Higher Nationals
Internal verification of assessment decisions – BTEC (RQF)
INTERNAL VERIFICATION – ASSESSMENT DECISIONS
Programme title
HND in Computing and System Development
Assessor
Mr. Nilshan
Unit(s)
Internal
Verifier
miss.menisha
Unit 03: Professional Practice
Assignment title
Student’s name
L kavindu kalana perera
List which assessment criteria
the Assessor has awarded.
Pass
Merit
Distinction
INTERNAL VERIFIER CHECKLIST
Do the assessment criteria awarded match
those shown in the assignment brief?
Is the Pass/Merit/Distinction grade awarded
justified by the assessor’s comments on the
student work?
Y/N
Y/N
Has the work been assessed
accurately?
Y/N
Is the feedback to the student:
Give details:
• Constructive?
• Linked to relevant assessment criteria?
• Identifying opportunities for
improved performance?
• Agreeing actions?
Y/N
Y/N
Y/N
Does the assessment decision need
amending?
Y/N
Y/N
Assessor signature
Date
Internal Verifier signature
Date
Programme Leader signature (if required)
Date
Confirm action completed
Remedial action taken
Give details:
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Assessor signature
Date
Internal Verifier
signature
Date
Programme Leader
signature (if required)
Date
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Higher Nationals - Summative Assignment Feedback Form
Student Name/ID
L. kavindu kalana perera/WAT/B-005418
Unit Title
Unit 03: Professional Practice
Assignment Number
Submission Date
1
15/01/2021
Re-submission Date
Miss menisha
Assessor
Date Received 1st
submission
Date Received 2nd
submission
Assessor Feedback:
LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience
Pass, Merit & Distinction P1P2M1D1
Descripts
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
Pass, Merit & Distinction P3P4M2M3D2
Descripts
LO3 Discuss the importance and dynamics of working within a team and the impact of team working
in different environments
Pass, Merit & Distinction P5P6M4D3
Descripts
LO4 Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higher level
learning
Pass, Merit & Distinction P7P8M5D4
Descripts
Grade:
Assessor Signature:
Date:
Resubmission Feedback:
Grade:
Assessor Signature:
Internal Verifier’s Comments:
Date:
Signature & Date:
* Please note that grade decisions are provisional. They are only confirmed once internal and external moderation has taken place and grades
decisions have been agreed at the assessment board.
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Assignment Feedback
Formative Feedback: Assessor to Student
Action Plan
Summative feedback
Feedback: Student to Assessor
Assessor signature
Date
Student signature
Date
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Pearson Higher Nationals in
Computing
Unit 03: Professional Practice
Assignment 01
General Guidelines
1.
A Cover page or title page – You should always attach a title page to your assignment. Use
previous page as your cover sheet and make sure all the details are accurately filled.
2.
Attach this brief as the first section of your assignment.
3.
All the assignments should be prepared using a word processing software.
4.
All the assignments should be printed on A4 sized papers. Use single side printing.
5.
Allow 1” for top, bottom , right margins and 1.25” for the left margin of each page.
Word Processing Rules
1. The font size should be 12 point, and should be in the style of Time New Roman.
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2. Use 1.5 line spacing. Left justify all paragraphs.
3. Ensure that all the headings are consistent in terms of the font size and font style.
4. Use footer function in the word processor to insert Your Name, Subject, Assignment No, and
Page Number on each page. This is useful if individual sheets become detached for any reason.
5. Use word processing application spell check and grammar check function to help editing your
assignment.
Important Points:
1. It is strictly prohibited to use textboxes to add texts in the assignments, except for the compulsory
information. eg: Figures, tables of comparison etc. Adding text boxes in the body except for the
before mentioned compulsory information will result in rejection of your work.
2. Carefully check the hand in date and the instructions given in the assignment. Late submissions
will not be accepted.
3. Ensure that you give yourself enough time to complete the assignment by the due date.
4. Excuses of any nature will not be accepted for failure to hand in the work on time.
5. You must take responsibility for managing your own time effectively.
6. If you are unable to hand in your assignment on time and have valid reasons such as illness, you
may apply (in writing) for an extension.
7. Failure to achieve at least PASS criteria will result in a REFERRAL grade .
8. Non-submission of work without valid reasons will lead to an automatic RE FERRAL. You will then
be asked to complete an alternative assignment.
9. If you use other people’s work or ideas in your assignment, reference them properly using
HARVARD referencing system to avoid plagiarism. You have to provide both in-text citation and a
reference list.
10. If you are proven to be guilty of plagiarism or any academic misconduct, your grade could be
reduced to A REFERRAL or at worst you could be expelled from the course
Student Declaration
I hereby, declare that I know what plagiarism entails, namely to use another’s work and to present it as
my own without attributing the sources in the correct form. I further understand what it means to copy
another’s work.
1. I know that plagiarism is a punishable offence because it constitutes theft.
2. I understand the plagiarism and copying policy of Edexcel UK.
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3. I know what the consequences will be if I plagiarise or copy another’s work in any of the
assignments for this program.
4. I declare therefore that all work presented by me for every aspect of my program, will be my own,
and where I have made use of another’s work, I will attribute the source in the correct way.
5. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Pearson, UK.
6. I understand that my assignment will not be considered as submitted if this document is not
attached to the assignment.
Kavinduperera890@gmail.com
Student’s Signature:
(Provide E-mail ID)
15/01/2021
Date:
(Provide Submission Date)
Higher National Diploma in Business
Assignment Brief
Student Name /ID Number
L. kavindu kalana perera/WAT/B-005418
Unit Number and Title
Unit 3:
Academic Year
2020/21
Unit Tutor
Mr. Nilshan
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Assignment Title
Work Related Learning Report: Design and Deliver a
Training Programme
Issue Date
15/12/2020
Submission Date
15/01/2021
IV Name & Date
Submission format
The submission should be in the form of an individual report written in a concise, formal business style using
single spacing (refer to the assignment guidelines for more details). You are required to make use of
headings, paragraphs and subsections as appropriate, and all work must be supported with research and
referenced using Harvard referencing system. Please provide in-text citation and a list of references using
Harvard referencing system. Please note that this is an activity-based assessment and your report should
include evidences to the activities carried out individually and/or in a group.
To carry out the activities given on the brief, you are required to form groups, comprising maximum of 6
members.
Unit Learning Outcomes:
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LO1 Demonstrate a range of interpersonal and transferable communication skills to a
target audience.
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios. LO3
Discuss the importance and dynamics of working within a team and the impact of
team working in different environments.
LO4 Examine the need for Continuing Professional Development (CPD) and its role within
the workplace and for higher-level learning.
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Scenario
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Assume yourself as the event coordinator working in an event planning organization specialized in delivering
trainings on IT and soft skills. You have been appointed to design and deliver a training event on IT /Soft Skills
to an identified audience. You are required to complete the project within 2 months and the training plan
and resources should be finalized as per the requirement of the client.
You are required to form a group of not more than 6 members in order to carry out the event. The event will
be headed by an event manager/ leader and each group member will be assigned a set of tasks. While
designing and delivering the event,
•
the skills required to make the event successful
•
challenges faced during the design/ delivery
•
Critical evaluation of the problems, challenges faced and the methods used to overcome them •
The need for continuously develop in a professional environment
Need to be thoroughly considered.
At the end of the event, produce an individual report by each member covering the following tasks.
Task 1:
Demonstrate how you are planning to effectively deliver the training event by designing a professional
project plan with following details.
•
Roles appointed to group members and an evaluation of interpersonal skills of each member that
justifies the assigned role in the team.
•
Goal and objectives of the project
•
Evidences to the meetings conducted with the client and the team members and the findings/
outcomes of the meetings
•
Challenges/ problems identified and the plan to overcome them
•
A project schedule with the activities, milestones and contingencies identified.
Task 2
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Research different problem-solving techniques that can be used to solve the identified problems in task 1
and demonstrate how critical reasoning can be applied to identify a solution to the identified problems.
Critically evaluate the solution methodology used to solve one of the identified problems and justify how
selected methodology helped you to successfully solve the problem and achieve the project objectives.
Task 3
Work in your team by contributing your skills and knowledge to meet the project goal. Critically evaluate
your own role and contribution to the group for the completion of the training event.
