Case: Event Feasibility Analysis

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What about the plan?

29-09-2025 379 views 0

Event Feasibility Analysis

Not every event plan works in reality.

Sometimes what looks good on paper creates problems when you try to make it happen. Smart event managers spot these issues early.

In this assignment you will examine a real business event invitation and its planning documents. You will discover what works well and what might cause problems. This helps you understand how to make events truly feasible.

Here are the documents from TechFlow Solutions for their end-of-year reception:
Document 1: Invitation
Document 2: Event plan

Read both documents carefully!
Look for details that seem clear and details that seem unclear or problematic. Think about what you would need to know if you received this invitation or had to organize this event.

Why this assignment matters
Every event professional faces the challenge of turning ideas into reality. Learning to spot feasibility issues early saves time, money, and reputation. Whether you work in event management, project coordination, or run your own business, the ability to analyze what will actually work makes you more valuable and successful.

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event management

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Assignments for students

Long story short
Read an event invitation and plan. Find what’s unclear or problematic. Discover what makes events feasible in practice.

What to do?

1. Analyze the invitation
Put yourself in the shoes of someone who receives this invitation. You want to attend but need more information.

1a. List 5 things that are unclear or missing from the invitation
1b. Which unclear point would stop you from attending? Explain why.

2. Analyze the event plan
Now imagine you must organize this event. The plan is your guide.

2a. Complete the list: guest numbers too uncertain, …
2b. Which problem would be hardest to solve? Explain why.

3. Risk check
Look at the event plan and think: where could things go wrong?

3a. Financial risks: List 2 ways this event could cost more than expected
3b. Practical risks: List 2 ways this event could fail on the day itself
3c. Planning risks: List 2 ways poor planning could create problems

4. Compare the documents
Look at both documents together. You now understand what each document says.
Find 2 places where the invitation and event plan disagree with each other

5. Your judgment

5a. Based on your complete analysis, make your final assessment.
5b. Give 2 concrete suggestions to make this event more realistic

Assessment criteria

Document Analysis
Pass: You identify 5-6 problems across both documents
Merit/Distinction: You identify 7 or more relevant problems across both documents

Risk Assessment
Pass: You identify 4-5 risks across the three categories
Merit/Distinction: You identify all 6 risks across the three categories with clear explanations

Feasibility Judgment
Pass: You provide realistic overall rating with 2 concrete suggestions
Merit/Distinction: You provide realistic rating with detailed reasoning and practical suggestions that directly address identified problems

Submitting your assignment
Submit your work using the Core button in Businessbase.

First, enter your name and email correctly — otherwise you will not receive the PDF with your answers. Then follow the guiding questions. Answer them carefully. A small spelling mistake is no problem. But surface-level analysis will not meet the learning objectives.

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Recommended by teachers

Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Check in pairs | Group activity

The students carry out individual assignments. Afterwards, in pairs, they check their answers with those of the other student. If their answers differ, they must find out which of the answers is correct.
The answers can be compared again with another pair (or with answer sheets).
Final phase: check in the class. The teacher only discusses questions where pairs were not able to reach an agreement.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Problem-based learning | Cooperative learning

Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.

Teacher-led class discussion | Dialogue

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

Edvard Spaapen

Editor of content during development stage