Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Programme title BTEC Higher National Diploma in Computing

Assessor Internal Verifier

Unit 03: Professional Practice
Unit(s)
Work Related Learning Report: Design and Deliver a Training
Assignment title
Programme
Student’s name
Pass Merit Distincti
on

INTERNAL VERIFIER CHECKLIST

Do the assessment criteria awarded match

those shown in the assignment brief? Y/N

Is the Pass/Merit/Distinction grade awarded

justified by the assessor’s comments on the Y/N
student work?
Has the work been assessed
Y/N
accurately?
Is the feedback to the student:
Give details:

• Constructive?
Y/N
• Linked to relevant assessment criteria?
Y/N
• Identifying opportunities for improved
performance?
Y/N
• Agreeing actions?
Y/N

Does the assessment decision need

Y/N
amending?
Assessor signature Date

Internal Verifier signature Date

Programme Leader signature (if required)
Date

[Professional Practice] 1
 Confirm action completed
Remedial action taken

Give details:

Assessor signature Date

Internal Verifier signature

Date

Programme Leader signature (if

Date
required)

[Professional Practice] 2
Higher Nationals - Summative Assignment Feedback Form
Student Name/ID

Unit Title Unit 03: Professional Practice

Assignment Number 1 Assessor

Date Received
Submission Date
1st submission
Date Received 2nd
Re-submission Date
submission
Assessor Feedback:
LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience
Pass, Merit & Distinction P1 P2 M1 D1
Descripts

LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios

Pass, Merit & Distinction P3 P4 M2 M3 D2
Descripts

LO3 Discuss the importance and dynamics of working within a team and the impact of team working
in different environments
Pass, Merit & Distinction P5 P6 M4 D3
Descripts

LO4 Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higher level learning

Grade: Assessor Signature: Date:

Resubmission Feedback:

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

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.

[Professional Practice] 3
Assignment Feedback
Formative Feedback: Assessor to Student

Action Plan

Summative feedback

Feedback: Student to Assessor

Assessor signature Date

Student signature Date

[Professional Practice] 4
Pearson Higher Nationals in
Computing
Unit 03: Professional Practice
Assignment 01

[Professional Practice] 5
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.
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

[Professional Practice] 6
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.
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.

Student’s Signature: Date:

(Provide E-mail ID) (Provide Submission Date)

[Professional Practice] 7
Higher National Diploma in Business
Assignment Brief
Student Name /ID Number

Unit Number and Title Unit 3: Professional Practice

Academic Year 2022/23

Unit Tutor

Assignment Title Work Related Learning Report: Design and Deliver a

Training Programme

Issue Date

Submission Date

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.

[Professional Practice] 8
Unit Learning Outcomes:

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.

[Professional Practice] 9
Scenario

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 10 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
 Evidence to the communication styles and formats used to communicate with the client and the
team members and the findings/ outcomes of the communications.
 Challenges/ problems identified and the plan to overcome them
 A professional project schedule with the activities, milestones and contingencies identified to
demonstrate the effective time management skills in order to plan the training .

Task 2

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 in

[Professional Practice] 10
planning and designing of the training event.

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.
Review 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. Justify how the developed CPD
supports in building the motivation of your team.

[Professional Practice] 11
Grading Rubric

Grading Criteria Achieved Feedback

LO1 Demonstrate a range of interpersonal and transferable

communication skills to a target audience.

P1 Demonstrate effective design and delivery of a training

event for a given target audience, using different
communication styles and formats

P2 Demonstrate effective time-management skills in

planning an event.

M1 Design a professional schedule to support the planning

of an event, to include contingencies and justifications of
time allocated.

D1 Evaluate the effectiveness and application of

interpersonal skills during the design and delivery of a
training event.

LO2 Apply critical reasoning and thinking to a range of

problem-solving scenarios.

[Professional Practice] 12
P3 Demonstrate the use of different problem-solving
techniques in the design and delivery of an event.

P4 Demonstrate that critical reasoning has been applied to

the design and delivery of the event

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

methodologies in the design and delivery of an event.

D2 Evaluate the overall success of the event delivered, in

terms of how well critical reasoning and thinking were
applied to achieve the end goal.

LO3 Discuss the importance and dynamics of working

within a team and the impact of team working in different
environments.

P5 Discuss the importance of team dynamics in the success

and/or failure of group work.

[Professional Practice] 13
P6 Work within a team to achieve a defined goal.

M4 Analyse team dynamics, in terms of the roles group

members play in a team and the effectiveness in terms of
achieving shared goals.

D3 Critically evaluate your own role and contribution to a

group scenario.

LO4 Examine the need for Continuing Professional

Development (CPD) and its role within the workplace and
for higher-level learning.

P7 Discuss the importance of CPD and its contribution to

own learning.

P8 Review different motivational theories and the impact

they can have on performance in the workplace.
P9 Produce a development plan that outlines responsibilities,
performance objectives and required skills for future goals.
M5 Justify the role of CPD and development planning in

[Professional Practice] 14
building motivation.

D4 Evaluate a range of evidence criteria that is used as a

measure for effective CPD.

[Professional Practice] 15
 Acknowledge

I have taken undertakings in this endeavor. It would not have been possible without
the caring assistance and help of various individuals and affiliations. I should stretch
out my real by virtue of all of them. I am especially committed to (Esoft) for their
course and unfaltering supervision and furthermore for giving significant information
as for the endeavor and in like manner for their assistance in completing the endeavor.
I should offer my thanks towards to lecturer of the ESOFT Metro Campus and
individual from (Esoft) for their caring co-activity and bolster which help me in
completion of this endeavor.

Yours Truly

[Professional Practice] 1
Table of Contents
Acknowledge ................................................................................................................. 1
List of Figures ................................................................................................................ 4
List of Tables ................................................................................................................. 5
Activity 1 ....................................................................................................................... 6
1.0 Demonstrate a range of interpersonal and transferable communication skills to a
target audience............................................................................................................ 6
1.1 Purpose of Training Events .............................................................................. 6
1.2 Communication Style ....................................................................................... 8
1.2.1 What is communication Style ........................................................................ 8
1.2.2 Type of Communication Styles? ................................................................... 8
1.3 Event Schedule ............................................................................................... 11
1.3.1 Time Management ....................................................................................... 11
1.3.2 Milestone schedule of training event ........................................................... 12
1.3.2.1 Gantt Chart Draw...................................................................................... 12
1.3.3 Stakeholder of our training event ................................................................ 13
1.3.3.1 Group Discussion ..................................................................................... 14
1.3.3.2 WhatsApp Group ...................................................................................... 15
1.3.3.3 Training Event .......................................................................................... 16
1.4 Self-reflection of inter-personal skills ............................................................ 17
1.4.1 Inter-personal skills ..................................................................................... 17
1.4.2 Examples of Inter-personal skills ................................................................ 17
1.4.3 Effectiveness of inter-personal skills ........................................................... 19
Activity 2 ..................................................................................................................... 20
2.0 Problem solving.................................................................................................. 20
2.1 Problem solving skills .................................................................................... 20
2.1.1 Problem solving techniques ......................................................................... 22
2.2 Applying Critical Reasoning .......................................................................... 29
2.2.1 Critical Reasoning ....................................................................................... 29
2.2.2 Critical Reasoning Tools........................................................................ 29
2.3 Process of applying Critical Reasoning .......................................................... 32
Activity 3 ..................................................................................................................... 34
3.0 Working within a team ....................................................................................... 34
3.1 Team dynamics ............................................................................................... 34
3.1.1 Success of team dynamics ........................................................................... 34
3.1.2 Failures of team dynamics ........................................................................... 36
3.2 Analyzing team dynamics .............................................................................. 37

[Professional Practice] 2
 3.3 Evaluating own role ........................................................................................ 42
Activity 4 ..................................................................................................................... 43
4.0 Importance of continues professional development (CPD) ............................... 43
4.1 continues professional development (CPD) ................................................... 43
4.1.1 Importance of CPD in our event .................................................................. 43
4.2 Motivational theories and their impact on CPD ............................................. 44
4.2.1 Motivation ................................................................................................... 44
4.2.2 Motivational theories ................................................................................... 44
4.3 Producing a personal development plan chart (PDP) ..................................... 50
4.4 Evaluation of continuing professional development (CPD) ........................... 52
4.4.1 Importance of feedback in CPD .................................................................. 52
4.4.2 Feedback ...................................................................................................... 52
4.4.3 Types of feedback ........................................................................................ 52
4.4.4 feedback form of our training event ............ Error! Bookmark not defined.
Conclusion ............................................................................................................ 54
Self-criticism ........................................................................................................ 54
References .................................................................................................................... 55