Discuss the importance of having dynamic team members in a group to meet its goals by referring to the role
assigned to the group members and analyse how team dynamics among your group members effectively
helped to achieve the shared project goal.
Task 4
Discuss with examples, the importance of continuous professional development (CPD) in a work setting by
evaluating the range of CPD criteria that can be used to measure the effectiveness of your employees in your
organization.
Produce a continuous professional development (CPD) plan using the criteria identified above with relevant
to the responsibilities, required skills, performance objectives for the members of your team. Compare and
contrast different motivational theories and discuss how they can be helpful to improve the performance
of the team members and meet the objectives of the developed CPD plan.
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Grading Rubric
Grading Criteria
Achieved
Feedback
LO1 Demonstrate a range of interpersonal and transferable 22-35
communication skills to a target audience.
P1 Demonstrate, using different communication styles and
22-32
formats, that you can effectively design and deliver a training
event for a given target audience.
P2 Demonstrate that you have used effective time 22-32
management skills in planning an event.
M1 Design a professional schedule to support the planning of
29-34
an event, to include contingencies and justifications of time
allocated.
D1 Evaluate the effectiveness and application of interpersonal 35
skills during the design and delivery of a training event.
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LO2 Apply critical reasoning and thinking to a range of
36-42
problem-solving scenarios.
P3 Demonstrate the use of different problem-solving 36-40
techniques in the design and delivery of an event.
P4 Demonstrate that critical reasoning has been applied to a 36-42
given solution.
M2 Research the use of different problem-solving techniques
used in the design and delivery of an event.
M3 Justify the use and application of a range of solution
methodologies.
D2 Critique the process of applying critical reasoning to a given
task/activity or event.
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LO3 Discuss the importance and dynamics of working within
43-51
a team and the impact of team working in different
environments.
P5 Discuss the importance of team dynamics in the success 43-51
and/or failure of group work.
P6 Work within a team to achieve a defined goal.
43-51
M4 Analyse team dynamics, in terms of the roles group
45-51
members play in a team and the effectiveness in terms of
achieving shared goals.
D3 Provide a critical evaluation of your own role and
contribution to a group scenario.
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LO4 Examine the need for Continuing Professional
Development (CPD) and its role within the workplace and for
higher-level learning.
52-62
P7 Discuss the importance of CPD and its contribution to own
52-55
learning.
P8 Produce a development plan that outlines responsibilities,
60-63
performance objectives and required skills, knowledge and
learning for own future goals.
M5 Compare and contrast different motivational theories and
the impact they can have on performance within the
workplace.
D4 Evaluate a range of evidence criteria that is used as a
measure for effective CPD.
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Acknowledgement
I take this opportunity to express my sincere gratitude to everyone who supported me
throughout the professional practice Assignment. I am thankful for their aspiring guidance,
invaluably constructive criticism and friendly advice during the assignment work. I am
sincerely grateful to them for sharing their truthful and illuminating views on a number of
issues related to this assignment.
I express my heartfelt thanks to Mr. Nilshan sir for support and guidance throughout this
assignment. I would also like to thank the entire E Soft Management for having given me the
opportunity to complete a valuable assignment by gaining a precious knowledge regarding
Programming.
Thank you
Kavindu kalana perera
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Contents
Assignment Feedback ................................................................................................................ 4
Computing.................................................................................................................................. 5
Acknowledgement ................................................................................................................... 18
Task 1: ...................................................................................................................................... 22
1.1 Introduction of the Project ................................................................................................. 22
1.2 Professional scheduling ..................................................................................................... 29
1.3 Interpersonal Skills ............................................................................................................ 35
Task 2 ....................................................................................................................................... 36
2.1 Problem solving skills ........................................................................................................ 36
2.2 Problem Solving Mechanisms and Critical Reasoning for using ...................................... 40
2.3 Critical Reasoning .............................................................................................................. 41
Task 03 ..................................................................................................................................... 43
3.1 Team work ......................................................................................................................... 43
3.2 Team Dynamics in our groups ........................................................................................... 45
3.3 My own rolls project .......................................................................................................... 51
Task 04 ..................................................................................................................................... 52
4.1 The role of CPD ................................................................................................................. 52
4.2 Motivational theory............................................................................................................ 55
4.3 Personal Development Template ....................................................................................... 60
4.4 Evaluation of the Work – Feedback from Team Members................................................ 61
Content of the online Seminar ................................................................................................. 64
Online Seminar photos ............................................................................................................. 93
References ................................................................................................................................ 96
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Table of figure
Figure 1 Introduction – Kavishka Fonseka .............................................................................. 26
Figure 2 Introduction time management azran and kavindu ................................................... 26
Figure 3: Introduction Leadership – Gayan Perera .................................................................. 27
Figure 4 Introduction Leadership – Gayan Perera ................................................................... 27
Figure 5 Decision-making - Methmi Hettiarachchi and Vadivel Vidushika ........................... 28
Figure 6 Our Team ................................................................................................................... 28
Figure 7 Communication WhatsApp ....................................................................................... 31
Figure 8 Communication WhatsApp ...................................................................................... 32
Figure 9 Communication WhatsApp ...................................................................................... 32
Figure 10 Communication WhatsApp ..................................................................................... 33
Figure 11 SWOT ...................................................................................................................... 38
Figure 12 5WHY...................................................................................................................... 39
Figure 13 Team Members Discussing online .......................................................................... 43
Figure 14 Team Members Discussing whatsapp ..................................................................... 44
Figure 15 short and long term goals Figure ............................................................................. 45
Figure 16 presentation.............................................................................................................. 64
Figure 17 presentation.............................................................................................................. 64
Figure 18 presentation.............................................................................................................. 65
Figure 19 presentation.............................................................................................................. 65
Figure 20 presentation.............................................................................................................. 66
Figure 21 presentation.............................................................................................................. 66
Figure 22 presentation.............................................................................................................. 67
Figure 23 presentation.............................................................................................................. 67
Figure 24 presentation.............................................................................................................. 68
Figure 25 presentation.............................................................................................................. 68
Figure 26 presentation.............................................................................................................. 69
Figure 27 presentation.............................................................................................................. 69
Figure 28 presentation.............................................................................................................. 70
Figure 29 presentation.............................................................................................................. 70
Figure 30 presentation.............................................................................................................. 71
Figure 31 presentation.............................................................................................................. 71
Figure 32 presentation.............................................................................................................. 72
Figure 33 presentation.............................................................................................................. 72
Figure 34 presentation.............................................................................................................. 73
Figure 35 presentation.............................................................................................................. 73
Figure 36 presentation.............................................................................................................. 74
Figure 37 presentation.............................................................................................................. 74
Figure 38 presentation.............................................................................................................. 75
Figure 39 presentation.............................................................................................................. 75
Figure 40 presentation.............................................................................................................. 76
Figure 41 presentation.............................................................................................................. 76
Figure 42 presentation.............................................................................................................. 77
Figure 43 presentation.............................................................................................................. 77
Figure 44 presentation.............................................................................................................. 78
Figure 45 presentation.............................................................................................................. 78
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Figure 46 presentation.............................................................................................................. 79
Figure 47 presentation.............................................................................................................. 79
Figure 48 presentation.............................................................................................................. 80
Figure 49 presentation.............................................................................................................. 80
Figure 50 presentation.............................................................................................................. 81
Figure 51 presentation.............................................................................................................. 81
Figure 52 presentation.............................................................................................................. 82
Figure 53 presentation.............................................................................................................. 82
Figure 54 presentation.............................................................................................................. 83
Figure 55 presentation.............................................................................................................. 83
Figure 56 presentation.............................................................................................................. 84
Figure 57 presentation.............................................................................................................. 84
Figure 58 presentation.............................................................................................................. 85
Figure 59 presentation.............................................................................................................. 85
Figure 60 presentation.............................................................................................................. 86
Figure 61 presentation.............................................................................................................. 86
Figure 62 presentation.............................................................................................................. 87
Figure 63 presentation.............................................................................................................. 87
Figure 64 presentation.............................................................................................................. 88
Figure 65 presentation.............................................................................................................. 88
Figure 66 presentation.............................................................................................................. 89
Figure 67 presentation.............................................................................................................. 89
Figure 68 presentation.............................................................................................................. 90
Figure 69 presentation.............................................................................................................. 90
Figure 70 presentation.............................................................................................................. 91
Figure 71 presentation.............................................................................................................. 91
Figure 72 presentation.............................................................................................................. 92
Figure 73 presentation.............................................................................................................. 92
Figure 74 presentation online SS ............................................................................................ 93
Figure 75 presentation online SS ............................................................................................ 93
Figure 76 presentation online SS ............................................................................................ 94
Figure 77 presentation online SS ............................................................................................ 94
Figure 78 presentation online SS ............................................................................................ 95
Figure 79 presentation online SS ............................................................................................ 95
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Task 1:
1.1 Introduction of the Project
Under the professional practice module, the project handed over to us by the module lecturer
Mrs.menisha miss was to conduct an online Seminar to a provided HND student choosing an
appropriate topic. The target audience of the seminar was the students who are about to face
the HND student in E Soft wattala branch. Considering the audience, after discussions with the
team members we decided to conduct the online seminar on Soft Skills Development as it
would be a helping hand to the students to build confidence to face their assignment. When
selecting the topics, we considered the mind-set of the of the target audience and decided to
discuss three topics namely Time Management, Leadership skills and Decision making. Our
team consisted 8 members who worked day and night to make this project a success. The total
time allowed to conduct the workshop was 2 hours. The goal of this workshop was to motivate
the students how to face the challenge and let them know that challenges will come in the road
to success, but those are temporary and they will last a lifetime of victory and pride that they
gain from their hard work.
