Mohammed Lamine Ahmed Chichi
Marketing · Strategy · Social
Workplace Skills
Evidence of professional behaviours developed during Block One of the Marketing Agency Project.
This page focuses on the professional and workplace behaviours I developed while working across both university group projects and live client social media management. During Block One, I worked on two concurrent team projects — Bloom × NCSAB and the EMWCL Strategy Plan — where I developed collaboration, communication, presentation, and project-management skills while working with teammates, tutors, and external stakeholders.
Alongside these projects, I was also managing live social media work for two family-run businesses: Groupe-chichi on Facebook and Eyeliner Stamp on Instagram. Balancing real client expectations with academic deadlines taught me how to work professionally under pressure, communicate consistently, adapt to feedback, and stay accountable for results. The experiences collected throughout this page reflect how both the academic and real-world projects helped shape my approach to working in a professional marketing environment.
1. Collaboration & Teamwork
What I worked on
Block One placed me on two concurrent group projects — a workload-and-context-switching test in itself.
Group project 1 — Bloom × Impression × NCSAB ("Safeguarding for Everyone")
Group 3 (5 students). A campaign brief from Nottingham City Safeguarding Adults Board to reach South Asian heritage communities and English-not-first-language audiences in Nottingham. My role: Strategy & Analytics Lead — owned the AIDA channel-strategy framework (slide 10) and the tiered Bronze/Silver/Gold budget model (slide 17).
Group project 2 — EMWCL Growth Strategy
A separate team working on a growth and sponsorship strategy for the East Midlands Women's Cricket League, proposing Boots as primary sponsor and Gunn & Moore as equipment partner. My role: Strategy Plan Lead — owned the final synthesis slide (slide 9) translating the team's research into a 4-quadrant AIM → INSIGHT → ACTION → IMPACT recommendation.
Running both at the same time meant managing two sets of teammates, two clients, two pitch deadlines, and two distinct briefs in the same weeks.
Evidence
Bloom team — handwritten role-allocation chart from the working session. My name (Amine) is against AIDA Model and Budget.
LinkedIn post by my Bloom teammate Belinda Kaur — "Week 4 of Bloom is completed ✅" — public, third-party evidence that the work happened, with 14 likes.
Working session with my EMWCL team — the laptop in the foreground is showing my Strategy Plan slide (slide 9) live in Canva.
EMWCL team feedback session — listening to teammates' slide drafts before synthesising them into the Strategy Plan.
Reflection
One of the strongest moments of collaboration during Block One was when the team was struggling to organise the structure of the campaign and presentation clearly. There were a lot of good ideas, but they felt disconnected, and it became difficult to keep the strategy flowing logically from one section to the next. I helped bring structure to the project by focusing on how the different parts of the campaign connected together and helping shape a clearer framework for the deck.
This experience taught me that collaboration is not only about contributing ideas, but also about helping the team stay aligned and organised when projects become complex. I learned the importance of stepping forward when the group needs direction, especially under deadline pressure. It also showed me that good teamwork often comes from listening carefully to different viewpoints first, then helping combine them into one clear direction rather than trying to dominate the discussion.
2. Communication
Pitching the strategy section — Bloom
I presented the two slides I owned end-to-end — the AIDA channel-strategy framework (slide 10) and the tiered Bronze/Silver/Gold Budget model (slide 17) — to the NCSAB and Impression stakeholders at the final pitch. These are the audience-strategy and investment-rationale parts of the deck, so the questioning I fielded was about why we chose specific channels for South Asian communities and how NCSAB could scale the campaign up or down depending on funding.
AIDA channel-strategy framework — the slide I presented to walk stakeholders through how each channel mapped to a specific audience stage.
Tiered Bronze/Silver/Gold budget model — the slide I presented to give NCSAB three concrete investment options.
Pitching the strategy section — EMWCL
On the EMWCL pitch I presented the Strategy Plan slide (slide 9) — a 4-quadrant AIM → INSIGHT → ACTION → IMPACT framework that synthesised the team's research into the executive recommendation. Owning the closing-synthesis slide means presenting it last and fielding questions about whether the proposal actually hangs together as a coherent story.
EMWCL Strategy Plan — the 4-quadrant synthesis slide I owned end-to-end.
Speaking up in workshops
During one of the EMWCL working sessions, I suggested using a clearer structured framework to connect the different parts of the strategy because the presentation was starting to feel too disconnected. That discussion helped the team simplify the flow of the deck and made it easier to explain the overall campaign direction during the pitch rehearsal.
I also volunteered to help shape the final synthesis section of the presentation so the ending felt more connected to the earlier strategy slides. That experience made me more confident about speaking up when I think a project needs clearer structure or direction, even in a group setting.
Reflection
At the beginning of Block One, I was not naturally confident speaking in front of groups, especially during pitch rehearsals and workshop discussions. To improve this, I deliberately pushed myself to take on more visible parts of the presentations instead of staying in the background. I spent extra time rehearsing my sections before the pitches so I could explain the strategy more clearly and feel more comfortable speaking under pressure.
Over time, this helped me become more confident contributing ideas during team sessions and presenting work to tutors and stakeholders. I realised that preparation made a huge difference to my confidence, and by the end of the projects I felt much more comfortable speaking up, explaining ideas, and handling feedback in front of others.