[Professional Practice] 3
 List of Figures
Figure 1- Smart home automation ................................................................................. 7
Figure 2-Communication ............................................................................................... 8
Figure 3-Verbal communication .................................................................................... 8
Figure 4-Nonverbal communication .............................................................................. 9
Figure 5-Written Communication ................................................................................ 10
Figure 6-Passive Communication ................................................................................ 10
Figure 7-Aggressive Communication .......................................................................... 11
Figure 8-Time Management ........................................................................................ 11
Figure 10-Stakeholders ................................................................................................ 13
Figure 11-Group discussion ......................................................................................... 14
Figure 12-Group discussion 2 ...................................................................................... 14
Figure 13-Whatsapp group .......................................................................................... 15
Figure 14-Whatsapp Group discussion ........................................................................ 15
Figure 15-WhatsApp Group discussion ....................................................................... 15
Figure 16-Group Presentation ...................................................................................... 16
Figure 17-Inter personal skills ..................................................................................... 17
Figure 18-Problem solving skills ................................................................................. 20
Figure 19-Problem Solving Process ............................................................................ 20
Figure 20-Brainstorming .............................................................................................. 22
Figure 21-SWOT ......................................................................................................... 23
Figure 22-Drill down technique ................................................................................... 25
Figure 23-5 WHYS ...................................................................................................... 27
Figure 24-Critical reasoning ........................................................................................ 29
Figure 25-GROW model.............................................................................................. 30
Figure 26-Critical path analysis ................................................................................... 32
Figure 27-working within team ................................................................................... 34
Figure 28-maslow’s need hierarchy theory.................................................................. 45
Figure 29-herzberg two factor theory .......................................................................... 48

[Professional Practice] 4
 List of Tables
Type your text
Table 1-Training Event ................................................................................................ 12
Table 2-Critical path analysis ......................................................................................31
Table 3-Team roles ...................................................................................................... 37
Table 4-Using Maslow Theory in training event ......................................................... 47
Table 5-Using Herzberg's theory in training event ...................................................... 49
Table 6-Personal development plan ............................................................................. 50

[Professional Practice] 5
 Activity 1
1.0 Demonstrate a range of interpersonal and transferable
communication skills to a target audience.

1.1 Purpose of Training Events

A large portion of the Students don't know about Smart home automation. So, we
intended to this Project. Through this venture we can plainly mention to the students
what are the uses of Smart home automation. At that point we intended to tell about a
promising circumstance. About the preparation occasion and furthermore, they will
become acquainted with about the significance about the Smart home automation.
(Ranger, 2024)

One advantage of Smart home automation is that businesses can escape the upfront
costs and complexities of running and managing their own IT networks by paying
only for what they want, when they use it. Companies can license connections to
anything from applications to servers from a cloud service provider rather than
owning their own computer facilities or data centers. As a result, cloud infrastructure
service providers can realize large economies of scale by providing the same
resources to a diverse set of users. (Ranger, 2024)

The location of the server, as well as certain other specifics such as the hardware or
operating system on which it is running, are essentially irrelevant to the customer in
Smart home automation. With this in mind, the cloud metaphor was borrowed from
old telecoms network schematics, in which the public telecommunications network
(and later the internet) was often depicted as a cloud to signify that the network (and
later the internet) was just a cloud of stuff. (Ranger, 2024)

Of necessity, this is an oversimplification; for many consumers, the proximity of their

utilities and data is a major concern. According to IDC report, building the
infrastructure to sustain Smart home automation now accounts for more than a third
of all IT spending worldwide. (Ranger, 2024)

[Professional Practice] 6
Meanwhile, conventional in-house IT investment tends to decline as computing
workloads migrate to the cloud, whether by vendor-provided public cloud platforms
or private clouds created by businesses themselves. (Ranger, 2024)

Figure 1- Smart home automation

[Professional Practice] 7
1.2 Communication Style

1.2.1 What is communication Style

Sending and receiving information between two or more individuals is known as

communication. The sender is the person who sends the message, and the receiver is
the person who receives the information. (Christian, 2024)

Figure 2-Communication

1.2.2 Type of Communication Styles?

1. Verbal communication.
2. Non-verbal communication.
3. Written communication.
4. Passive communication.
5. Aggressive communication.

1. Verbal Communication

Verbal Communications just communicating something specific through a

communicated in language that is perceived by both the sender and collector of the
message. Through this preparation occasion we deal with numerous issues however in
our gathering all part converse with others and we talk about answer for that issues.
At the point when our teacher clarifies about this Smart home automation in a class
we listened that very carefully.so this Verbal Communication utilized for us from
various perspectives. (Jargons, 2024)

Figure 3-Verbal communication

[Professional Practice] 8
2. Non-verbal Communication

Body language is a nonverbal form of communication that can be used to

communicate information. You can regularly tell if your supervisor is satisfied or
vexed basically by taking a gander at his outward appearances, stance and motions. At
the point when we do this task, we utilize numerous stunts for this nonverbal
communication. (Segal, 2024)

• Eye contact: when we do this preparation occasion we can't talk boisterous

before target crowd so we utilize this eye to eye connection to do a few works.

• Hand development: In our preparation occasion when we ask some assistance

to others at times we utilize this hand development.

• Touch and outward appearance: In our undertaking we utilized this touch and
outward appearance for dazzle the audients.

• Body language: It is the main language for the venture. At the point when we
do this task, we need to utilize non-verbal communication then just all
audients will see our introduction cautiously.

Figure 4-Nonverbal communication

Along these lines, we utilized numerous sorts of Non-verbal Communication for this
project.
3. Written Communication

The Written Communication alludes to the way toward passing on a message through
the composed images. As such, any message traded between at least two people that

[Professional Practice] 9
utilize composed words is called as composed communication. (sharma, 2024)

Figure 5-Written Communication

4. Passive Communication

Passive Communication is a style where people have built up an example of

abstaining from communicating their conclusions or sentiments, ensuring their
privileges, and distinguishing and addressing their necessities. In our task we utilized
this communication. At the point when we talk intensely in the venture in our
gathering any individuals talk about not significant talking we utilized this
communication for that to stop that talking. (Cuncic, 2024)

Figure 6-Passive Communication

5. Aggressive Communication

Aggressive Communication is a strategy for communicating needs and wants that

doesn't consider the government assistance of others. An unsafe communication style,
forceful communication can wind up demolishing social nervousness by making
others see you all the more cruelly. (Hwang, 2024)

[Professional Practice] 10
 Figure 7-Aggressive Communication

1.3 Event Schedule

1.3.1 Time Management

Time the board is the way toward getting sorted out and arranging how to split your
time between activities. (team m. t., 2024)

Figure 8-Time Management

Advantages of time management

1. Creates Responsibility

This is the contrast among effective and capable grown-ups and other people who
don't esteem time. At the point when you start tarrying as an understudy, you will in
general do a similar when you're a grown-up. (team m. t., 2024)

2. Prompts Effective Learning

At the point when you realize how to oversee time well, you can learn all the more
viably, you become adroit at concentrating rapidly and all the more effectively and
this permits you more opportunity to do different things. (team m. t., 2024)

[Professional Practice] 11
3. Less Stress

Dealing with your time can straightforwardly decrease your anxiety. Less
astonishments. Less close cutoff times. Less surging from task-to-errand and all
around. (team m. t., 2024)

1.3.2 Milestone schedule of training event

Table 1-Training Event

Tasks Activities Start Date Duration End Date

A Divide the 13.01. 2024 1 Day 13.01. 2024

members
B Create the 14.01. 2024 2 Days 16.01. 2024
group for
team work
C Select the 17.01. 2024 2 Days 19.01. 2024
topic
D Gather data 20.01. 2024 4 Days 25.01. 2024
for select
topic
E Divide the 26.01. 2024 2 Days 27.01. 2024
task
F Select 28.01. 2024 2 Days 29.01. 2024
presentation
where to do
G Do a group 30.01. 2024 7 Days 09.02. 2024
discussion
H Arrange 10.02. 2024 8 Days 19.02. 2024
things what
we want to
presentation
I Practice demo 21.02. 2024 1 Days 22.02. 2024
presentation
J Do 23.02. 2024 1 Day 23.02. 2024
presentation

1.3.2.1 Gantt Chart Draw

A chart is a visual representation of data visualization in which the data is depicted by

symbols such as bars, lines, or slices in a pie chart. A chart can represent tabular
numeric data, functions, or certain types of quality structures, and it can display a
variety of information. (team a. , 2024)

[Professional Practice] 12
1.3.3 Stakeholder of our training event

An individual, gathering or association that has interest or worry in an association.

Stakeholders can influence or be influenced by the association's activities, goals and
approaches. (FERNANDO, 2024)

Stakeholders are two types

1. Internal stakeholders
2. External stakeholders

Figure 9-Stakeholders

 Internal stakeholders

Internal stakeholders are those people or gatherings inside a business-like

representative, proprietors, investors and the board who have an interest in the
organization. (FERNANDO, 2024)

[Professional Practice] 13
Example: - HND Batch, Lecturers
 External stakeholders

External stakeholders are gatherings, people or associations outside of an organization

like its clients (those people who buy its merchandise and ventures), lenders (people
or gatherings to whom the organization owes cash), the public authority, providers
(organizations from whom the business buys its items), or society when all is said in
done. (FERNANDO, 2024)

Example: - Students

1.3.3.1 Group Discussion

Figure 10-Group discussion

Figure 11-Group discussion 2

[Professional Practice] 14
1.3.3.2 WhatsApp Group

In this undertaking we utilized our relational ability most in light of the fact that for
our task we need to utilize our abilities. At that point no one but we can do an
effective task at the end.in our gathering every part have diverse distinctive relational
skills.so we need each part ability for our undertaking.