Introduce team members
Introduction – Kavishka Fonseka
Leadership – Gayan Perera and Tharindu Perera
Decision-making - Methmi Hettiarachchi and Vadivel Vidushika
Time management – Muhammed Azran and Kavindu Perera
Conclusion – Chamod Wijesinghe
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This training program is conducted with the purpose of empowering students to take up real
life challenge by training them in the following areas
Time Management,
Leadership skills
Decision making
The goal was to conduct a training event where while having some good time, the students
might get something in their lives. Therefore agreed to include in the event some events that
would add excitement to the event.
The time allocated for the program was as follows
Introduction
Introduce the topic, the purpose of the event and introduce the team.
Define interpersonal skills.
Explain the importance of interpersonal skills.
List the interpersonal skills that are to be discussed.
Introduce the speakers
Duration: 15 minutes
Leadership
The definition and importance of leadership.
Qualities of a good leader
Leadership skills
1. Strategic planning
2. Creativity
3. Delegation
4. Influence
5. Motivation
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6. Effective communication
7. Conflict resolution
Activity based on the topic.
Duration: 30 minutes
Decision-making
The process of decision-making
1. Identify the decision.
2. Gather relevant info.
3. Identify the alternatives.
4. Weigh the evidence.
5. Choose among the alternatives.
6. Take action.
7. Review your decision.
Activity based on the topic.
Duration: 30 minutes
Time management
The definition and importance of time management.
Prioritization of tasks
Task prioritization matrix
Tips to improve time management skills
Objectives and goals
Setting up deadlines
Dealing with stress
Good sleep schedule
Saying ‘No’
Activity based on the topic
Duration: 30 minutes
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Conclusion
Summary of the training event
Duration: 15 minutes
Item
Time Allocated
Introduction – Kavishka Fonseka
15 minutes
Leadership – Gayan Perera and Tharindu 30 minutes
Perera
Decision-making - Methmi Hettiarachchi and 30 minutes
Vadivel Vidushika
Time management – Muhammed Azran and 30 minutes
Kavindu Perera
Conclusion – Chamod Wijesinghe
15 minutes
The introductory talk given by Mr. Kavishka Fonseka gave the students a boost. It was
mentioned that in life, everyone should have dreams and having dreams will not be enough to
succeed. To make dreams a reality, hard work, determination and dedication are required and
the person who can change our lives is our own. We could ensure our own success if we
continue along the right road of life.
Gayan Perera and Tharindu Perera an introduction to what leadership is was given in the
Leadership presentation and an outstanding slide was shown to make them know who a leader
is. How to be a better leader and the qualities of a successful leader were then clarified. Selfleadership theory was clarified
Muhammed Azran and Kavindu Perera The presentation on Time Management included an
introduction to what time management is. The explanation why time management is needed
has been critically debated. The detrimental consequences of not efficiently handling time have
been explained. A big problem for many students is that they don't understand how to properly
handle time. Therefore, how to handle time efficiently and effectively was considered for them.
It was explicitly taught how to handle time for their task, because the target audience is students
who would face HND students. In order to inspire the students, examples of prominent
individuals that have been successful by effective time management were cited. There was a
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small slide demonstrating the efficiency of time management. In order to make them more
appealing, photos relating to time management were added to the slides.
Picture evidence of what team members have done during the project.
Figure 1 Introduction – Kavishka Fonseka
Figure 2 Introduction time management azran and kavindu
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Figure 3: Introduction Leadership – Gayan Perera
Figure 4 Introduction Leadership – Gayan Perera
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Figure 5 Decision-making - Methmi Hettiarachchi and Vadivel Vidushika
Figure 6 Our Team
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1.2 Professional scheduling
Professional scheduling is described as the responsibility of coordinating one's work schedule
to better serve the position's duties and meet the needs of constituents, while achieving a
positive and balanced balance of professional and personal time for the organization and the
individual. (ksre.k-state.edu/)
THE TRAINING EVENT FOR THE DEVELOPMENT OF INTERPERSONAL SKILLS
ONLINE PROFESSIONAL SCHEDUL
Area
Time in
Time out
duration
Lecture
Backup lecture
Introduction
10.00am
10.15am
15 min
Kavishka
Chamod
Fonseka
Wijesinghe
Leadership
10.15am
10.45am
30 min
Gayan Perera Tharindu Perera
Decision-making
10.45am
11.15am
30 min
Methmi
Vadivel
Hettiarachchi Vidushika
Time management
11.15am
11.45.am
30 min
Muhammed
Kavindu Perera
Azran
Conclusion
11.45am
12.00pm
15 min
Chamod
Kavishka Fonseka
Wijesinghe
It was necessary to connect with the stakeholders to manage time efficiently and to achieve
the full value out of the provided time. The 8 students met at Esoft Metro Campus to hold
meetings in discussions for this online seminar. Ideas were taken into account by all students
and decisions were reached by seeking everyone's opinions. All students attending the
meetings have been labelled and gay people are responsible for providing Mr. Vidura Boteju
and menisha miss with the papers. Whatsapp was used when telling the team members about
the meeting, since it is the most productive way to spread a message. Telephone calls were
also made to students who were not able to be contacted through WhatsApp. If the student
cannot be reached, messages are left for them. The lecture menisha miss and other lectures
have also been addressed in order to get advice and thoughts on our ideas. The team members
agreed to improve group communication and give a good talk for the day of the event, which
took place through an online Microsoft team app. Members prepared their lectures and slides
in English so that anyone could understand English in general and communicate effectively
with the audience. Audiences who attended the event on the day of the event were in external
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communication and the group used English to deliver the lecture. To enhance non-verbal
communication,
Different communication styles and formats
The process of communicating or sharing ideas, emotions, information, and thoughts between
two or more individuals is known as communication. Effective communication occurs when
people engage in meaningful interactions. In basic terms, people perceive and understand the
meaning of words, sentences, or physical acts, and then a communication process occurs.
Communication is vital at all levels of human life; without it, one cannot thrive in this social
context, which includes both personal and professional relationships. The primary goal of
communication is to accurately convey information to the recipient, resulting in clarity of
thought and the elimination of misunderstandings; otherwise, the entire purpose of
communication may be defeated. The difference between verbal and nonverbal communication
is that in verbal communication, persons exchange thoughts, feelings, or information through
the use of voice. Signals sent by facial expressions, posture, eye contact, gestures, tone of voice,
body language, and other means are referred to as nonverbal communication. Communication
is a tool for expressing people's psychology. Effective communication aids in the development
of the individual and the reduction of personal and professional relationship challenges.
Communication is critical to a group project's success, the team members proposed a variety
of communication styles to convey information. In various settings, team members use both
verbal and nonverbal communication strategies. Non-verbal communication style is when
communication is done without the use of words, such as facial expressions, images, and signs.
Verbal communication style is when communication is done with words, speech, and nonverbal communication style is when communication is done without the use of words, such as
facial meetings, letters, reports, emails, notes, memos, group discussions, interviews,
counseling, face-to-face conversations, telephone calls, radio expressions and images.
