could be done. I could also learn about the various risks that are associated with the project resources. I could learn about the use of guidelines and mechanisms to manage and control these risks and issues(Nasir et al., 2015).

2.6 Reflections on Project Time Management I could learn about the various aspects on the schedule management in the project. I learned about the MS Project tool and the use of the tool to develop the Gantt chart and timeline of the project. I also learnt about the aspects as critical path and network diagram in the project. There are various techniques that are used for the estimation of the project schedule. I made use of these techniques and guidelines, such as bottom-up estimation, top-down estimation, etc. I learned about the relationship of project schedule management with the other areas in the project. I considered the aspects, such as costs, resources, scope, etc. while determining the schedule(Pmi, 2018). Apart from estimations, I could also learn the lessons on the mechanisms to monitor and control the schedule. There are several risks associated with the project schedule and I could determine the measures to control these risks.

I carried out the QA for the assignment 2 and could determine the various improvements that I could make.

2.7 Reflections on Project Cost Management One of the important aspects of project management is the cost management. I could learn several lessons in the area of cost management. Similarly as schedule estimations, there are various techniques that are available for cost/budget estimations in the project. I could learn about these techniques and one of the important techniques that I could learn is the time-phased budget estimations. I could determine the budget for the project using the technique. I could also learn about the cost-benefit analysis in the project(Marion, 2018). There are different costs that are associated with the project and the project can have a number of benefits associated with them. I could learn about the details of the mapping of costs with the benefits to understand the project outcomes, such as net present value, internal rate of return, etc. These aspects also assisted me in carrying out the feasibility study for the project.

I was able to keep the project within the budget and made use of the earned value analysis technique that I learned during the course.

2.8 Reflections on Project Risk Management Project risk management is an important aspect of project management. I could learn about the various aspects of risk management in the course. I could learn the PMBoK guidelines that have been developed towards the management of the risks. I could learn the defined methodology that must be used towards the management of the risks(Kloppenborg, 2015). There are various phases that are included in risk management. It begins with the initiation and identification of the risks. There is significant information that is collected to identify the risks. The information is analysed to present the list of the risks. The risks are then analysed and are mapped with their levels. The evaluation is done followed by the treatment, control, and closure of the risks.

I could also learn about the various risk treatment strategies that have been developed. The mapping of the risks shall be done with these treatment strategies as per the learnings. There were issues with some of the risks that emerged in the project. I could not learn about the risk mitigation mechanisms that could be mapped with the risks.There were a few risks around schedule overrun that came but could be managed well.

2.9 Reflections on Project Quality Management Quality management is an important aspect of project management and I could learn about the different techniques that are associated with the quality management in the project. There are various standards that have been developed to manage and streamline the quality of a project. I could learn about the quality management planning as per these aspects and could also understand the various assurance and control techniques that are used under quality management.

I have learnt about the compliance levels that are involved in the quality management process. I could learn about the risks and issues that are associated with the project quality. There are risks around non-compliance that can emerge. There are also risks that may arise in terms of the violation of the quality controls and measures. The gaps in quality, reporting of the defects, improvements and changes are some of the aspects that I could learn towards quality management in the project.

I got the marks that I hoped for as I attended all the lectures and tutorials. It enabled me to gain an in-depth understanding of the information on the quality handling and management(Jamali and Oveisi, 2016).

2.10 Reflections on Project Procurement Management Procurement management is one area under project management that I had the least information about prior to the course. I was familiar with the terms, such as procurements and contracts but did not have any idea on the management of these aspects. I could learn about the techniques to manage and plan the project procurements. I could also learn about the ways in which I could manage and improve the supplier relationships. I learnt about the different contracts that have been developed and could determine the criteria for the selection of these contracts in the project. I could also determine the numerous procurement risks that are present and the mechanisms that can be used to put a check on the same(Schwalbe, 2019).

I could purchase all the tools and materials that I required for the project. I had also purchased the laptop and the decision proved to be accurate. This is because there were virtual lessons that continued for longer periods of time and I could not have attended the same without a laptop. The storage of the information also became easier with the use of the laptop.