To begin with, we assembled project proposal.so that time in our gathering every part
tells their own assessment that time we distinguish all individuals’ relational abilities.
At that point we utilized aberrant communication that is the thing that's application
communication. This communication is significant in our preparation occasion since
we share documents and notes through WhatsApp group.in the WhatsApp application
bunch we examining about preparing occasion headings and gathering individual’s
assessment and so on…. Our colleagues are members in this communication so we
tackled numerous issues in this arraigns bunch meeting.

Then, we organized the preparation occasion that time they give us full help to
complete the venture. Preparing occasion day, we do an effective task.

Figure 12-Whatsapp group

[Professional Practice] 15
1.3.3.3 Training Event

Due to COVID-19 pandemic, the presentation was not given to the students as
expected. We delivered our lecture to our lecturer through the internet. In team
member gave a presentation in turn. Yoosuf did a fantastic job with our launch, and
the other participants did a fantastic job with their presentations. The lecturer gave us
positive reviews, and we all gained valuable knowledge.

Figure 15-Group Presentation

[Professional Practice] 16
1.4 Self-reflection of inter-personal skills

1.4.1 Inter-personal skills

Interpersonal skills are the practices and strategies an individual use to collaborate
with others adequately. In the business world, the term alludes to a worker's capacity
to cooperate with other people. Interpersonal skills range from correspondence and
tuning in to disposition and deportment. (tarver, 2024)

Figure 16-Inter personal skills

1.4.2 Examples of Inter-personal skills

1) Active listening
2) Teamwork
3) Responsibility
4) Dependability
5) Leadership
6) Motivation
7) Flexibility
8) Patience
9) Empathy

In a workplace, interpersonal skills are a resource that can assist you with exploring
intricacy, change and everyday assignments. (tarver, 2024)
 Active listening

Active listening implies tuning in to others to accumulate data and drawing in with the
speaker. Attentive listeners try not to divert practices while in discussion with others.
This can mean taking care of or shutting workstations or cell phones while tuning in,
and posing and noting inquiries when provoked. (tarver, 2024)

[Professional Practice] 17
  Teamwork

The capacity to cooperate as a group is very significant in each working environment.

Team work includes numerous other relational abilities like correspondence,
undivided attention, adaptability and obligation. The individuals who are acceptable
cooperative people are frequently given significant undertakings in the work
environment and might be viewed as great possibility for advancements. (tarver,
2024)
 Responsibility

Being in a position of authority over others and having an obligation to ensure that
certain things are done. (tarver, 2024)
 Dependability

The consistency of being able to be trusted and having a high probability of doing
what others expect. People who are dependable can be counted on in any case. This
can range from being on time to following through on promises. Employers place a
high priority on dependable employees and entrust them with essential tasks and
responsibilities. (tarver, 2024)
 Leadership

Leadership is a crucial interpersonal ability that entails making sound decisions.

When making decisions, successful leaders use a variety of leadership skills, such as
empathy and patience. Managers and individual contributors will also benefit from
leadership skills. Employers respect people who take responsibility for achieving
shared objectives in every role. (tarver, 2024)
 Motivation

Motivation is derived from the word 'motive,' which refers to an individual's needs,
desires, wishes, or drives. It is the method of motivating people to act in order to
achieve a set of objectives. (tarver, 2024)
 Flexibility

The ability to change or be changed rapidly depending on the circumstances. (tarver,

2024)
 Patience

[Professional Practice] 18
The willingness to wait or persevere in the face of hardship, or to endure without
moaning or becoming frustrated. (tarver, 2024)
 Empathy

Emotional intelligence refers to a person's ability to consider and respond to the needs
and feelings of others. To build a positive, high-functioning workplace, employers can
recruit empathic or compassionate employees. (tarver, 2024)

1.4.3 Effectiveness of inter-personal skills

Delicate abilities, administration and enthusiastic insight are vital in preparing

occasion. Colleagues Confidence, Creativity in Project Management, Creative
trailblazers and issues solvers regularly make great venture directors. Certain methods
like parallel reasoning, and the methodologies depicted in the Medici Effect, can
receive tremendous rewards for project groups that are intellectually adhered while
attempting to issue settle. (team s. , interpersonal skills, 2024)

Through this undertaking I build up my composing abilities, inventiveness,

administration, helping habits, talking abilities, introducing abilities, clarifying
abilities, critical thinking abilities, thinking abilities, relational abilities, relational
abilities, group working abilities, establishment abilities, individual characteristics,
work environment explicit abilities, assets, flexibility, self-roused and activity
abilities, capacity abilities, numeracy abilities, arrangement abilities. (team s. ,
interpersonal skills, 2024)

[Professional Practice] 19
 Activity 2
2.0 Problem solving

2.1 Problem solving skills

Problem-solving skills enable you to identify the source of a problem and come up
with a viable solution. Although problem solving is frequently thought of as a distinct
skill, it is dependent on a number of other skills. (team s. , problem solving, 2024)

You'll probably use a combination of skills to solve a problem effectively. Here are a
few examples of problem-solving skills to consider. (team s. , problem solving, 2024)

Figure 17-Problem solving skills

• Research
• Analysis
• Decision-making
• Communication
• Dependability

Figure 18-Problem Solving Process

[Professional Practice] 20
  Research

Problem solving necessitates the ability to conduct research. As a problem solver, you
must be able to identify and comprehend the root cause of the problem. By
brainstorming with other team members, consulting more experienced colleagues, or
acquiring knowledge through online research or courses, you can begin to gather
more information about a problem. (team s. , problem solving, 2024)

 Analysis

Analyzing the situation is the first step in solving any problem. Your analytical
abilities will aid you in comprehending problems and developing effective solutions.
During your research, you'll also need analytical skills to help you distinguish
between effective and ineffective solutions. (team s. , problem solving, 2024)

 Decision-making

Finally, you'll have to decide how to deal with any problems that arise. You might be
able to make a quick decision at times—especially if you have industry experience.
Those with less experience in their field can benefit from strong research and
analytical skills. There may also be times when it's necessary to take some time to
come up with a solution or to refer the problem to someone who is better equipped to
handle it. (team s. , problem solving, 2024)

 Communication

You'll need to know how to communicate the problem to others when identifying
possible solutions. When seeking assistance, you'll also need to know which
communication channels are most appropriate. Once you've found a solution, make
sure you communicate it clearly to avoid any misunderstandings and make
implementation easier. (team s. , problem solving, 2024)

 Dependability

One of the most important skills for problem solvers is dependability. It is critical to
solve problems as soon as possible. Employers place a high value on people they can
rely on to quickly and effectively identify and implement solutions. (team s. , problem
solving, 2024)

[Professional Practice] 21
2.1.1 Problem solving techniques

1. Brainstorming

2. SWOT

3. Drill down techniques

4. 5 whys method

 Brainstorming

Brainstorming combines lateral thinking with a relaxed, informal approach to problem

solving. It encourages people to come up with ideas and thoughts that may appear a
little crazy at first. Some of these concepts can be developed into unique, innovative
solutions to problems, while others can spark new ones. This helps people get unstuck
by "jolting" them out of their usual thinking patterns. (team m. , brainstorming, 2024)

Figure 19-Brainstorming

Follow these steps to run a successful group brainstorming session.

Step 1: Prepare the Group

We first set up a meeting room in the ESOFT Batticaloa branch to address the issue
we were facing. On the Internet, Wi-Fi facilities were set up, and the team leader set
up refreshments in the same region. Our student set up the environment to meet our
requirements. We've been providing updates to the squad. Members learned how to
put together a useful training experience and how to write plans, as well as how to
prepare sticky notes to show in front of everyone by our team leader.

Step 2: Present the Problem

Define the problem you're trying to solve and any requirements you'll need to fulfill.

[Professional Practice] 22
Declare that the aim of the meeting is to produce as many ideas as possible. Allow
plenty of quiet time at the start of the session for people to jot down as many of their
own thoughts as possible. Then, when giving everybody a reasonable chance to
participate, invite them to share their ideas.

Step 3: Guide the Discussion

Whenever everybody has shared their thoughts, start a gathering conversation to

create others' thoughts, and use them to make groundbreaking thoughts. Expanding on
others' thoughts is perhaps the most important parts of gathering conceptualizing.
Urge everybody to contribute and to create thoughts, including the calmest
individuals, and deter anybody from censuring thoughts. As the gathering facilitator,
you should share thoughts in the event that you have them, yet invest your time and
energy supporting your group and directing the conversation. Stick to each discussion
in turn, and pull together the gathering if individuals become derailed.

Disadvantage of brainstorming in this project

In our project, there is a disadvantage of brainstorming. Our project only succeeds

when everyone in the room has something to say; sadly, we completed it during the
pandemic, so we were unable to meet in one place outside but luckily, we got the
place in ESOFT.
Since this form of brainstorming allows for a lot of flexibility, each group member
takes their time to complete the project. Large groups are ineffective in our
community, and this approach prevents high emotions from being expressed.

 SWOT

A SWOT Analysis is a method for evaluating these four facets of your business.
SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. (team m. ,
SWOT, 2024)

Figure 20-SWOT

[Professional Practice] 23
Using SWOT in our training event

• Strengths

Strengths are aspects that the company performs very well or in a way that sets it
apart from its rivals. Consider the advantages your company has over competitors.
(team m. , SWOT, 2024)

o Everyone in our team put a lot of effort.

o Outstanding coordination.
o Management supporting.
o In project teams, there's also a strong level of practice.