Throughout the visit, the crew previously held verbal discussions, both in physical and online.
Team members agreed to meet at the ESOFT Wattala branch to develop arrangements, and in
those scenarios, mostly verbal and non-verbal communication was used. For verbal
communication, the team members approached with English and Sinhala languages. Members
communicated their emotions when there are agrees as well as conflicts in nonverbal
communication, produced written plans, and shared them among the members to update the
progress of team objectives, as is customary. Members identified crucial subjects that should
be addressed in a verbal speech on the day of the event. In the group discussion sessions,
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everyone participated and verbally communicated to provide diverse perspectives. Different
platforms, such as WhatsApp chat groups and email services, were also designed to improve
team communications. WhatsApp is a text messaging tool, and all members were added to a
WhatsApp messaging group for non-verbal communication and team discussions. To make
communication more successful, members fought and shared their thoughts, ideas, and
responses through the message group. The messaging platform made it easier for the team to
communicate. On that chat system, important notices, google forms, and plans were
communicated. Below are images of messages shared among team members to communicate
non-verbal communication facts.
Figure 7 Communication WhatsApp
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Figure 8 Communication WhatsApp
Figure 9 Communication WhatsApp
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Figure 10 Communication WhatsApp
Physical issues with the place of the event.
Training online is boring
This is not always the case, while online training is intended to provide a solution to the
boredom of classroom-based learning. Many e-learning courses are made up of never-ending
texts accompanied by a long list of questions of multiple choice that do not involve students.
It feels like e-reading rather than e-learning. The solution is to find a dynamic, enjoyable and
interactive online course. Be sure to select an online course that is interactive, dynamic and
enjoyable to keep students from getting bored. While this may have been challenging in the
early days of e-learning, it is much simpler nowadays there are currently a range of providers
providing all kinds of immersive instruction, with challenges and adventures, animations,
storytelling, gamified solutions, practice-based simulators and game-based learning.
Students have little time to practice online.
The e-learning format provides tremendous versatility for students: when and where they want,
at their own speed and without physical constraints, they can take the courses. Too much
versatility, though also results in inaction. Time passes and the student still has not accessed or
completed the course on the training platform. They have so much flexibility and time. That
they can never find time to do it. First of all to solve this problem, ensure that the software is
split into many sections and consists of a short slide that can be completed in a short period of
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time. If learners experience big learning stumbling blocks, they will possibly never find the
time to fix them.
Sounds and connection issue
One of the most common disruption in online program is the noise problem. Experience some
problems with your sound or microphone at times during an online program session. Here
are problems and solutions to prevent them. If participants use a microphone and speakers,
their microphone will catch the sound coming from the speakers, thereby forming a feedback
loop and generating acoustic feedback. To prevent such problems, we highly suggest that the
lecture and all students use a headset.
A stakeholder
A stakeholder is either a person, community or organization that is impacted by a project's
outcome. They have an interest in the project's progress, and they may be inside or outside the
company that supports the project. Stakeholders may impact the project positively or
negatively. There are a number of individuals involved in the successful execution of a project
from the outset. You have to know how to handle each and every one of them, including those
that do not work under you directly. The project stakeholder is one such person. As every other
participant of the project, a stakeholder is an individual, and some may be easier to handle than
others. You will have to learn to work with a range of personalities to make sure that you have
a constructive conversation with them to understand the project objectives that you have been
hired to accomplish. (Projectmanager.com/2019)
Figure 9 Gantt chart
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1.3 Interpersonal Skills
The skills used for the sole purpose of communicating with each other and for contact are
interpersonal skills. Interpersonal abilities help an individual to be successful in professional
and personal life, most of the interpersonal abilities are based on communication that involves
activities listening, asking and knowing others in the language of the body, for example. It is
possible to recognize leadership skills, teamwork, problem solving and decision making as
interpersonal skills.
The most common issue that is likely to arise while working with a team is disagreements
between team members. When working together, there were a few disagreements between the
team mates and what I made sure was that I would be unbiased regardless of the closeness to
me when sorting them out. I made sure to talk to both sides whenever a disagreement occurs
and bring up winning options where both sides will be pleased. I also had a conversation with
the module lecturer and got his advice and guidance in a situation where major disputes arise.
All the team members worked with me with the utmost commitment during the project,
although there were a few problems. Finally, the online project was successfully completed, so
I am humbly satisfied that my interpersonal abilities have been highly instrumental in
contributing to the project's completion.
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Task 2
2.1 Problem solving skills
A problem can be defined simply as the difference between the expectation and reality of a
certain event's occurrence. Problem solving skills refer to the ability to sort the gap between
expectation and reality and to make a certain thing happen.
Solving an issue needs a few steps to follow. The measures are referred to below.
Identification of the issue
To begin seeking a solution to the problem, the problem must first be clearly defined with its
essence.
Issue Structuring: Full descriptions should be obtained of the problem and the problem found
should be understood from the bottom. Complex issues can involve a deep structure rather than
tiny problems.
Possible solutions: During this stage, a list of applicable solutions will be listed and the reasons
why this is given as an outcome will be analysed.
Confirming a Solution: The most suitable solution will be chosen at this point through critical
consideration of the reasons for considering it as the final solution.
Implementation: In order to figure out the issue and make it meet its target, the confirmed
solution will be enforced.
Feedback: This involves the tracking and feedback received by presenting a certain issue with
the solution.
If the above steps are correctly followed, it is possible to sort the problem within a shorter time
frame.
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Assemble the members of the party
The team members should be purchased in a suitable setting where the issue can be addressed
freely and efficiently. One or more individuals may be named to jot down the ideas proposed
by the individuals as solutions to the defined problem.
The Problem Presentation
It is important to clearly present the defined issue to the delegates who are present. If there are
any requirements for the provision of solutions, they may also be told. Members should be told
that new ideas can be created and they are free to present their point of view.
Guide your session
A debate on the production of the ideas presented and the formation of new ideas from the
ideas obtained could be started after the delegates had presented their views and ideas on the
issue. All participants must be motivated from their own point of view to improve the collected
ideas.
Implementing the solution selected
If the solutions have been established, they can be evaluated and inferred as to which approach
is being used to sort out the problem found.
SWOT Analysis
SWOT stands for Strengths, Weaknesses, Opportunities and Threats, and so SWOT Analysis
is a method to evaluate these four business aspects. You can use SWOT Analysis to make the
most of what you have for the best benefit of the organization. And by understanding what is
lacking and eliminating risks that would otherwise catch unawares, it can decrease the chances
of failure. Better still begin to craft a strategy that distinguishes from competitors and thus
compete successfully on the market. Strengths are the internal resources that deliver a positive
result. Weaknesses are the internal resources that lead to a negative result. The external factors
that are capable of gaining benefits are opportunities
The external factors that have a negative effect are threats. (Mindtools.com/2018)
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Figure 11 SWOT
Below is an evidence where world famous search engine Google has used SWOT analysis to
identify it Strengths, Weaknesses, Opportunities and Threats
Strengths
Globally recognize brand
Simplified approach
Ad words & AdSense program
Weaknesses
Weak social media presence
Credibility of information
Google product like book search picnic not know to all
Opportunities
Increased penetration into Chinese market
Worldwide internet growth surge
Strategic acquisitions
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Threats
Competition from FB in social media
Legal trials
Competition from Bing in the search sector
5 Why Method
In the 1930s, the 5 Whys technique was founded by Saki chi Toyoda, the Japanese industrialist,
inventor, and founder of Toyota Industries. In the 1970s, it became popular, and Toyota still
uses it today to solve problems. Toyota has a theory of "go and see" This suggests that the
decision-making is focused on an in-depth understanding of what is really going on on the store
floor, rather than what anyone feels could happen in a boardroom. The methodology of the 5
Whys is true to this tradition, and it is most powerful when the responses come from individuals
who have specific knowledge of the method or issue in question. The approach is surprisingly
simple: when a problem arises, by asking "Why?" five times, you dig down to its root cause.
And when a counter-measure becomes obvious, you carry it through to avoid a recurrent
problem. (Mindtools.com/2018)
Figure 12 5WHY
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2.2 Problem Solving Mechanisms and Critical Reasoning for using
Brainstorming
For several instances, brainstorming technique has been used during our project. This is
because it helps to bring out creative solutions to the issues. At the beginning of the project,
brainstorming sessions were used to choose the subjects to be discussed in the seminar. This
was because there were different ideas for different team members and all of them were
presented to the members. The most appropriate topics were subsequently selected.