2.11 Reflections on Project Communication Management Communications management is one area that I wanted to learn about through the course. This is because I am aware of the significance of communications in the project and the drawbacks that may arise if there are communication gaps in the project. I learnt about the various push and pull methods that are used in communication. I could also effectively manage the project communications using the lessons that I had acquired. I developed the communication plan right in the beginning that was used to streamline the project communications. I could also develop the schedule for the meetings that proved to be an essential tool for managing the project communications(Snyder, 2017).

I could also learn about the significance of information security in the communication processes. I could use the secure measures, such as SharePoint to share the information with the stakeholders. The group communications were organized through web conferences. It was pretty difficult due to the availability issues of the members in the group. The sharing of the communication schedule in advance could have helped in this situation.

3 In hindsight I have been able to successfully complete the subject. There were weekly lessons and learnings that were used in the subject and it assisted in the step by step learning. The weekly lessons and assignments enabled me to acquire the lessons and also assisted me in determining the details of various areas under the domain of project management. I could also refer to the additional literature and readings that were recommended for each week. These readings and resources provided me with the ability to acquire the lessons on the various areas under PMBoK(Tavan and Hosseini, 2016). These lessons and learnings provided me with the ability to achieve the objectives of the subject. I could assess me learnings in each week using the assessments that were involved with each of these weeks. I could also carry out the self-reflective exercises to make sure that I could learn about the aspects on PMBoK and project management.

There were a few aspects that I wished were better. There were guides and mentors that were involved but there were communications issues and gaps that were present. This was because of the lack of availability of these entities. I could have also improved these aspects from my end and could have scheduled these communications in advance(Thomas, 2019).

Another area that I believe could have been improved is the organization of the access to the online databases and digital libraries. There was issue around the access that were identified and these could have been managed better.

The lessons and learnings that I have acquired are very relevant and useful. I will be able to utilize these in my future professional tasks and responsibilities.

4 Conclusions Thank you for reading the document. I was able to learn significantly on the different areas and aspects associated with project management. There are various knowledge areas that are present under project management. I could learn about these aspects and could learn about the various applications of these knowledge areas in the professional projects and activities.

5 References Brioso, X. (2015). Integrating ISO 21500 Guidance on Project Management, Lean Construction and PMBOK. Procedia Engineering, 123, pp.76–84.

Burke, R. (2018). Fundamentals of project management?: planning and control techniques using the latest PMBOK 6ed and APM BoK 6ed. United States? Burke Publishing.

Freitas, M.D., Araujo, F.C.C. and Franca, S.L.B. (2019). COMPARATIVE ANALYSIS OF PROJECT MANAGEMENT METHODOLOGIES PMBOK AND AGILE – A CASE STUDY WITH COMPANIES OF THE BRAZILIAN ENERGETIC SECTOR. RevistaGestãoInovação e Tecnologias, 9(3).

Jamali, G. and Oveisi, M. (2016). A Study on Project Management Based on PMBOK and PRINCE2. Modern Applied Science, 10(6), p.142.

Kloppenborg, T.J. (2015). Contemporary project management?: organize, plan, perform. Stamford, Ct: Cengage Learning.

Marion, J.W. (2018). Project Management?: a Common-sense Guide to the PMBOK Program. Part 1, Framework and Schedule. New York: Momentum Press.

Nasir, M., Sahibuddin, S., Ahmad, R. and SanimMohdFauzi, S. (2015). How the PMBOK Addresses Critical Success Factors for Software Projects: A Multi-round Delphi Study. Journal of Software, 10(11), pp.1283–1300.

Pmi (2018). The standard for portfolio management. Newtown Square, Pa: Project Management Institute.

Schwalbe, K. (2019). Information technology project management. 9th ed. Boston, Ma: Cengage.

Snyder, C. (2017). A project manager’s book of forms?: a companion to the PMBOK guide, sixth edition. Hoboken, New Jersey: John Wiley & Sons, Inc.

Tavan, F. and Hosseini, M. (2016). Comparison and analysis of PMBOK 2013 and ISO 21500. Journal of Project Management, (10), pp.27–34.

Thomas, A. (2019). Application of the Project Management Body of Knowledge (PMBOK) in an Interdisciplinary Capstone: The AISC Steel Bridge Competition. International Journal of Engineering Management, 3(1), p.17.

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Group Project Management and Teamwork Reflection Report (Assessment)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Self effectiveness and other team members, project evaluation versus outcomes, decision-making process, research methodology, project management, management concepts application, project process improvement.