• Weaknesses

Now it's time to think about the company's flaws. Be truthful! Only if you collect all
of the necessary data would a SWOT Analysis be useful. So, now is the time to be
rational and face some harsh realities as soon as possible. Your organization's
weaknesses, like its strengths, are intrinsic attributes, so concentrate on your
personnel, resources, processes, and procedures. (team m. , SWOT, 2024)

o There is a lack of cooperation among the members.

o Fear about the presentation.

• Opportunities

Opportunities are windows of opportunities for anything good to happen, so you must
grab them. They normally come from outside the company and necessitate a foresight
of what might occur in the future. Consider future openings that you can see right
away. These don't have to be game-changers; even slight advantages will help the
business perform more effectively. (team m. , SWOT, 2024)

o Lectures and friends have been very helpful. Members of the training class
make honest recommendations.
o We received assistance from senior ESOFT students.

[Professional Practice] 24
 • Threats

Threats include something that may have a detrimental impact on the company from
the outside, such as supply chain issues, market trends, or a recruitment shortage.
Anticipating risks and acting against them is critical before you become a victim and
your success stagnates. (team m. , SWOT, 2024)

o Internet Problem.
o Webcam and Micro Phone problem.
o Location Background and Dress code problem.

 Drill down techniques

Drilling down is a great problem-solving tool for getting to the bottom of a problem.
The problem that is causing the business problems is always obvious, but addressing
it successfully requires determining the causes that are causing the problem. The drill
down method helps to break down a big problem into its component parts and thereby
find a solution to these problems. (team m. , drill down techniques, 2024)

Figure 21-Drill down technique

[Professional Practice] 25
 Using Drill down technique in our training event

Problems we faced during

project.
Members of the team worked closely to
solve the issue.
Unnecessary stress and conflict.
A problem with data gathering has
appeared.
Time scheduling is weak.

In order to set Each member of We need to be calm in

solve the issue We expect proper the team needs to all type of situations.
work as a team. data to collect by be on time.
particular member
who in charge of
the subject

We are happy to
discuss our work We want to see that
The team leader
with all of the must instill good
any of the projects
members of our are running at the
leadership skills in
party. all members of the same time.
Group.

 5 whys method

The 5 Whys technique was created in the 1930s by Sakichi Toyoda, a Japanese
industrialist, inventor, and founder of Toyota Industries. It gained popularity in the
1970s, and Toyota continues to use it today to solve problems. The 5 Whys technique
follows this tradition, and it works well when the solutions come from those who have
firsthand familiarity of the procedure or problem at hand. (team m. , 5 whys, 2024)
The approach is surprisingly simple: when a dilemma appears, you ask "Why?" five
times to get to the source of the problem. Then, as a counter-measure emerges, you

[Professional Practice] 26
implement it to keep the problem from reoccurring. (team m. , 5 whys, 2024)

Figure 22-5 WHYS

Using 5 whys in our training event

1. Assemble a Team

Assemble the group members who know about the points of interest of the issue, and
with the cycle that you're attempting to fix.

2. Define the Problem

Unnecessary stress and conflict, a problem with data gathering has appeared, Time
management issue, team leader isn’t leading the group in proper way & time
scheduling is weak.

3. Ask the First "Why?"

Ask your group for what valid reason the issue is happening. (For instance, "For what
reason isn't Team a gathering its reaction time targets?") Asking "Why?" sounds
basic, yet noting it requires genuine idea. Quest for answers that are grounded truth be
told: they should be records of things that have really occurred, not estimates at what
may have occurred. (team m. , 5 whys, 2024)
This forestalls 5 Whys from turning out to be only an interaction of deductive
thinking, which can produce countless potential causes and, now and again, make
more disarray as you pursue down theoretical issues. Your colleagues may think of
one clear motivation behind why, or a few conceivable ones. Record their answers as
compact expressions, as opposed to as single words or extensive explanations, and
think of them beneath (or close to) your difficult assertion. For instance, saying

[Professional Practice] 27
"volume of calls is excessively high" is superior to an obscure "over-burden." (team
m. , 5 whys, 2024)

4. Ask "Why?" Four More Times

For every one of the appropriate responses that you created in Step 3, ask four further
"whys" in progression. Each time, outline the inquiry because of the appropriate
response you've quite recently recorded. Asking "For what reason was the conveyance
late?" produces a subsequent answer (Reason 2). Asking "Why?" for that answer
uncovers a solitary explanation (Reason 1), which you can address with a counter-
measure. Likewise, asking "For what reason did the work take longer than
anticipated?" has a subsequent answer (Reason 2), and asking "Why?" now uncovers
a solitary explanation (Reason 1). (team m. , 5 whys, 2024)
Another "Why?" here distinguishes two prospects (Reasons 1 and 2) preceding a
potential counter-measure gets apparent. There is additionally a second explanation
behind "Why we ran out of printer ink" (Reason 2), and a solitary response for the
following "Why?" (Reason 1), which would then be able to be tended to with a
counter-measure. (team m. , 5 whys, 2024)

5. Know When to Stop

You'll realize that you've uncovered the main driver of the difficult when asking
"why" creates not any more valuable reactions, and you can go no further. A fitting
counter-measure or cycle change should then get clear. (As we said before, in case
you don't know that you've revealed the genuine underlying driver, consider utilizing
a more top to bottom critical thinking procedure like Cause and Effect Analysis, Root
Cause Analysis, or FMEA.) On the off chance that you distinguished more than one
explanation in Step 3, rehash this cycle for every one of the various parts of your
investigation until you arrive at an underlying driver for everyone. (team m. , 5 whys,
2024)

6. Address the Root Cause(s)

Since you've recognized at any rate one underlying driver, you need to examine and
concur on the counter-gauges that will keep the issue from repeating. (team m. , 5
whys, 2024)

[Professional Practice] 28
7. Monitor Your Measures

Keep a nearby watch on how successfully your counter-measures dispense with or

limit the underlying issue. You may have to revise them, or supplant them completely.
In the event that this occurs, it's a smart thought to rehash the 5 Whys cycle to
guarantee that you've recognized the right main driver. (team m. , 5 whys, 2024)

2.2 Applying Critical Reasoning

2.2.1 Critical Reasoning

As a guide to conviction and behavior, critical thinking is the intellectually disciplined

method of consciously and skillfully conceptualizing, applying, interpreting,
synthesizing, and/or assessing knowledge gathered from, or produced by,
interpretation, experience, contemplation, reasoning, or communication. It is founded
on fundamental intellectual principles that transcend subject matter in its exemplary
nature. (team w. , 2024)
It is founded on common conceptual principles that surpass subject matter
distinctions, such as transparency, accuracy, specificity, continuity, relevance, solid
proof, good reasons, scope, width, and justice, in its exemplary form. (team w. , 2024)

Figure 23-Critical reasoning

2.2.2 Critical Reasoning Tools

1. Grow Model

The GROW paradigm is currently one of the most commonly used counseling,
problem-solving, and goal-setting approaches in the world. The model was influenced
by Timothy Galleway's The Inner Games system, which was used in athletics, which
was first created in the United Kingdom in the 1980s by John Whitmore with the aid
of his fellow coaches Graham Alexander and Alan Fine. (team p. , 2024)

[Professional Practice] 29
The GROW model helps people not only find solutions to their challenges, but also
understand their circumstances and explore their choices, while also improving their
trust and self-motivation, through a four-step process (Goal, Truth, Options, and
Will). (team p. , 2024)

Figure 24-GROW model

Using GROW model in our training Event

Goal - Our hope is that students will have a clear understanding of information
security as a result of this project, and we will also ask audiences questions about
information security. They must respond correctly to those questions, which is our
goal in this project. (team p. , 2024)

Reality - Since our subject for the training program is information security for the
better future, we all had to review and learn about information security in a short
period of time to prepare for the final presentation. (team p. , 2024)

Options - Make the arrangement to interact with each member.

• Create WhatsApp group
• Ensure that all team members share information with one another
Ex: - mobile numbers, e-mail etc.
• The group as a whole takes part in the community discussion.

If participants do not participate in community meetings.

• Remind those who were unable to attend the meeting of the decision made,
and send the material protected via WhatsApp group or email.
• Encourage members of the staff to participate more in group discussions.

[Professional Practice] 30
 • Discuss the relevance of the team meeting with the other members of the team.

To plan for the training program, each team member had the appropriate digital
technology.
• When assigning responsibilities or tasks to members, make sure that the
members who do not have smartphones are assigned responsibilities or tasks
that do not need or need less use of portable devices.

Will - When assigning roles or tasks to participants, make sure that the duties or tasks
delegated to those who do not have equipment are those that do not need hardware
and need no use of it, and if possible, anyone who has the computer in specific handy
can shoulder the expense or tasks with the correct person.