In this context, brainstorming has been used to obtain innovative solutions to the problems
found. It is also possible to develop the team spirit by brainstorming as the team comes to one
place and addresses the problems that have arisen. The contribution of all is valued and the
values are respected. It is possible to obtain the ideas of seasoned individuals who may be
inside the community who have faced the same problem earlier via this approach.
The SWOT Analysis have been used to identify the Strengths, Weaknesses, Opportunities and
Threats in the internal and external factors.
Strengths
Team Strong
High skills of communication in presenters
Guidance Superior
Members of the Skillful Team
Resources Availability
Weaknesses
Very difficult to do it online
Opportunities
The target audience were HND students
Threats
Unfamiliarity with target audience.
In order to define the internal and external variables within the system, the SWOT analysis
approach was used throughout the project. Through this, we were able to evaluate the strengths
and weaknesses we had in our team. It is possible not only to recognize, but also to improve
and positively face the defined weaknesses. In the project, finding opportunities helps to better
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face the audience. Through this proposal, the risks could be removed as earlier potential
approaches were found and the project was a success.
The 5 why method has been used in our project to identify certain solutions for the problems.
The student’s don’t stay for seminars.
Because they don’t find it interesting
The presentations are full of lengthy slide
The students mind have not been understood.
Include some online activities during the seminar.
The other method of problem solving we used was the 5 Why Method. The Five methodology
helped to define the root causes of the problems found. If the countermeasure for the root cause
could be taken correctly, the problem would be absolutely removed. The interesting feature of
this is that it is possible to answer the query before a suitable solution is obtained. An example
of why activities were included in the above section is that the seminar was discovered as a
countermeasure using the 5 Why measure.
2.3 Critical Reasoning.
During an online project, it is important to critically evaluate the role assigned to us and come
up with effective ideas. It is also important to find effective solutions in a situation where a
problem is found. It was important to have a consistent content and vision when planning the
training event to understand the success of it. In order to get the full advantages and utility of
time management, members need to be pushed in the right direction. Methods such as
Brainstorming were used when making decisions by sorting issues as it would increase the trust
within the team and solutions would also be obtained to a wider degree. For better
identification, the obtained information was arranged. The drawbacks to using Brainstorming
are that there have been several discrepancies between the proposals proposed by various
participants. The SWOT analysis was used to define the strengths and limitations as well as the
event's opportunities and challenges in a critical way. It was possible to define the reinforcing
variables in us and the contingencies in them through this. The issue with this approach is that
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the importance of it does not have a weighting factor to define. This is also vague, indicating
that the variables found may be multi-dimensional. The 5 explanations why the approach was
used.
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Task 03
3.1 Team work
Teamwork is a series of activities performed by a group having a shared aim or objective.
Teamwork is usually fulfilled in a collective atmosphere because there is the presumption that
working together creates a better outcome than making divided efforts. Team work is a
collection of efforts and dedication by many individuals to achieve a common task.
(Myaccountingcourse.com/2019)
The most significant factor when working with a team is the team dynamics within the
organization. The behavioral bonds and interactions between the members of the community
are team dynamics. If these dynamics are present within the community efficiently,
performance is certain. Some of the team dynamics are common interest, transparency and
confidence, respected diversity, ability to recognize and correct errors.
Figure 13 Team Members Discussing online
Due to covid 19 we had to hold all the Discussion an online
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Figure 14 Team Members Discussing whatsapp
Goal
A target is a concept of the future or desired outcome to be imagined, prepared and committed
by a person or a group of individuals. By setting deadlines, people aspire to achieve targets
within a limited time. An aim is approximately equivalent to a goal or objective, the desired
outcome that guides response, or an end that has intrinsic meaning as an entity, either a tangible
object or an abstract object. (Minnstate.edu/2019)
Long term goal
Everything you intend to achieve in the future is a long-term objective. For a good career, longterm objectives are critical. Anything you want to do in the future is a long-term objective.
Long-term priorities take preparation and time. It's not something that you can do this week or
this year, either. Typically long-term priorities are at least several years away.
(Minnstate.edu/2019)
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Short term goal
Anything you intend to achieve in the near future is a short-term objective. Today, this week,
this month or even this year will mean the near future. Anything you want to do quickly is a
short-term target. A short-term target is an objective that you can accomplish in 12 months or
less. (Minnstate.edu/2019)
Figure 15 short and long term goals Figure
(Minnstate.edu/2019)
3.2 Team Dynamics in our groups
The team consisted of 8 members who worked as one to make it a successful success for this
project. In our squad, the following group dynamics were present.
Trust and Openness
Without any fear, team members must have the ability to exchange ideas and viewpoints. The
team players were kind enough to comment on the suggestions proposed to them, and this was
present in our team. This has helped create trust among the members of the team as everyone
thinks they are contributing to the event's success. The seminar would not have been conducted
in a way that we expected if there had been secrets as the trust between each other would have
been blundered.
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Purpose shared
Our group's aim was to give the students an efficient and memorable online seminar. All the
team players there shared this goal, by which everyone clearly understood what should be done
and the sole purpose or our task. There were no secret facts about the intent of the workshop
among the team players. The project would have been ineffective if the intent of this were
secret from any team player, as they may feel
Leadership for Engagement
When the simple instructions are given, all members of the team should be able to perform the
duties autonomously. All the members of the team were so dedicated that they all served as
leaders in their enlisted duties. They were also humble enough to take advice from the lecturers
who were all the time behind our work. This made it easier for the team to be successful because
it was not necessary to feed the players with a spoon.
Willingness to identify and correct mistakes
A team should always be humble enough to acknowledge any error shown by itself. Done by
a superior or a team player, then the team will be able to correct it and take future preventive
steps. All the team members in our batch were prepared to acknowledge any error shown by
our lectures or even a member of the team and take corrective action based on their advice.
This helped immensely to achieve success where we were able to execute the seminar with the
least errors.
Belbin’s theory
When dealing around other people, everybody has a tendency to act in a particular way, which
of course, does not mean that they will always behave like that. Meredith Belbin and his
colleagues find that these behaviors are typical clusters, and these clusters are robust enough
to be recognizable separately. When behaving normally in agro-groups, everybody seems to
have a preference for one or more of these 'Unit Positions.' If you have more than one 'normal
position,' if you can switch between them, then you can switch between them. You pick, and if
you ever need to fill a particular role in a team, this is valuable information. The importance is
that Dr Belbin and his group learned how to determine whether a team will succeed or fail by
studying actual teams over a period of many years, just by recognizing the mix of positions
within the group. By introducing someone with the right-position, they could also make a
failing group succeed or make a good group fail by taking away a crucial supporting role. They
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also found that this strengthens how people work and live together if team members identify,
share and discuss their team responsibilities. As they went along, they refined things, because
some positions have more than one name. (Businesscoaching.co.uk/2019)
The Nine Belbin Team Roles
The Monitor Evaluator
In comparison to feelings and instincts, Monitor Evaluators make decisions based on evidence
and logical thought. Normally, they are serious people who excel in critical thinking and
strategic planning. Monitor Evaluators will carefully consider all angles and possibilities if
there is a problem in a project and then formulate an informative approach. Such people tend
to be loners and choose not to get involved in the lives of colleagues, which adds to their
objectivity. (Indeed.com/2019)
The Specialist
The Specialist is a member of the team who is an expert in a particular area. Since they have
in-depth knowledge of a narrow subject, they can typically only participate if their area of
expertise is needed for a mission. Specialists tend to be loners, like Monitor Evaluators, so
being part of a team doesn't always come easily to them. (Indeed.com/2019)
The Plant
Plants are free-thinkers and imaginative people who create fresh ideas and propose new ways
of doing things innovatively. Plants prefer working alone, as is the case with the other two
thought-oriented positions. Most teams and businesses, however, embrace this as the
imaginative thinking of the plant usually contributes to innovative ideas and revolutionary
concepts. (Indeed.com/2019)
The Shaper
Extroverts who strive to force themselves and others to obtain outcomes are shapers. They are
charismatic and motivated people who are able to empower and inspire team members with
enthusiasm. Shapers stay optimistic and tend to excel under pressure despite any obstacles that
might come their way. In order to establish new objectives and tactics, they enjoy challenging
norms. Typically, having one Shaper is important to help the team succeed in its mission.