The success of research done by a group of people depends so much on the contribution that each member inputs to the project. This is where management skills acquired theoretically are put into practice or tested. The process of solving conflicts that emerge in a group should be succinct and clear. Each member’s point of view must be taken into consideration to harness success.

I organized the group. In essence, I can term myself as the pioneer of the foundation of our group. In the first place, I am the one that got the people in the group together. The initial meeting of group members was done by me.

The success of our group depended on the effectiveness of contribution to the project by each member of the group. The division of project parts to each member of the group was the best idea we could come up with. The reason that favored the division of project parts among us was to ensure that each member of the group would give his best input with respect to research concerning the assigned part. The approach to tackle the assignment from the perspective of components-to-whole also was to ensure that the timeline given by our lecturer was to be met before its elapse.

Dynamically, the group was well organized in the beginning. If the initial agreement had been pursued, the results would have been better, besides no one in the group would have felt that much of the work was done by self. The only mistake that the group made was it did not elect an interim leadership to oversee the effectiveness of each member of the group. Since the group’s decisions were made based majority basis, they should also have elected leaders to run the project completion. Reduction in conflicts could have been reduced with the introduction of a discipline committee, to deal with members who showed laxity concerning the progress. In my opinion, these would have been more effective than orally making resolutions that did not have a discipline tag attached.

For the future application of individual learning, I realized that in a learning environment and process, a group requires a correct choice of people willing to share and one another’s point of view. In a group, individual knowledge requires total acceptance from an intended audience, with participation notwithstanding.

In the event of problem-solving, discussions in the group did not yield much. Each member was given a chance to air out feedback. The feedback could not be approved with total certainty since it emerged that group members only stuck to the assigned parts. It was also evident that the discussions were not taken with a resolute critique from the members showed little commitment.

Decisions concerning issues emergent in the group were made by the majority. As it was turning out, I was an international student with a communication problem since I could not speak or write the English language with acceptable standards, I felt left out. Most of the decisions were done with an edge of countering my contribution to the project. In most cases, acceptance of a resolution was reached after a lengthy discussion, the resolutions were reached at jus for the sake of agreement, but not because they were applicable.

It was not a bad idea to use questionnaires and interviews. However, the lack of participation by my members was a rather disappointing factor. As mentioned, I contacted interviews and questionnaires being sent to the audience at PGL. PGL is a freight company whose market is the pacific islands although it’s expanding globally (Pacific Gate Logistics, 2010). This was an engagingly hard task for me. Nevertheless, I did it for the sake of completing the course work besides trying by all means to beat the timelines given by the lecturer; which carried a risk of losing all the marks. Also, I used these research methods but their effectiveness I did not ascertain. In the first place, there was a language barrier between my audience.

Documents like the project we were undertaking are highly sensitive such that their acceptance by the target company was important to us. The validity of the methods that we used was questionable. Our research design was not familiar to other group members. As a result, it may have reduced their participation in the design of these methods as well as their application to data collection. As a consequence, data collected was limited to one person. The direct implication of this was that only one person collecting information did not have enough time, the number of audience for interviewing was small.

On average, the project was not managed well. The management style we employed lacked some organization. If we had employed some committee to manage the progress of the project, we would have frequent conflicts in the group. We had resources at our disposal. The resource that was badly mismanaged was time. It resulted from a lack of communication from the group members. Each one of us went their own way. They refused to answer my e-mails. In general, the group was not centrally managed and it is like we did not know each other in the group. This explained the lack of total commitment from the other members. The management of conflicts, solutions, meeting days, research feedback was all not effectively adopted.

From the perspective of the management of the group, there was no relationship between theoretical management concepts and their application as seen in the group. Each one of us was doing everything according to the self-drive. Cohesion in the group was not there. They were not acting on one accord as a group. In conclusion, we did not apply management concepts in our project

It was noted that there was diversity in opinions in the group concerning the management and handling of the parts that were assigned to different group members. However, this did not help improve the situation. In fact, it only aggravated the conflicts. This can be justified by the further distance that was experienced in the last stages of the project. Each one of us had taken his own direction, and perhaps, perspective concerning the project.