2. Critical Reasoning Path Analysis

The critical line in a project schedule is the longest list of operations that must be
performed on time for the project to be completed on time. If a critical path operation
is postponed for a day, the entire project will be delayed for a day until the activity
accompanying the delayed activity is finished a day early. (kenton, 2024)

The vital road is incredibly beneficial in project management. It is clear where effort
cannot be undermined until the vital route has been found. The project's completion
date will be impacted if any of the essential route operations change. (kenton, 2024)
Table 2-Critical path analysis

TASKS ACTIVITIES DURATION NO OF PROCEEDING

DAYS ACTIVITIES
A Find the team Jan1-Jan1 1 -
members.
B Find the topic. Jan3-Jan6 3 A
C Find the Jan3-Jan6 3 B&C
president and
others.
D Collect the data Jan7-Jan16 9 C
(Topic).

[Professional Practice] 31
E Analyze data. Jan17-Jan19 2 D
F Dividing Jan20-Jan22 2 E
groups.
G Target Jan20-Jan31 11 F&G
audience.
H Prepare project Feb1-Feb10 10 G
proposal
I Submit project Feb11-Feb13 2 H
proposal
J Training event Feb14 1 -

Figure 25-Critical path analysis

2.3 Process of applying Critical Reasoning

Putting the Data in Order

We spoke about how to find evidence in class, and then concluded that the
information should be organized and arranged in this critical reasoning phase, which
included gathering news from the internet during the semester and using images of
formal critical reasoning materials. The members of the team were given instructions
about how to organize the data in a way that showed the similarities between critical
issues of information security and different classification systems.

Reasoning

Our peers share points of view that provide some of the compelling evidence for their
[Professional Practice] 32
belief that critical advancement thought apparatuses allow colleagues to insist on their
reactions and consider constricting viewpoints.

Presenting the facts

The icons serve as a visual representation of the various experiments that were used
and the quality of the data shown.

It's Important to Recognize the Assumptions

We go through the steps of making it successful and recording our findings, as well as
recognizing the complexity of the mission to add real or well-classified suppositions.

Arguments Must Be Considered

If they've been effectively developed for even against a query, they can be analyzed as
a visual guide for the interpretation of arguments and proofs, with an emphasis on the
crucial factor of defining acceptable or incorrect statements. Knowing this method of
analyzing discussion notes allows instant clarification and preparation of the final
result.

Conclusion

One's party thinks about Communication of ideas, whether verbally or in writing, is

important since it is a deciding factor in positive performance. The regular team has
written models to develop competence and trust templates to establish competence
and trust to provide text and guidance to help understand simple and formal
comprehension, generate while exporting a standardized essay methodology with
specific instructions.

[Professional Practice] 33
 Activity 3

3.0 Working within a team

A conversation on the role of team cohesion in the performance (or failure) of your
community project. Photos of events, meeting minutes, screenshots of group chats
addressing event-related activities, and communications such as e-mails to group
participants are also examples of proof that you have performed well inside the team.
(team y. , 2024)

Figure 26-working within team

3.1 Team dynamics

The implicit, psychological factors that affect a team's actions and success are known
as team dynamics. They're like sea undercurrents that can take vessels in the opposite
direction to where they want to go. The essence of the team's work, the individuals on
the team, their working relationships with other individuals, and the atmosphere in
which the team works all contribute to team dynamics. Unit dynamics may be
beneficial, for example, as they boost overall team success and/or help particular team
members achieve their full potential. They may also be detrimental, such as when they
lead to unproductive confrontation, demotivation, and the failure of the team to
achieve its objectives. (team n. , 2024)

3.1.1 Success of team dynamics

The members of our team project are aware of the objectives and are dedicated to
achieving them. Efficient coordination requires clear vision and consensus on goal

[Professional Practice] 34
and intent. Group participants must settle to an overarching goal that serves as the
foundation for all the team attempts to accomplish. When the organization has
consistent objectives for the team's activities, priorities, transparency, and
consequences, this organizational clarity is strengthened. The team fosters an
atmosphere in which individuals feel free to communicate, advocate for positions, and
take initiative while taking appropriate risks. The members of the team have
confidence in one another. (eudy, 2024)

Team members are not disciplined if they disagree; in fact, dissent is encouraged and
valued. Accessible, truthful, and polite communication is the norm. Students are
encouraged to share their ideas, views, and possible solutions to problems. Students
think they are being understood and attended to by staff members who are trying to
grasp what they are doing. When their coworker is speaking, team members ask
clarifying questions and spend their thinking time listening intensely rather than
formulating rebuttals. Members of the team have a good sense of belonging. They feel
a strong sense of responsibility for the group's choices and behavior. (eudy, 2024)

When the team takes the time to establish standards or partnership rules together, this
feeling of identity is strengthened and reinforced. Different experiences, imagination,
and ingenuity are anticipated and welcomed. Comments like "we tried that and it
didn't succeed" and "what a stupid idea" are not permitted or encouraged. The
members of the team understand that the strength of creating a team is that each
member brings a unique perspective to the endeavor to solve a challenge, develop a
process, achieve a mission, or produce something different and exciting. The
organization is able to evaluate itself on a regular basis and develop its procedures,
activities, and team member interactions. (eudy, 2024)

Procedures for diagnosing, assessing, and addressing teamwork challenges and

disputes have been settled upon by the staff. The team does not tolerate ego disputes
or clashes among its members, and team members do not take sides in disagreements.
Instead, participants work together to fix conflicts and settle disputes. Good
coordination entails a synergistic approach to work, with each person dedicated to
achieving a common objective. Teamwork brings out the potential of team members
by maximizing their individual talents. Leaders must also promote and improve their
[Professional Practice] 35
people's teamwork skills if they want to guide an organization toward success. (eudy,
2024)
3.1.2 Failures of team dynamics

• Insufficient training:

If you want your team members to work well together, you must ensure that they are
all well trained. You can conduct extra preparation on a daily basis to help clarify
management priorities and practices, in addition to training new participants.
Continuous preparation is an excellent way to ensure that all staff members are
mindful of their roles and feel included. (witt, 2024)

• An absence of clearly defined objectives:

If you wish a group of team members to become a team, you must assign the group a
goal as well as individual goals to each team member. You will keep the participants
engaged by simply outlining what is required of them. (witt, 2024)

• Leadership seems weak:

The lack of leadership is the first explanation why team members always struggle to
function together as a unit. Every group requires a leader to create priorities and keep
the group focused on its objectives. To keep everyone motivated and team morale up,
a leader should be able to provide positive feedback. A team leader, on the other hand,
must be able to keep others responsible. This does not imply that they must be harsh
and unyielding. Instead, a leader will promote a healthy atmosphere where teamwork
thrives by maintaining clear expectations and being reasonable when discipline is
needed. Disruptive personalities are present. Another explanation why team members
sometimes struggle to work together is the existence of disruptive personalities. (witt,
2024)

• A lack of motivation:

Giving a group of people an opportunity to work together for a common goal is a

perfect way to inspire them. You don't have to give them bonuses, but you can make
them a bid. In the team training event phase, offering additional incentive to work for
a shared goal can go a long way. The strengths and weaknesses of teammates are

[Professional Practice] 36
ignored. Every team comprises a diverse group of students with varying levels of
expertise. You may make each team member work on areas of a project that they are
ideally suited for by considering what they do well. In the other hand, team members
who have a weakness in a particular field should be given assistance in improving
their skills or, if possible, be assigned work that avoids this weakness. (witt, 2024)

• The fear of losing:

When members of a team are fearful that their errors will be used against them, they
are also unable to assist in the development of new solutions. Although some forms of
errors should be kept responsible, others should be treated as part of the creative
process. (witt, 2024)

• There aren't enough team meetings:

There aren't enough meetings where transparent and truthful contact is encouraged,
which is one of the main reasons why teamwork fails. During team meetings, the
group's leaders can begin by explaining progress or setbacks. Following that, team
members should be allowed to express any issues they have, as long as they do so in a
constructive way. (witt, 2024)

3.2 Analyzing team dynamics

Analysis of team dynamics, considering roles played by team members and

accomplishing the common objective of designing and managing the training
program. (team l. , 2024)

Table 3-Team roles

Name Position Interpersonal skills

Group Leader, Shihab Effective
Coordinator, communication
photographer Team building
Adaptability
Time management
Event Host & Finance Rashmika Well collaboration

[Professional Practice] 37
 Flexibility
Problem- solving
Effective balancing
Attention
Event Host & Designer Lakruwan Creativity
Collaboration
Time management
Empathy
Communication
Documenter Shaheer Active listening
Time management
Adaptability
Motivating
Team work
Tutor & Moderator Riyani Patient
Collaborative skill
Time management
Flexibility
Communication
Communicator & Sanjaya Impartiality
Moderator Conflict resolution
Time management
Active listing
Communication
Presenter Nashad Confident
Empathy
Flexibility
Storytelling
Active listening
Moderator Dilshan Active listening
Emotional
intelligence
Diplomacy

[Professional Practice] 38
 Creativity
Facilitation
Presenter Adheeb Active listing
Communication
Time management
Adaptability
Critical thinking
Collaboration
Presenter Dulanjana Active listing
Communication
Time management
Adaptability
Critical thinking
Collaboration
Presenter Humaid Active listing
Communication
Time management
Adaptability
Critical thinking
Collaboration
Presenter Charaka Well
communication
Active listening
Relationship
building
Creativity
Analytical skill
Presenter Inshad Well
communication
Active listening
Relationship
building
Creativity

[Professional Practice] 39
 Analytical skill
Presenter Yoosuf Well
communication
Active listening
Relationship
building
Creativity
Analytical skill

Explain team roles

Team leader and responsibilities:

A team leader is someone who gives direction, orders, and advice to a group of
people, also known as a team, in order to accomplish a specific objective. A good
leader would be aware of her team's talents, weaknesses, and motives. In a training
case, team leaders play a variety of positions. Their duty is to complete tasks by using
all available tools, including other team members. The following is a list of some of
the most important tasks that a team leader would often fulfill:

 Develop a roadmap for the team to accomplish its goal.