(Indeed.com/2019)
The Implementer
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Implementers are organizers who like to structure and preserve order in their settings. They are
realistic individuals, from abstract thoughts, implementers like to make concrete plans.
Implementers are highly focused and self-controlled people who in order to concentrate on the
needs of a team or an organization, may ignore their self-interest. While implementers usually
prefer proven ways of doing things, if you can show that it will produce positive results, you
can probably convince them to adjust. (Indeed.com/2019)
The Completer/Finisher
Completers, also called Finishers, are introverted individuals who during key phases of a
project conduct quality assurance. They are also perfectionists who have the ability to find fine
details, enabling them to scrutinize for flaws in completed tasks or items. Since these people
are looking for excellence, from those around them they appear to demand the same.
(Indeed.com/2019)
The Coordinator
Coordinators are mature adults with exceptional interpersonal and communication abilities.
They are generally in leadership roles, but their styles of leadership are somewhat different
from those of Shapers. Coordinators favor a more democratic approach that involves open
communication where shapers control by directives. (Indeed.com/2019)
The Team Worker
Team workers are usually mild and polite extroverts. They seem to be good listeners and are
experienced at bringing a team to work as a unit together well. If team employees find that their
workload is not done by other team members, they are likely to step in and help. Such people
are highly adaptable and flexible, which helps them to connect efficiently with different
individuals and cope with sudden changes. (Indeed.com/2019)
The Resource Investigator
Extroverts who have a gift for networking are resource investigators. They are optimistic and
ambitious individuals who want to explore new possibilities and study new technologies. While
they themselves do not always come up with new ideas, they are skilled at picking up ideas
from others. (Indeed.com/2019)
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When a team project is being carried out it is crucial that all team members take individual
responsibility and work for the project's success. Our community consisted of eight members
who were directed by lecturers, including Ms. Sirini Miss, the lecturer of the module.
The team players are Kavishka Fonseka, Gayan Perera, Tharindu Perera, Methmi Hettiarachchi
, Vadivel Vidushika, Muhammed Azran, Chamod Wijesinghe and Kavindu Perera. Our Team
had the positions of Coordinator, Presenters, In Charge and Supporters where all the 8 members
included and assigned responsibilities
Coordinator
Gayan Perera acted as the project coordinator for the whole project. He was accountable for
leading the entire team and reporting on the progress of the study to the module lecturer. It was
also his obligation to delegate assignments to fellow team members.
Presenters
There were five presenters in our team namely, Kavishka Fonseka, Gayan Perera, Tharindu
Perera, Methmi Hettiarachchi, Muhammed Azran.
Muhammed Azran was the team leader who was responsible for the Time Management Subject
presentation. There were 1 supporting team members, namely Kavindu perera. Kavindu and
Azran had to find details about Time Management and we had to plan the final PowerPoint
presentation.
Gayan Perera was the team leader who was responsible for the Leadership Subject presentation.
There were 1 supporting team members, namely Tharindu perera. Tharindu and Gayan had to
find details about Leadership and they had to plan the final PowerPoint presentation.
Methmi Hettiarachchi was the team leader who was responsible for the Decision-making
Subject presentation. There were 1 supporting team members, namely Vadivel Vidushika.
Methmi and vidushika had to find details about Decision-making and they had to plan the final
PowerPoint presentation.
Introduction and Conclusion done by Chamod Wijesinghe, Kavishka Fonseka.
Team Break Down of all 8 members is as follows who worked in Sub teams.
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Lecture
Miss sirini
Gayan team leader
Kavishka intraducer
Chamod conclution
Kavindu kalana perera
Azran prasantor
Methmi prasantor
Gayan prasantor
member
member
member
kavindu
vidushika
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3.3 My own rolls project
It was my job to be a member of the project's time management team for the conference, collect
the detail about time management and make the some slide, and I am the photographer for this
project. Though I am the member it was my responsibility work together with my team as a
team player to make this event a success. I recognized, as a team member, that I should express
those attributes that would be exemplary to others as well. Some of them are efficiency, positive
contact, active listening, active engagement, collaboration, transparency. A meeting was then
called for all team mates to discuss the project in order to discuss the final decisions were made
to the lecturer of the module and approvals were obtained for the topics to be discussed during
the online seminar. From then on, the team began to work, as everyone understood what the
purpose of this seminar was. When working as a team, good communication is the most
important thing to remember. WhatsApp Instant Messaging Platform was used to provide easy
communication as it was efficient and reliable and all members were familiar with it. Through
it, all the participants were taken to a single stage of contact where it was possible to share
ideas, suggestions, comments, and concerns at any time. In the event of some problem that
would result in. I still had advice from the lecturer on project failure and had it figured out as
soon as possible. When managing the project as a team member, it is my responsibility to give
my team player and the organizer due respect and importance. I always ensured that my team
leader and members' feelings, perspectives and feedback were always warmly accepted and
appreciated. This allowed me to work with others closely and polite and they were free in the
sense of the work frame. The advice from the lectures was also often appreciated and
acknowledged any mistakes that were found and preventive measures were taken. For example,
when determining the activities for the subjects, the module lecturer gave advice that the
activities needed to be more relevant to the subjects to be addressed. I was responsible for
making the PowerPoint presentations for the time management topic. The dress code was
discussed with the module lecturer and -the team leader they informed to the team. Finally we
do the online seminar and i take the photos in online seminar (screen shot). I humbly feel proud
and incredibly pleased that I have been able to contribute to the highest extent possible while
reflecting on my contribution to the success of this project, and my efforts are a cause for the
successful completion of this project.
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Task 04
4.1 The role of CPD
The role of CPD or Continuing Professional Development is to track and assess the talents,
expertise and experience of a person beyond the initial training setting. This is where the
success of an individual's advancement as a professional is recorded and measured. CPD stands
for Technical Continuing Growth. It refers to the process of recording and documenting,
beyond any initial training, the skills, expertise and experience that you acquire both formally
and informally while you work. A record of the experience, understanding and then applying
it. The definition is usually used as a professional to mean a physical folder or portfolio
documenting development. Some companies use a training or development plan to mean it,
which they would claim is not strictly specific. This article is about continuing to work. The
CPD process helps to continuously manage one's own growth. The aim is to help register,
evaluate and focus on what you learn. Not a tick-box paper detailing the completed instruction.
A wider one than that. Growth is a word of great concern, since there is a distinction between
initial training and advancement in development. Initial training is where an individual is
assumed to formally do the routine work assigned to him. Development is when you learn more
from the variety of tasks undertaken by taking into account the skills and competencies that are
assigned. Development has a broader content than preparation and helps improve an
individual's professionalism CPD must. The main features of the CPD operation. To explain
the term, CPD must.
Be a recorded mechanism. (Advice.jobs.ac.uk/2019)
Driven by you, not your boss, be self-directed. (Advice.jobs.ac.uk/2019)
Emphasis on learning from experience, thoughtful learning and study (Advice.jobs.ac.uk/2019)
Help you set priorities and expectations for growth (Advice.jobs.ac.uk/2019)
It involves formal as well as informal learning.( Advice.jobs.ac.uk/2019)
Importance for young professionals of the CPD
For a Young Professional or a Fresher CPD would like to be raise standards in his career life.
CPD is viewed by workers and employers as an investment for their future. It helps to keep up
to date with the trendy technological advances in the fields of specialization for a new
professional. It also opens up the information base out of the box and helps to broaden the
awareness of various fields. CPD sharpens the employee's existing abilities it is not enough
that an employee is practical, but he/she should have an understanding of the practical
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applications surrounding them. It ensures the growth of new ones so that people become more
qualified and knowledgeable in themselves. CPD helps people understand the practical
applications of the skills acquired and the information gained. It is possible for that specific
person to apply the learning and gain experience in different circumstances when a young
professional or a new one grows him/her through CPD. This will improve young people's
careers and allow them not only set goals and goals in career life, but also inspire and empower
them to succeed as employers. (Advice.jobs.ac.uk/2019)
The support of CPD for the own learning.