3. Organisation & Time Management
Deadlines I met during Block One
-
01 March 2026 — Formative submission (CPD, PDP, Skills Matrix, Infographic) — submitted on time
-
Bloom pitch — Final pitch to NCSAB / Impression — delivered
-
EMWCL pitch — Final pitch to module stakeholders — delivered
-
25 May 2026 — Portfolio submission target (NEC extension from original 18 May deadline) — in progress
Reflection
At the start of Block One, I still had a habit of leaving some work too late and feeling stressed close to deadlines, especially when balancing university projects with live social media work for family businesses. By the end of the block, I would not say the problem was completely solved, but I became much better at breaking projects into smaller sections earlier instead of trying to complete everything at once near the deadline.
One system that helped me most was planning tasks around specific sections of the presentation or campaign rather than thinking about the whole project at once. I also started using reminders and weekly planning more consistently to organise deadlines, pitch rehearsals, and content work across different projects. This reduced a lot of the last-minute pressure and helped me work in a more structured and manageable way.
4. Initiative & Attention to Detail
Going beyond the brief
One example of taking initiative beyond the original brief was during my work managing the Groupe-chichi Facebook page. At the beginning, the expectation was mainly to post content consistently and improve the page's visibility, but as the page started growing rapidly, I began analysing the Facebook Insights in more detail to understand what was actually driving the results. This helped me identify that while reach, views, and direct messages were increasing significantly, the business was struggling to respond quickly enough to the volume of enquiries coming in.
Instead of only focusing on content creation, I raised this as an operational issue and suggested improvements such as using saved replies, organising inbox handling more efficiently, and creating a more structured response process for customer enquiries. This experience taught me that good marketing is not only about generating attention — it is also about recognising the business problems that growth can create and thinking beyond the original task to help improve the overall customer journey.
Catching mistakes — improving quality
One example that taught me the importance of attention to detail happened during the EMWCL presentation project. After reviewing the final deck again following the pitch, I noticed that one of the closing lines on my own synthesis slide mistakenly said "EWCL" instead of "EMWCL." It was a small typo, but because it appeared in an important summary section, it stood out to me immediately once I re-read the slide carefully.
That moment reminded me how easy it is to overlook mistakes when focusing heavily on strategy, structure, and deadlines. Since then, I have become much more careful about reviewing my own work slowly before submission or presentation, especially final slides, headings, and key summary points. I learned that professionalism is not only about strong ideas — it is also about making sure the final details are accurate and polished.
5. Responding to Feedback
This is the strongest section to invest in — examiners explicitly reward "evidence of acting on feedback."
Formative feedback I received (23 March 2026)
"No Wix website has been submitted for review. No PDP or Key Skills matrix which are needed for your summative. Good articulation of your experience so far. The infographic must be one full slide so it is readable and visible. You also need to have a reflective model included."
— Tutor feedback, 23 March 2026
How I acted on it
FEEDBACK POINT | WHAT I DID | WHERE THE MARKER CAN SEE IT |
|---|---|---|
"Need a reflective model" | Adopted Gibbs' Reflective Cycle (Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan) and applied it through the reflective sections of every case study | Featured Projects → Case study reflections |
"Infographic must be one full slide" | Rebuilt as a single landscape slide so it is readable at full size | Personal Development → Infographic |
"No PDP / Skills Matrix" | Completed both and embedded them on the Personal Development page | Personal Development → PDP + Skills Matrix sections |
"No Wix website" | Built this full portfolio site with pages for About, Featured Projects, Workplace Skills, Personal Development, CV, and Contact | The portfolio itself |
Reflection
When I first received the 23 March formative feedback, my honest reaction was a mix of disappointment and frustration because I realised some important parts of the portfolio were still incomplete, especially the missing Wix submission, PDP content, and reflective model. At the same time, the comment saying "Good articulation of your experience so far" reassured me that the underlying ideas and direction were strong, even though the structure and presentation still needed work.
What helped me move forward was treating the feedback as a clear action list instead of taking it personally. I focused on rebuilding the missing sections step by step, improving the infographic layout so it was more readable, and integrating a proper reflective model into the portfolio. The experience taught me that constructive feedback is most useful when you are honest about the gaps in your work and willing to act on them quickly rather than defending them.
6. Workplace competencies — quick map
EVIDENCE ON THIS PAGE | EVIDENCE ON THIS PAGE | MODULE LINK |
|---|---|---|
Section 1 — Group 3 role chart + EMWCL working sessions + Belinda LinkedIn post | Section 1 — Group 3 role chart + EMWCL working sessions + Belinda LinkedIn post | Two concurrent Block One team projects (Bloom + EMWCL) |
Section 2 — Bloom AIDA/Budget + EMWCL Strategy Plan pitch slides | Section 2 — Bloom AIDA/Budget + EMWCL Strategy Plan pitch slides | Pitches to NCSAB and EMWCL |
Section 3 — deadlines met | Section 3 — deadlines met | Module deliverables |
Section 4 — going beyond the brief | Section 4 — going beyond the brief | Groupe-chichi response-rate flag |
Section 4 — EMWCL typo self-catch | Section 4 — EMWCL typo self-catch | Deck review iterations |
Section 5 — formative → action mapping | Section 5 — formative → action mapping | 23 March 2026 tutor feedback |