I recommended that in the future, proper vetting during the selection should be done to determine the right group members. Furthermore, each group member needs to be given time to express his views concerning his point. Pertaining management, a select opinion analyzing committee should have been formed. Each time a member airs an opinion, one of the select members from the committee writes them down. After writing, analysis is done as an after process whereby each opinion is analyzed as an entity. Its validity is agreed upon by the majority rather random airing of opinion that leads to no common resolution.

Secondly, the outcomes of the project were not satisfactorily achieved. In the first place, group members did not have a common voice. Each part of the project was given as an assignment. It is evident that each group member did not achieve the highest level of output as expected. Whatever we presented can be termed as the work of one person. The research process is an intensive involvement, requiring a high degree of professionalism.

In our case, we needed to put to practice management concepts acquired in theory. What was achieved did not reflect professionalism and commitment. The whole process was characterized by dishonesty, self-motivation, and frequent inter-member conflicts. The use of consultative means from the other classmates was good.

However, it should not only have taken place during a conflict solution but also during the research process itself. This is a healthy process for the information collected by the group members. Comparisons about the collection of information, management of the group by other groups formed by the classmates; in terms of problem solution and project management. On the overall, the project was not satisfactorily done due to the reasons mentioned above, with the conflict factor being the main.

On the overall, I can say that I took up a management role that was neglected by others. I had information from the company that we used in our project required for our project.

In conclusion, the project that was undertaken by the group was not taken and completed satisfactorily. The members seemed to rather doing a project on conflicts than PGM.

Pacific Gate Logistics. (2010). Pacific Gate Logistics Australia & New Zealand. Web.

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IvyPanda. (2021, January 26). Group Project Management and Teamwork Reflection. https://ivypanda.com/essays/group-project-management-and-teamwork-reflection/

"Group Project Management and Teamwork Reflection." IvyPanda , 26 Jan. 2021, ivypanda.com/essays/group-project-management-and-teamwork-reflection/.

IvyPanda . (2021) 'Group Project Management and Teamwork Reflection'. 26 January.

IvyPanda . 2021. "Group Project Management and Teamwork Reflection." January 26, 2021. https://ivypanda.com/essays/group-project-management-and-teamwork-reflection/.

1. IvyPanda . "Group Project Management and Teamwork Reflection." January 26, 2021. https://ivypanda.com/essays/group-project-management-and-teamwork-reflection/.

Bibliography

IvyPanda . "Group Project Management and Teamwork Reflection." January 26, 2021. https://ivypanda.com/essays/group-project-management-and-teamwork-reflection/.

The University of Chicago The Law School

Innovation clinic—significant achievements for 2023-24.

The Innovation Clinic continued its track record of success during the 2023-2024 school year, facing unprecedented demand for our pro bono services as our reputation for providing high caliber transactional and regulatory representation spread. The overwhelming number of assistance requests we received from the University of Chicago, City of Chicago, and even national startup and venture capital communities enabled our students to cherry-pick the most interesting, pedagogically valuable assignments offered to them. Our focus on serving startups, rather than all small- to medium-sized businesses, and our specialization in the needs and considerations that these companies have, which differ substantially from the needs of more traditional small businesses, has proven to be a strong differentiator for the program both in terms of business development and prospective and current student interest, as has our further focus on tackling idiosyncratic, complex regulatory challenges for first-of-their kind startups. We are also beginning to enjoy more long-term relationships with clients who repeatedly engage us for multiple projects over the course of a year or more as their legal needs develop.

This year’s twelve students completed over twenty projects and represented clients in a very broad range of industries: mental health and wellbeing, content creation, medical education, biotech and drug discovery, chemistry, food and beverage, art, personal finance, renewable energy, fintech, consumer products and services, artificial intelligence (“AI”), and others. The matters that the students handled gave them an unparalleled view into the emerging companies and venture capital space, at a level of complexity and agency that most junior lawyers will not experience until several years into their careers.