Organization is one of the qualities that must be present in a team when working. The results
of the CPD revealed a lack of organizational skills. Teamwork and the path to achieving goals
are aided by organizational abilities. The leadership and lecturing positions that were available
aided in the rebuilding of organizational abilities. The teamwork was productive as a result of
the CPD, and the training event's plan, as well as the content of the themes, were perfectly
prepared. The findings of CPD revealed a lack of leadership abilities. As the leadership and
teaching responsibilities were given, this caused him to lose confidence. Even yet, such jobs
provided insight into how a leader would react in certain scenarios. The lack of confidence and
leadership skills are exacerbated by the experience of conducting CPD and roles. Team
dynamics are necessary for a team to achieve a common goal. The CPD identified the skills
that were lacking, and appropriate efforts were taken to develop them during the training event.
The development of those talents lays the groundwork for team interactions. All of this
contributed to a better understanding of team dynamics when working together. When a group
is working toward a common goal, communication skills are crucial. Communication skills aid
in the development of relationships among team members as well as teamwork. The CPD stated
that communication skills needed to be improved, thus appropriate efforts were taken during
the training session to develop them, such as engaging in group chats and guiding team
members via phone calls. As a result, communication skills were improved, and new ways of
interacting with others were discovered.
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Advantages of CPD for your own learning
Enhances intelligence, personal skills, and self-assurance It opens the door to excellent future
job chances. Improves learning abilities and encourages self-directed learning. Demonstrates
ambition and a desire to progress professionally. Relevant practical experience that will
impress current and future employers. The advantages of Continuing Professional
Development (CPD) are vast and diverse, both for employees and for employers. CPD that is
well-designed and delivered is crucial because it benefits my profession, my company, and the
general public. Because CPD ensures that your skills and knowledge are kept up to date, as
well as the professional standard of your registrations and certifications, it is beneficial to you
as a professional. Regardless of age, occupation, or educational level, CPD allows individuals
to consistently up-skill and increase their proficiencies. Another advantage of CPD is that it
may be a powerful instrument for self-motivation. CPD serves as a reminder of one's own
accomplishments and progress, as well as a clearer understanding of the ramifications and
effects of one's job. Furthermore, its flexibility and diversity in terms of the various types of
CPD learning available – allows for the discovery of the best learning technique. CPD can
improve one's quality of life as well as external factors including the environment,
sustainability, and the economy, which has far-reaching implications. These are the main
advantages of CPD
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4.2 Motivational theory
It is entrusted with the motivational theory of discovering what pushes people to work towards
a goal or outcome. Businesses are intrigued by motivational theory as propelled individuals are
more competitive, leading to greater strategic use of assets. (study.com 2020)
Inspiration center substance speculations on components inside the individual who energize
and organize behavior. In general, these hypotheses value inspiration as the element of internal
drives that compel an individual to act or step towards the satisfaction of the needs of the
person. The substance hypotheses of inspiration are based in vast proportion on early
inspirational speculations that followed the ways of Major content theories of motivation are
Maslow's hierarchy of needs, Aldermen’s ERG theory, Herzberg's motivator-hygiene theory,
and McClelland's learned needs or three-needs theory. (encyclopedia.com 2020)
Some of the most important theories of motivation are as follows
Maslow’s Need Hierarchy Theory, Herzberg’s Motivation Hygiene Theory, McClelland’s
Need Theory, McGregor’s Participation Theory, Alder’s ERG Theory
Maslow’s Need Hierarchy Theory
Perhaps it is fair to assume that the most well-known theory of motivation is that the principle
of Maslow's need for hierarchy theory is based upon human needs. He classified all human
needs in a hierarchical manner from the lower to the higher order, drawing primarily on his
clinical experience. (knowledgehut.com)
Physiological: Physical survival necessities such as food, water, and
Shelter Safety: Protection from threats, deprivation, and other dangers.
Social: The need for association, affiliation, friendship, and so on.
Self-esteem: The need for respect and recognition.
Self-actualization:
The
opportunity
for
personal
development,
learning,
and
fun/creative/challenging work. Self-actualization is the highest level need to which a human
being can aspire
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Herzberg’s Motivation Hygiene Theory
The psychologist Frederick Herzberg expanded Maslow’s research and proposed a modern
theory of motivation popularly known as Herzberg's Motivation Hygiene (Two-Factor)
Theory. Herzberg conducted a widely publicized motivational survey of 200 accountants and
engineers in and around Western Pennsylvania, employed by businesses.
(yourarticlelibrary.com 2020)
Motivator factors – Simply put, these are factors that lead to satisfaction and motivate
employees to work harder. Examples might include enjoying your work, feeling recognized
and career progression.
Hygiene factors – These factors can lead to dissatisfaction and a lack of motivation if they
are absent. Examples include salary, company policies, benefits, relationships with managers
and co-workers (yourarticlelibrary.com 2020)
McClelland’s Need Theory
Another well-known need-based hypothesis of inspiration, as contradicted to chain of
command of needs of satisfaction-dissatisfaction, is the hypothesis created by McClelland and
his associates’. McClelland created his hypothesis based on Henry Murray’s created long list
of thought processes and show needs utilized in his early thinks about of identity. McClelland’s
need-theory is closely related with learning hypothesis, since he accepted that needs are learned
or obtained by the sorts of occasions individuals experienced in their environment and
culture(yourarticlelibrary.com 2020)
Achievement: Need to fulfill and demonstrate one's own competence People with a high need
for accomplishment prefer tasks which provide personal accountability and results based on
their own efforts. Also, they want prompt acknowledgment of their development.
(knowledgehut.com)
Affiliation: Need for affection, belonging and social recognition People with a strong need for
association are driven by other people's likes and recognition. They prefer to be interested in
social activities, and may not be comfortable with confrontation. (knowledgehut.com)
Power: Need for control over one's own job or the job of others People with a great need for
power seek circumstances where they exert power and influence over others. They aspire to
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positions of status and authority, and tend to be more concerned with their level of influence
than with effective work performance (knowledgehut.com)
McGregor’s Participation Theory
Douglas McGregor defined two unmistakable sees of human being based on support of
specialists. The primary essentially negative, labeled Hypothesis X, and the other
fundamentally positive, labeled Hypothesis Y. (yourarticlelibrary.com 2020)
Theory X The traditional view of the work force holds that workers are inherently lazy, selfcentered, and lacking ambition. Therefore, an appropriate management style is strong, topdown control. (knowledgehut.com)
Theory Y his view postulates that workers are inherently motivated and eager to accept
responsibility. An appropriate management style is to focus on creating a productive work
environment coupled with positive rewards and reinforcement (knowledgehut.com)
Alder’s ERG Theory
The Hierarchy of Needs by Maslow was built by Clayton Alderfer into a three-factor incentive
model known as the ERG model. The letters E, R, & G in this model each reflect a different
human need: life, relation, and development. The ERG model is a motivational theory of
material. The model of Alderfer says that these three needs inspire all humans. Existence, which
really relates to physical and psychological survival, is the most concrete and motivating of
Alderfer's three requires. The next stage is the need for connection, a sense of community and
a strong connection with yourself. Development, which really relates to self-development,
fulfillment and the sense of fulfilling your potential, is the least concrete, but still important, of
Alderfer's needs in the ERG model. The ERG motivation theory of Alderfer builds on the
Hierarchy of Needs of Maslow and notes that human beings have three main types of need:
life, connectedness and development. For different persons, these needs can have different
priority levels, and their relative value to a person may vary over time. (Worldofwork.io/2019)
Process theories
Process theories of motivation are referred to as the psychological and behavioral mechanisms
that drive an individual to behave in a specific way. These theories, in essence, explore how
the needs of an individual can influence his actions in order to achieve a purpose relevant to
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those needs. In a workplace setting, these theories are usually used and there are many theories
that explore how workers can be driven within an organization. (Careertrend.com/2019)
Reinforcement theory
This hypothesis can be followed to the work of the spearheading behaviorist B.F. Skinner. It is
considered an inspiration hypothesis as well as a learning hypothesis. Fortification hypothesis
sets that spurred behavior happens as a result of reinforces, which results are coming about
from the behavior that produces it more likely the behavior will happen once more. This theory
recommends that it isn't fundamental to consider needs or cognitive forms to get it inspiration,
but that it is as it were necessary to look at the results of behavior. Behavior that's strengthened
is likely to proceed, but behavior that's not remunerated or behavior that's rebuffed isn't likely
to be rehashed. Support hypothesis proposes to supervisors that they can progress employees'
execution by a handle of behavior adjustment in which they strengthen craved behaviors and
rebuff undesired behaviors. (knowledgehut.com)
Adam’s equity theory
Behavioral psychologist John Stacey Adams developed his incentive theory of equity in 1962.