 Provide the appropriate instruction to team members.
 Team members should be given specific instructions.
 Check on team members' engagement to see if the training they've received is
being put to good use and if any additional training is needed.
 Prepare updates to keep the school updated about the team's success.
 Reports should be distributed to the right people.

A team leader is in charge of directing a group of team members during a training

event. They are in charge of designing and executing a timeline for their team to
achieve its end goal. Delegating tasks to team members, including themselves, is one-
way team leaders ensure they meet their objectives. (team i. , 2024)

[Professional Practice] 40
Secretary roles and responsibilities:

Secretaries are often the point of touch for mail correspondence. They also
communicate information to students on behalf of team members, arrange
appointments, and follow up on inquiries. (team o. , 2024)

 A secretary's tasks include taking notes from team members, writing memos or
emails, and filtering mail.
 Keeping accurate records and running a company efficiently.
 Organize and assist in the archiving of training event materials.

Treasurer roles and responsibilities:

For the purpose of filing the Annual Financial Statements for school students, submit
relevant documents to the Secretary. If you are unable to attend a training event
meeting, please give a written financial report to the President and Secretary before
the scheduled meeting. (team c. , 2024)

 Lead the annual budgeting process and ensure that an adequate annual budget
is submitted for approval to management.
 Ensure that financial policies and procedures are established and reviewed by
management.
 Both incoming funds must be received. Keep detailed accounts of both
revenue and expenses.
 Arrange and send invoices for payment on a daily basis.
 Charge a subscription fee once a year.
 Keep meticulous records of all membership fees.
 To be a signatory on the club's account.
 Prepare annual financial statements for the purpose of auditing.
 Prepare an annual financial report for the training event's presentation.
 Organize any payments that the President has approved.

[Professional Practice] 41
3.3 Evaluating own role

I'm the treasurer of the group. Group is chosen to name me to gather the cash and use
it securely. I completed my work effectively. Subsequent to disclosing our idea to
instructor. I clarified them what are the layers of Smart home automation. Lecturer in
regards to my presentation. At the point when I assess my work, it is imperative to
breakdown study portrayal into explicit errands and decide the norm to which every
one of undertakings ought to be performed. I ought to survey my exhibition of these
undertakings regarding input I get and my own judgment of my abilities.

I should distinguish any holes among expected and required execution and genuine
execution. I need to make a move to address them. I need to look for help from boss
for preparing occasion or schooling meeting to improve my abilities and information.
It is important to recognize own impediments, shortcoming. Self-assessment, help to
decide if the abilities as of now I have been adequate or whether they should be
improved. I generally attempt to keep an uplifting mentality to show the amount I
make the most of our preparation occasion. Consistently I come to class happily. I'm
continually praising others on their victories. At the point when others need support, I
attempt to persuade them to continue to improve. I attempt to keep an even
disposition through both various difficulties.

I don't depend on regular strategies to tackle an issue however address every

circumstance with inventive arrangements. I take a gander at every issue with a new
point of view. I utilize my imagination in any job I am in inside the colleague over the
course of the following preparing occasion, I plan on attempting to develop having an
imaginative attitude. I will discover exercises that help me think imaginatively. My
verbal relational abilities have been great; however, I need to fill in my composed
relational abilities.

Because of my serious character, my group may on occasion think I am harsh. Self-

execution surveys are an incredible method to draw in bunch individuals in their own
presentation and advancement. By utilizing successful self-execution survey phrases,
colleagues can improve the profitability and inspiration of audits. As I would see it I
did all piece of crafted by my gathering effectively.

[Professional Practice] 42
 Activity 4

4.0 Importance of continues professional development (CPD)

4.1 continues professional development (CPD)

Continuing professional development (CPD) includes keeping up and upgrading the

information, abilities and experience identified with your expert exercises following
consummation of your proper preparing. Similarly, as critically, it includes the
improvement of those individual characteristics that are needed for completing
proficient and specialized obligations during an expert's life. Both specialized and
non-specialized abilities should be created. (team c. , 2024)

4.1.1 Importance of CPD in our event

A definitive result of all around arranged proceeding with proficient improvement is

that it protects people in general, the individuals, the expert and the expert's vocation.
All around made and conveyed proceeding with proficient advancement is significant
in light of the fact that it conveys advantages to the individual, their calling and the
general population. (Kloosterman, 2024)

CPD guarantees that you keep up and improve the information and abilities you need
to convey an expert support of your colleagues. CPD guarantees that you and your
insight stay applicable and state-of-the-art. You are more mindful of the altering
patterns and bearings in your calling. (Kloosterman, 2024)

CPD assists you with continuing to make a significant commitment to your group.
You become more viable in the preparation occasion. This helps you to progress in
your profession and move into new positions where you can lead, oversee, impact,
mentor and tutor others. (Kloosterman, 2024)

CPD assists you with remaining intrigued and fascinating. Experience is an incredible
educator, yet it implies that we will in general do what we have done previously.
Centered CPD frees you up to additional opportunities, new information and new
expertise regions. (Kloosterman, 2024)

[Professional Practice] 43
CPD can convey a more profound comprehension of being an expert, alongside a
more noteworthy enthusiasm for the ramifications and effects of your preparation
occasion. (Kloosterman, 2024)

4.2 Motivational theories and their impact on CPD

Look into changed persuasive motivational and the effect they can have on execution
inside a working environment.

4.2.1 Motivation

The method of initiating, guiding, and maintaining goal-oriented activities is known

as motivation. It's what motivates you to act, whether it's having a drink of water to
quench your appetite or reading a book to learn something new. The molecular,
mental, social, and cognitive powers that trigger actions are all part of motivation. The
word "motivation" is widely used in daily speech to explain why someone does
something. It is the energy that propels human behavior. Motivation encompasses not
only the stimuli that trigger behaviors, but also those that direct and sustain these
goal-directed behaviors (though such motives are rarely directly observable). As a
consequence, we often have to assume the motivations behind people's actions based
on observed behaviors. (Juneja, 2024)

4.2.2 Motivational theories

Inspirational hypothesis is entrusted with finding what drives people to run after an
objective or result. Organizations are keen on persuasive hypothesis on the grounds
that propelled people are more gainful, prompting more monetary utilization of assets.
Most inspirational hypotheses separate among inherent and outward factors: the
previous is worried about a person's premium, pleasure and readiness to participate in
a movement. Individuals with higher self-assurance and convictions that their own
capacities will prompt achievement are bound to have significant degrees of
characteristic inspiration. Outward inspirations center on the result of the movement.
(team h. , 2024)

[Professional Practice] 44
There are two types of motivational theories

1. Maslow’s Need Hierarchy Theory

2. Herzberg's Two-Factor Theory

Maslow’s Need Hierarchy Theory

Maslow's hierarchy of needs is a motivation philosophy that argues that an

individual's action is dictated by five types of human needs. Physiological needs,
protection needs, caring and belonging needs, esteem needs, and self-actualization
needs are some of these needs. (team M. , 2024)

Maslow's theory depicts a pyramid-shaped hierarchy of requirements, with simple

needs at the bottom and more high-level, intangible needs at the top. When a person's
fundamental needs have been met, he or she will move on to meeting higher-level
needs. (team M. , 2024)
1. Physiological needs

2. Safety needs

3. Love and belonging needs

4. Esteem needs

5. Self-actualization needs

Figure 27-maslow’s need hierarchy theory

[Professional Practice] 45
  Physiological requirements.

Physiological needs are the first of Maslow's hierarchy's id-driven lower needs. Food
and water, adequate rest, clothes and shelter, overall health, and fertility are among
the most important human survival needs. These essential physiological requirements,
according to Maslow, must be met before humans can progress to the next stage of
fulfillment. (team M. , 2024)

 Safety needs.

Health is next on the list of lower-level requirements. Defense from abuse and
robbery, mental wellbeing and well-being, health security, and financial security are
all important aspects of safety. (team M. , 2024)

 Love and belonging needs.

The third level of Maslow's hierarchy, social needs, are concerned with interpersonal
interaction and are the last of the so-called lower needs. Friendships and family
bonds—both biological and preferred family (parents, relatives, children)—are among
these needs (spouses and partners). Membership of social communities, from
contributing to a team of coworkers to forging an identity in a union, party, or
community of hobbyists, also leads to fulfilling this need. (team M. , 2024)

 Esteem needs.

Ego-driven desires, starting with esteem, are the higher needs. Self-respect (the
conviction that you are worthy and deserving of dignity) and self-esteem are the two
most important components of esteem (confidence in your potential for personal
growth and accomplishments). Self-esteem can be divided into two forms, according
to Maslow: esteem based on other people's appreciation and acknowledgement, and
esteem based on your own self-assessment. This form of self-esteem gives rise to self-
assurance and freedom. (team M. , 2024)

 Self-actualization needs.