Representative Engagements

While the Innovation Clinic’s engagements are highly confidential and cannot be described in detail, a high-level description of a representative sample of projects undertaken by the Innovation Clinic this year includes:

Transactional/Commercial Work

• A previous client developing a symptom-tracking wellness app for chronic disease sufferers engaged the Innovation Clinic again, this time to restructure its cap table by moving one founder’s interest in the company to a foreign holding company and subjecting the holding company to appropriate protections in favor of the startup.
• Another client with whom the Innovation Clinic had already worked several times engaged us for several new projects, including (1) restructuring their cap table and issuing equity to an additional, new founder, (2) drafting several different forms of license agreements that the company could use when generating content for the platform, covering situations in which the company would license existing content from other providers, jointly develop new content together with contractors or specialists that would then be jointly owned by all creators, or commission contractors to make content solely owned by the company, (3) drafting simple agreements for future equity (“Safes”) for the company to use in its seed stage fundraising round, and (4) drafting terms of service and a privacy policy for the platform.
• Yet another repeat client, an internet platform that supports independent artists by creating short films featuring the artists to promote their work and facilitates sales of the artists’ art through its platform, retained us this year to draft a form of independent contractor agreement that could be used when the company hires artists to be featured in content that the company’s Fortune 500 brand partners commission from the company, and to create capsule art collections that could be sold by these Fortune 500 brand partners in conjunction with the content promotion.
• We worked with a platform using AI to accelerate the Investigational New Drug (IND) approval and application process to draft a form of license agreement for use with its customers and an NDA for prospective investors.
• A novel personal finance platform for young, high-earning individuals engaged the Innovation Clinic to form an entity for the platform, including helping the founders to negotiate a deal among them with respect to roles and equity, terms that the equity would be subject to, and other post-incorporation matters, as well as to draft terms of service and a privacy policy for the platform.
• Students also formed an entity for a biotech therapeutics company founded by University of Chicago faculty members and an AI-powered legal billing management platform founded by University of Chicago students.
• A founder the Innovation Clinic had represented in connection with one venture engaged us on behalf of his other venture team to draft an equity incentive plan for the company as well as other required implementing documentation. His venture with which we previously worked also engaged us this year to draft Safes to be used with over twenty investors in a seed financing round.

More information regarding other types of transactional projects that we typically take on can be found here .

Regulatory Research and Advice

• A team of Innovation Clinic students invested a substantial portion of our regulatory time this year performing highly detailed and complicated research into public utilities laws of several states to advise a groundbreaking renewable energy technology company as to how its product might be regulated in these states and its clearest path to market. This project involved a review of not only the relevant state statutes but also an analysis of the interplay between state and federal statutes as it relates to public utilities law, the administrative codes of the relevant state executive branch agencies, and binding and non-binding administrative orders, decisions and guidance from such agencies in other contexts that could shed light on how such states would regulate this never-before-seen product that their laws clearly never contemplated could exist. The highly varied approach to utilities regulation in all states examined led to a nuanced set of analysis and recommendations for the client.
• In another significant research project, a separate team of Innovation Clinic students undertook a comprehensive review of all settlement orders and court decisions related to actions brought by the Consumer Financial Protection Bureau for violations of the prohibition on unfair, deceptive, or abusive acts and practices under the Consumer Financial Protection Act, as well as selected relevant settlement orders, court decisions, and other formal and informal guidance documents related to actions brought by the Federal Trade Commission for violations of the prohibition on unfair or deceptive acts or practices under Section 5 of the Federal Trade Commission Act, to assemble a playbook for a fintech company regarding compliance. This playbook, which distilled very complicated, voluminous legal decisions and concepts into a series of bullet points with clear, easy-to-follow rules and best practices, designed to be distributed to non-lawyers in many different facets of this business, covered all aspects of operations that could subject a company like this one to liability under the laws examined, including with respect to asset purchase transactions, marketing and consumer onboarding, usage of certain terms of art in advertising, disclosure requirements, fee structures, communications with customers, legal documentation requirements, customer service and support, debt collection practices, arrangements with third parties who act on the company’s behalf, and more.