The theory of Adam postulates that workers are motivated by equal treatment, which in turn
motivates them to treat those in the workplace equally. Maintaining this equity, Adams said, is
focused on the ratio of inputs to the results that come from these contributions-the contributions
that the employee makes to an organization. The underlying premise is that workers who
believe that they are either under-rewarded or over-rewarded for their efforts will feel anxiety.
The purpose is to ensure that workers are equitably compensated. (Careertrend.com/2019)
The goal setting theory
The goal setting theory of Edwin Locke notes that the setting of goals is related to success.
Relevant, complicated targets and valid feedback can lead to improved results. The simpler the
targets, Locke says, the better the results. Goals should be practical and demanding, enabling
the worker to experience a sense of triumph when the job is completed successfully. In
principle, the trust gained from achieving one goal is transferred to the success of an individual
in achieving her next goal. (Careertrend.com/2019)
Vroom's expectancy theory
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While Maslow and Herzberg look at the relationship between internal needs and the resulting
effort spent to satisfy them, the expectation theory of Vroom distinguishes effort efficiency,
and outcomes. The expectation theory of Vroom assumes that action results from deliberate
decisions between alternatives whose aim is to maximize enjoyment and minimize pain. Vroom
realized that the performance of an employee is dependent on individual variables such as
personality, talents, intelligence, experience and skills. He claimed that the motivation of an
individual is related to effort, success and motivation. To account for this, he uses the
Expectancy, Instrumentality and Valence variables. (Careertrend.com/2019)
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4.3 Personal Development Template
Name:
kavindu perera
Career Mission Statement
Current Position:
Student
Date Started:
27/07/2019
To get a thorough knowledge about public speaking and to improve the presentation skills
and be a all-rounder while achieving the goal of being a IT Consultant
Major Career Goals(what you need to accomplish in the medium term to further your
mission)
Goal:
Target Date:
Goal:
Target Date:
Complete HND
12/2021
Complete a Diploma 12/2021
before 23 years of
in Psychology by
age
2021
Goal:
Target Date:
Goal:
Target Date:
Be a Graduate at
12/2023
Obtain a Msc by
12/2027
25 years of age
2027
Goal:
Target Date:
Goal:
Target Date:
Get Employed as
2025
Be a PArt Time
2024
IT consultant
Lecturer
Skills Audit
A: I have accomplished this skill/ I demonstrate high competence
B: I have this skill/competency but some improvements coulld be made
C: I need to improve this skill/competency
D: I need to put in considerable work to develop this skill/competency
E: I need to acquire this skill/ develop this competency
Skill/ Competency Rank
Skill/Competency
Rank
Now 6M 1Y 3Y
Now 6M 1Y 3Y
Management of
E
B
B
Time
Public Speaking
E
B
A
Skills
Presentation Skills D
C
C B
Leadership Skills
B
B
B
Multi-Tasking and
prioritizing
Analytical skills
C
B
B
B
D
D
C
B
Learning new skills C
and knowledge
Stress management D
C
B
A
C
B
A
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4.4 Evaluation of the Work – Feedback from Team Members
In order to ensure that the Continuous Professional Development has taken place. The
following were the feedback from the Team Members.
Team Member Evaluation Form(from Team Members)
This form is presented to get a evaluation of myself from other team members during the time
period of the project.
Name of Member: kavindu perea
Title of the Project: Softskills Development online programe
Instructions
Kindly rate the performance from 1-4 (1-Unsatisfactory/2-Satisfactory/3-Very Good/4Excellent)
Rating
3
Comments
organized properly on time.
Attendence on Scheduled
Meetings
3
attendance was good
How was the experience
working me?
3
good.
Was the due respect given to
all team members?
2
Respect was given.
Were you able to freely talk to
me when ever you had a issue with team
mates or even with me?
3
yes.
Were your ideas and comments
respected?
3
yes.
Were the style of work convenient and
professional?
4
Yes.
Would you prefer working
with me in the future?
3
Yes I would prefer it.
Were organising of
meetings convenient?
Suggestions/ Recommendations
It would be better if the time management skills use in an effective way.
Date of Evaluation: 26/11/2020
Name of Evaluator: azran
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Team Member Evaluation Form(from Team Members)
This form is presented to get a evaluation of myself from other team members during the time
period of the project.
Name of Member:kavindu perera
Title of the Project: Softskills Development online programe
Instructions
Kindly rate the performance from 1-4 (1-Unsatisfactory/2-Satisfactory/3-Very Good/4Excellent)
Rating
3
Comments
good
Attendence on Scheduled
Meetings
3
Was attended on times.
How was the experience
working me?
4
It was overall good.
Was the due respect given to
all team members?
4
Yes, was given.
Were you able to freely talk to
me when ever you had a issue with team
mates or even with me?
4
Yes.
Were your ideas and comments
respected?
3
Satisfactory level.
Were the style of work convenient and
professional?
3
Was in a standard
Would you prefer working
with me in the future?
4
Yes,
Were organising of
meetings convenient?
Suggestions/ Recommendations
I would suggest the next time to be a little bit more professional.
Date of Evaluation: 26/11/2020
Name of Evaluator: kavishka
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Team Member Evaluation Form(from Team Members)
This form is presented to get a evaluation of myself from other team members during the time
period of the project.
Name of Member: kavindu kalana
Title of the Project: Softskills Development online programe
Instructions
Kindly rate the performance from 1-4 (1-Unsatisfactory/2-Satisfactory/3-Very Good/4Excellent)
Rating
Were organising of
meetings convenient?
4
Attendence on Scheduled
Meetings
3
How was the experience
working me?
4
Good but have to improve.
Great.
Was the due respect given to
all team members?
Yes
3
Were you able to freely talk to
me when ever you had a issue with team
mates or even with me?
4
Were your ideas and comments
respected?
4
Were the style of work convenient and
professional?
4
Would you prefer working
with me in the future?
Comments
perfect
Was free to talk and solve our
problems.
Yes.
Definitely yes.
Yes
Suggestions/ Recommendations
Take more ideas from members and do as before.
Date of Evaluation: 26/11/2020
Name of Evaluator: gayan
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The above input obtained from the co-team employees indicates that continued professional
growth has taken place and that changes have been made to a greater degree. This appraisal
indicates that the members of the team are satisfied with the working style I adopt and are
also likely to collaborate with me in future projects.
Content of the online Seminar
Figure 16 presentation
Figure 17 presentation
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Figure 18 presentation
Figure 19 presentation
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Figure 20 presentation
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Figure 72 presentation
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Online Seminar photos
Figure 74 presentation online SS
Figure 75 presentation online SS
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Figure 76 presentation online SS
Figure 77 presentation online SS
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Figure 78 presentation online SS
Figure 79 presentation online SS
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References
Professional scheduling? [Online]Available at https://www.ksre.kstate.edu/employee_resources/policies/docs/Professional%20Scheduling%20Policy.pdf
(2019)
A stakeholder? [Online]Available at https://www.projectmanager.com/blog/what-is-astakeholder (2019)
SWOT/5WHY? [Online]Available at
https://www.mindtools.com/pages/article/newTMC_5W.htm#:~:text=The%20method%20is
%20remarkably%20simple,prevent%20the%20issue%20from%20recurring. (2019)
Short and long term goals? [Online] Available at
https://careerwise.minnstate.edu/mymncareers/finish-school/long-shortgoals.html#:~:text=A%20short%2Dterm%20goal%20is,in%2012%20months%20or%20less.
(Accessed/2019)
Belbin team roles? [Online] Available at https://www.indeed.com/career-advice/careerdevelopment/belbin-team-roles (Accessed/2019)
What is CPD? [Online] Available at https://career-advice.jobs.ac.uk/careerdevelopment/what-is-continuing-professional-development-cpd/ (Accessed/2019)
Alder’s ERG Theory? [Online] Available at https://worldofwork.io/2019/02/alderfers-ergtheory-of-motivation/ (Accessed/2019)
Process theory? [Online] Available at https://careertrend.com/about-6682854-definition-team-morale-.html (2019)
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