The term "self-actualization" refers to reaching your full potential as an individual.

Self-actualization desires, also known as self-fulfillment needs, are at the top of

[Professional Practice] 46
Maslow's pyramid. Education, ability development—the honing of skills in fields like
music, sports, architecture, cooking, and gardening—caring for others, and wider
aspirations like learning a foreign language, traveling to new countries, and receiving
prizes are all examples of self-actualization needs. (team M. , 2024)

Table 4-Using Maslow Theory in training event

Maslow theory My training event

Physiological needs Eatables and drinks

Safety needs Safe and sound transport

Love and belongingness needs Members of the team, a professor,

colleagues, and management help

Esteem needs Our training event would not be

possible without the support of our
lecturer.

Self-actualization needs We split the group into appropriate

challenging assignments.

Herzberg's Two-Factor Theory

Herzberg's Motivation Theory model, also known as the Two Factor Theory, contends
that an organization can affect motivation in the workplace by adjusting two factors.
Frederick Herzberg was a psychologist by the relationship between workers
disposition and work environment inspiration. He needed to discover what caused
individuals to feel fulfilled and unsatisfied when it went to the working environment.
Subsequent to spending endless hours talking with representatives about what caused
them to feel both great and awful about their positions, Herzberg built up a hypothesis
of working environment inspiration called the two-factor hypothesis. (team e. , 2024)

The two-factor hypothesis depends with the understanding that there are two
arrangements of components that impact inspiration in the working environment by
either improving worker fulfillment or blocking it. Herzberg utilized the term

[Professional Practice] 47
'hygiene' to portray factors that cause disappointment in the work environment, are
outward (or autonomous of the actual work), and are connected to things like
remuneration, professional stability, authoritative legislative issues, working
conditions, nature of administration, and connections between managers,
subordinates, and companions. The subsequent factor is helpers or satisfiers. These
are connected to representative inspiration and emerge from inborn, or subordinate,
states of the actual work. Variables for fulfillment incorporate obligation, work
fulfillment, acknowledgment, accomplishment, openings for development, and
progression. (team e. , 2024)

These are the factors:

1. Motivators.

Employees could be motivated to work harder as a result of this.

2. Hygiene factors.

Employees would not be inspired to work harder if these are not there, but they will
become unmotivated if they are. (team e. , 2024)

Figure 28-herzberg two factor theory

[Professional Practice] 48
One would believe that a simple method to improve representative inspiration is
decline things that cause disappointment and increment those things that cause
fulfillment. Notwithstanding, it isn't excessively basic. Herzberg contended that
curing the reasons for disappointment doesn't prompt fulfillment. Nor will adding
satisfiers dispense with disappointment. That is on the grounds that something
contrary to fulfillment is no fulfillment, and something contrary to disappointment is
no disappointment. (team e. , 2024)

A manager should make certain to give adequate hygiene factors while

simultaneously incorporating satisfiers or inspirations into representative positions.
Generally, hygiene factors are important to be certain a subordinate isn't disappointed,
and satisfiers are expected to propel a representative to pursue a more elevated level
of execution. Similar as making your peanut butter and jam sandwich, it's tied in with
tracking down the correct equilibrium. (team e. , 2024)

Table 5-Using Herzberg's theory in training event

Herzberg's theory My training event

Company policies Obtaining our goal

Relationship Working together

Salary Improve my interpersonal abilities

Supervision Freedom of speech

Security Applying safety protocols during

event

[Professional Practice] 49
4.3 Producing a personal development plan chart (PDP)

A professional development plan is a method for determining what is vital to you,

what you want to do, what skills you currently have that can help you achieve your
objectives, and what you need to refine and build over time. (lu, 2024)
Table 6-Personal development plan

Name: Current position: Date started:

st
HND in computing 1 semester
Career mission statement- My professional mission statement is to establish myself as a
professional network engineer in the field.
Major career goals - Increase advanced qualifications and skills.
Goal: complete the HND in Computing Target Date:
Goal: complete the top up degree within the Target Date:
year
Goal: complete the Network degree Target Date:
Goal: work and get experience Target Date:
Goal: work in good company Target Date:
A- I have accomplished this skill. I demonstrate high competence.
B- I have this skill competency but some improvements could 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.

Now 4 months 8 months 12 months

Good communication C B B A
Managing challenges C B B A
Good team working D C B A
Giving Motivational support E C B A
Interpersonal Awareness B B B A
Thinking skills C B B A
Building collaborative relationship E C B A
Coach others and developing others E C B A
Learning new skills and knowledge B B B A
Critical thinking C C B A
Time management C C B A

[Professional Practice] 50
After A/L, I decided to pursue an HND in computing. My career mission statement is
to develop my professional career as a competent network engineer in the field, and I
began my HND in computing on September 19, 2024. My big career ambitions are to
successfully achieve the HND in programming on March 19, 2024, and then to
complete the top-up degree within the year on March 20, 2024. Finally, my long-term
target is to finish my network degree by March 21, 2024. Since working in a good
business for 10.05.2025, I want to get a career and gain experience in 22.03.2026.

Since I lack interpersonal skills, I must develop multiple interpersonal skills in order
to advance in my future career. As a result, I give myself a year to develop this
capability. And I've strengthened my ability to communicate effectively with my
future. Communication skills are crucial in my line of work. Since I attend conference
meetings at college, I will improve my leadership skills in a year. And for effectively
team working, I'm dedicating a year to improving this talent because it's critical to my
future. This is a 12-month goal for me to develop my skills. And I work tirelessly to
accomplish my job and goal to perfection. I believe that in the next 12 months, I will
be able to develop my time management skills.

And conflict resolution: when I go to work, I run into a lot of problems, so I handle
them so that I can develop this ability in a year. And critical thinking is critical to my
future because as I practice, I will be confronted with many challenges, and in order
to solve those problems, I will need to think objectively, so I will devote 12 months to
perfecting this ability. And I want to learn by testing myself at work, where I face
many obstacles, so that I can improve these skills in a year. Next coaching help I have
less this expertise through the training event I understand my level of coaching I am
confident I can improve this skill in the next 12 months. In addition to learning new
skills and experience, I want to give myself 12 months to master this talent.

Through the training event, I was able to improve my leadership skills. I am aware of
my current ability level and intend to develop it in the next 12 months. And because
decision-making is critical to my future, I want to improve this capacity in the next 12
months. And after reflecting on the training event, I realize I lack critical thinking
skills, so I want to improve this ability in the next 12 months.

[Professional Practice] 51
4.4 Evaluation of continuing professional development (CPD)

Because of the ever-changing complexities of health care, doctors must maintain their
competence and up-to-date knowledge by Continuing Professional Development
(CPD). The task at hand is to create successful CPD programs. Convenience, validity,
individualization, self-assessment, interest, speculation, and systemic, or CRISIS, is a
useful acronym for designing and assessing CPD systems. As a way of improving an
individual's, cultures, or society's quality of life, lifelong learning is an important aim
of education. (Johnston, 2024)

4.4.1 Importance of feedback in CPD

Feedback, both positive and negative, is extremely beneficial. Feedback is vital input
that can be used to make key decisions. Top-performing firms are top-performing
because they are constantly looking for opportunities to improve their best.
Continuous progress isn't just a showy catchphrase for top-performing firms.
(Johnston, 2024)

4.4.2 Feedback

Interaction in which the impact or yield of an activity is 'returned' (taken care of back)
to change the following activity. Feedback is vital for the working and endurance of
all administrative instruments found all through living and non-living nature, and in
man-made frameworks like training framework and economy. As a two-way stream,
feedback is characteristic to all connections, regardless of whether human-to-human,
human-to-machine, or machine-to-machine. In a hierarchical setting, input is the data
shipped off a substance (individual or a gathering) about its earlier conduct with the
goal that the element may change its current and future conduct to accomplish the
ideal outcome. (team f. , 2024)
4.4.3 Types of feedback

Feedback can be provided for a variety of reasons and in a variety of formats.