Miscellaneous

• Last year’s students built upon the Innovation Clinic’s progress in shaping the rules promulgated by the Financial Crimes Enforcement Network (“FinCEN”) pursuant to the Corporate Transparency Act to create a client alert summarizing the final rule, its impact on startups, and what startups need to know in order to comply. When FinCEN issued additional guidance with respect to that final rule and changed portions of the final rule including timelines for compliance, this year’s students updated the alert, then distributed it to current and former clients to notify them of the need to comply. The final bulletin is available here .
• In furtherance of that work, additional Innovation Clinic students this year analyzed the impact of the final rule not just on the Innovation Clinic’s clients but also its impact on the Innovation Clinic, and how the Innovation Clinic should change its practices to ensure compliance and minimize risk to the Innovation Clinic. This also involved putting together a comprehensive filing guide for companies that are ready to file their certificates of incorporation to show them procedurally how to do so and explain the choices they must make during the filing process, so that the Innovation Clinic would not be involved in directing or controlling the filings and thus would not be considered a “company applicant” on any client’s Corporate Transparency Act filings with FinCEN.
• The Innovation Clinic also began producing thought leadership pieces regarding AI, leveraging our distinct and uniquely University of Chicago expertise in structuring early-stage companies and analyzing complex regulatory issues with a law and economics lens to add our voice to those speaking on this important topic. One student wrote about whether non-profits are really the most desirable form of entity for mitigating risks associated with AI development, and another team of students prepared an analysis of the EU’s AI Act, comparing it to the Executive Order on AI from President Biden, and recommended a path forward for an AI regulatory environment in the United States. Both pieces can be found here , with more to come!

Innovation Trek

Thanks to another generous gift from Douglas Clark, ’89, and managing partner of Wilson, Sonsini, Goodrich & Rosati, we were able to operationalize the second Innovation Trek over Spring Break 2024. The Innovation Trek provides University of Chicago Law School students with a rare opportunity to explore the innovation and venture capital ecosystem in its epicenter, Silicon Valley. The program enables participating students to learn from business and legal experts in a variety of different industries and roles within the ecosystem to see how the law and economics principles that students learn about in the classroom play out in the real world, and facilitates meaningful connections between alumni, students, and other speakers who are leaders in their fields. This year, we took twenty-three students (as opposed to twelve during the first Trek) and expanded the offering to include not just Innovation Clinic students but also interested students from our JD/MBA Program and Doctoroff Business Leadership Program. We also enjoyed four jam-packed days in Silicon Valley, expanding the trip from the two and a half days that we spent in the Bay Area during our 2022 Trek.

The substantive sessions of the Trek were varied and impactful, and enabled in no small part thanks to substantial contributions from numerous alumni of the Law School. Students were fortunate to visit Coinbase’s Mountain View headquarters to learn from legal leaders at the company on all things Coinbase, crypto, and in-house, Plug & Play Tech Center’s Sunnyvale location to learn more about its investment thesis and accelerator programming, and Google’s Moonshot Factory, X, where we heard from lawyers at a number of different Alphabet companies about their lives as in-house counsel and the varied roles that in-house lawyers can have. We were also hosted by Wilson, Sonsini, Goodrich & Rosati and Fenwick & West LLP where we held sessions featuring lawyers from those firms, alumni from within and outside of those firms, and non-lawyer industry experts on topics such as artificial intelligence, climate tech and renewables, intellectual property, biotech, investing in Silicon Valley, and growth stage companies, and general advice on career trajectories and strategies. We further held a young alumni roundtable, where our students got to speak with alumni who graduated in the past five years for intimate, candid discussions about life as junior associates. In total, our students heard from more than forty speakers, including over twenty University of Chicago alumni from various divisions.

The Trek didn’t stop with education, though. Throughout the week students also had the opportunity to network with speakers to learn more from them outside the confines of panel presentations and to grow their networks. We had a networking dinner with Kirkland & Ellis, a closing dinner with all Trek participants, and for the first time hosted an event for admitted students, Trek participants, and alumni to come together to share experiences and recruit the next generation of Law School students. Several speakers and students stayed in touch following the Trek, and this resulted not just in meaningful relationships but also in employment for some students who attended.

More information on the purposes of the Trek is available here , the full itinerary is available here , and one student participant’s story describing her reflections on and descriptions of her experience on the Trek is available here .

The Innovation Clinic is grateful to all of its clients for continuing to provide its students with challenging, high-quality legal work, and to the many alumni who engage with us for providing an irreplaceable client pipeline and for sharing their time and energy with our students. Our clients are breaking the mold and bringing innovations to market that will improve the lives of people around the world in numerous ways. We are glad to aid in their success in any way that we can. We look forward to another productive year in 2024-2025!