Feedback may be provided as a single entity – for example, informal feedback in class
on a student's understanding of a term – or as a mixture of several entities – for
example, structured, formative, peer feedback on stage one of an appraisal task.
Everyone has a role to play in optimizing and improving student learning, so courses
can offer opportunities for a variety of input styles wherever possible. (team f. , 2024)

[Professional Practice] 52
  Informal feedback

Informal feedback will happen at any time when it occurs randomly in the moment or
during action. In order to successfully inspire, mentor, or direct students in everyday
management and decision-making for learning, informal input necessitates the
development of a rapport with them. This can happen in a physical classroom, over
the internet, in an online forum, or in a simulated classroom. (team f. , 2024)

 Formal feedback

Formal guidance is incorporated into the project in a structured and planned manner.
Formal input is mostly correlated with evaluation activities, and it incorporates things
like grading requirements, competencies, or quality achievement, and it is registered
by both the pupil and the institution as documentation. (team f. , 2024)

 Formative feedback

The aim of formative evaluation is to track student progress and offer continuing
guidance that teachers and students can use to enhance their teaching and learning. As
a result, formative reviews should be given early in the course, before summative
evaluations. (team f. , 2024)

 Summative feedback

Summative assessment is used to measure student learning at the completion of a unit

of instruction by applying it to a pattern or benchmark. As a result, summative
feedback includes comprehensive notes on particular facets of their performance, a
concise explanation of how the grade was calculated using the metrics given, and
additional positive suggestions on how the work could be improved. (team f. , 2024)

 Student peer feedback

Teachers are no longer required to be the only specialists in a class. Students may
learn to provide quality input, which is strongly appreciated by peers, through simple
guidance and ongoing encouragement. Daily opportunities for students to provide and
receive peer reviews enriches their learning environments while also developing their
technical ability set. (team f. , 2024)

[Professional Practice] 53
Conclusion

To the best of my experience, this task has been written and processed. Besides, this
task including of clarification which has been portrayed with the issues expressed
with situation of given task brief and furthermore clarified by lecturer. Answers which
has been expressed with legitimate proof and some different measures of moves ought
to be made from the side of the task situation makers ought to be changed over to
apply the arrangement promptly. Also, this task has been associated to the terms and
conditions which have been depicted with the guidelines have been gained from study
hall and existing task documentations. What's more, arrangement which has been
depicted assessed from certain clients and a few staffs of my establishment to get
positive criticism in regards to the arrangement.

Self-criticism

My strengths are I got support from lecturers, innovative, and visionary. My

weaknesses are complex tasks, laziness, and a lack of knowledge about the
assignment. I got opportunities to improve my ability to communicate with others and
develop my creative abilities.

[Professional Practice] 54
 References
Christian, L. (2024, 8 22). communication style. Retrieved from soulsalt:
https://soulsalt.com/communication-
style/#:~:text=Communication%20styles%20are%20the%20broad,the%20qua
lity%20of%20your%20relationships.
Cuncic, A. (2024, 11 18). passive communication. Retrieved from verywellmind:
https://www.verywellmind.com/what-is-passive-communication-3024630
eudy, r. (2024, 12 28). success team dynamics. Retrieved from ej4:
https://www.ej4.com/blog/7-characteristics-of-winning-team-dynamics
FERNANDO, J. (2024, 2 4). stakeholders. Retrieved from investopedia:
https://www.investopedia.com/terms/s/stakeholder.asp
Hwang, W.-c. (2024). aggressive communication. Retrieved from sciencedirect:
https://www.sciencedirect.com/topics/psychology/aggressive-communication
Jargons. (2024, 6 8). verbal communication. Retrieved from businessjargons:
https://businessjargons.com/verbal-
communication.html#:~:text=Definition%3A%20The%20Verbal%20Commu
nication%20is,discussions%2C%20presentations%2C%20and%20conversatio
ns.
Johnston, L. (2024). continuing professional development. Retrieved from career-
advice.jobs.ac: https://career-advice.jobs.ac.uk/career-development/what-is-
continuing-professional-development-
cpd/#:~:text=CPD%20stands%20for%20Continuing%20Professional,experien
ce%2C%20learn%20and%20then%20apply.
Juneja, P. (2024). motivation. Retrieved from managementstudyguide:
https://www.managementstudyguide.com/what_is_motivation.htm
kenton, w. (2024, 2 25). critical path analysis. Retrieved from investopedia:
https://www.investopedia.com/terms/c/critical-path-
analysis.asp#:~:text=Critical%20path%20analysis%20(CPA)%20is,each%20a
ctivity%20on%20any%20others.
Kloosterman, V. (2024, 11 22). importance of CPD. Retrieved from
continuingprofessionaldevelopment:
https://continuingprofessionaldevelopment.org/why-is-cpd-
important/#:~:text=CPD%20ensures%20that%20you%20maintain,relevant%2
0and%20up%20to%20date.&text=Focused%20CPD%20opens%20you%20up

[Professional Practice] 55
 ,knowledge%20and%20new%20skill%20areas.
lu, e. (2024, 1 13). personal development plan. Retrieved from mindofwinner:
http://www.mindofwinner.com/create-personal-development-
plan/#:~:text=A%20personal%20development%20plan%20is%20a%20proces
s%20that%20consists%20of,improve%20and%20develop%20with%20time.
Ranger, S. (2024, 12 13). Smart home automation. Retrieved from zdnet:
https://www.zdnet.com/article/what-is-cloud-computing-everything-you-need-
to-know-about-the-cloud/
Segal, J. (2024, 10). non verbal communication. Retrieved from helpguide:
https://www.helpguide.org/articles/relationships-communication/nonverbal-
communication.htm
sharma, p. (2024). written communication. Retrieved from yourarticlelibrary:
https://www.yourarticlelibrary.com/business-communication/written-
communication/written-communication-meaning-advantages-and-
limitations/70195#:~:text=A%20'Written%20Communication'%20means%20t
he,communication%20and%20is%20less%20flexible.
tarver, e. (2024, 2 7). Interpersonal Skills. Retrieved from investopedia:
https://www.investopedia.com/terms/i/interpersonal-
skills.asp#:~:text=Interpersonal%20skills%20are%20the%20behaviors,listenin
g%20to%20attitude%20and%20deportment.
team, a. (2024). gantt chart. Retrieved from apm:
https://www.apm.org.uk/resources/find-a-resource/gantt-chart/
team, c. (2024). treasurer responsibilities. Retrieved from diycommitteeguide:
diycommitteeguide.org/resource/what-role-treasurer
team, c. (2024). CPD. Retrieved from cpduk: https://cpduk.co.uk/explained
team, e. (2024). Herzberg's Two-Factor Theory. Retrieved from
expertprogrammanagement:
https://expertprogrammanagement.com/2018/04/herzbergs-two-factor-theory/
team, f. (2024). Feedback. Retrieved from federation:
https://federation.edu.au/staff/learning-and-teaching/teaching-
practice/feedback/types-of-feedback
team, h. (2024). motivational theories. Retrieved from hrzone:
https://www.hrzone.com/hr-glossary/what-are-motivational-
theories#:~:text=Frequently%2Dcited%20motivational%20theories%20includ
[Professional Practice] 56
 e,to%20act%20into%20one%20term.
team, i. (2024, 3 13). team leader responsibilities. Retrieved from indeed:
https://www.indeed.com/career-advice/career-development/responsibilities-of-
a-team-leader
team, l. (2024). analysing team dynamics. Retrieved from lotsofessays:
https://www.lotsofessays.com/viewpaper/2000463.html#:~:text=The%20incre
asing%20importance%20of%20work,and%20member%20interaction%20are
%20enhanced.
team, M. (2024, 11 8). Maslow’s Need Hierarchy Theory. Retrieved from masterclass:
https://www.masterclass.com/articles/a-guide-to-the-5-levels-of-maslows-
hierarchy-of-needs#quiz-0
team, m. (2024). 5 whys. Retrieved from mindtools:
https://www.mindtools.com/pages/article/newTMC_5W.htm
team, m. (2024). brainstorming. Retrieved from mindtools:
https://www.mindtools.com/brainstm.html
team, m. (2024). drill down techniques. Retrieved from mindtools:
https://www.mindtools.com/pages/article/newTMC_02.htm
team, m. (2024). SWOT. Retrieved from mindtools:
https://www.mindtools.com/pages/article/newTMC_05.htm
team, m. t. (2024). time management. Retrieved from mindtools:
https://www.mindtools.com/pages/article/newHTE_00.htm#:~:text=%E2%80
%9CTime%20management%E2%80%9D%20is%20the%20process,tight%20
and%20pressures%20are%20high.
team, n. (2024, 12 17). team dynamics. Retrieved from notredameonline:
https://www.notredameonline.com/resources/leadership-and-
management/understanding-the-importance-of-team-
dynamics/#:~:text=Team%20dynamics%20are%20those%20psychological,ho
w%20successful%20it%20might%20be.
team, o. (2024). secretary responsibilities. Retrieved from diycommitteeguide:
https://www.diycommitteeguide.org/resource/what-role-secretary
team, p. (2024). GROW. Retrieved from performanceconsultants:
https://www.performanceconsultants.com/grow-
model#:~:text=The%20GROW%20Model%20is%20a,colleagues%20in%20th
e%20late%201980s.
[Professional Practice] 57
team, s. (2024). interpersonal skills. Retrieved from skillsyouneed:
https://www.skillsyouneed.com/interpersonal-
skills.html#:~:text=People%20with%20strong%20interpersonal%20skills,at%
20home%20and%20at%20work.
team, s. (2024). problem solving. Retrieved from skillsyouneed:
https://www.skillsyouneed.com/ips/problem-solving.html
team, w. (2024, 8 24). critical reasoning. Retrieved from wikieducator:
https://wikieducator.org/CR/Introduction_to_critical_reasoning#:~:text=Critic
al%20reasoning%20involves%20the%20ability,of%20active%20thought%20
or%20criticism.
team, y. (2024). working within a team. Retrieved from youthemployment:
https://www.youthemployment.org.uk/young-professional-training/teamwork-
skills-young-
professional/#:~:text=Working%20well%20in%20a%20team,other%20memb
ers%20of%20the%20team
witt, d. (2024, 11 22). failures of team dynamics. Retrieved from leaderchat:
https://leaderchat.org/2010/11/22/why-teams-fail-10-causes-and-cures/

[Professional Practice] 58