Information Technology Final Report of Assignments: Course: Professional Practice

BTEC FPT INTERNATIONAL COLLEGE
INFORMATION TECHNOLOGY
FINAL REPORT OF ASSIGNMENTS
COURSE: PROFESSIONAL PRACTICE
STUDENT : HO THANH NGHIA

CLASS : BD-AF-1901-2
STUDENT ID : BDA180031
SUPERVISOR : PhD HUYNH HUU HUNG
REPORT OF PROFESSIONAL PRACTICE
DANANG, AUGUST 2019
Higher Nationals
Internal verification of assessment decisions – BTEC (RQF)
INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Programme title Professional Practice
Assessor Internal Verifier
Professional Practice
Unit(s)
Assignment 1
Assignment title
Ho Thanh Nghia
Student’s name
List which Pass Merit Distinction
assessment
criteria the
Assessor has
awarded.
INTERNAL VERIFIER CHECKLIST
Do the assessment criteria
awarded match those shown
in the assignment brief?
Is the Pass/Merit/Distinction grade
awarded justified by the
assessor’s comments on the
student work?
Has the work been
assessed accurately?
Is the feedback to the student:
Give details:
• Constructive?
• Linked to relevant
STUDENT: HO THANH NGHIA 2

assessment criteria?
• Identifying
opportunities for
improved performance?
• Agreeing actions?
Does the assessment decision
need amending?
Assessor signature Date
Internal Verifier signature Date

Programme Leader
signature (if required) Date
Confirm action completed

Remedial action taken
Give details:
Assessor signature Date

Internal Verifier
signature Date
Programme Leader
signature (if required) Date

PREFACE/ ACKNOWLEDGEMENT
I sincerely thank PhD.Huynh Huu Hung the for conveying useful knowledge so that I
can apply and complete this exercise.
At the same time also thank the friend same the course has provided much information
and experience useful to I can fulfill the goal and mission of this exercise.
Despite trying to complete the best assignment, but due to the limited time and
knowledge, I would not be able to avoid certain shortcomings, would love to receive the
sharing of the teacher as well as you.
Sincerely thank!
Da Nang, April 2019
Performed Student
HO THANH NGHIA

Learners declaration
The content of this thesis is made by me under the direct guidance of PhD. Huynh Huu
Hung
I certify that the work submitted for this assignment is my own and research sources are
fully acknowledged.
Any unauthorized copying, violation of training regulations, or fraud, I will take full
responsibility
Student signature: Date: 25/9/2019
ASSURANCE

TABLE OF CONTENT
I. Personal Communication Skills and Applying Reasoning, Critical Thinking into
Problem Solving Situations.......................................................................................................10
I.1 Personal skills..................................................................................................10
I.1.1 Critical thinking.........................................................................................10
I.1.2 Flexible & Adaptable.................................................................................10
I.1.3 Motivated skill...........................................................................................11
I.2 Interpersonal skills..........................................................................................11
I.3 IT Personal Skill..............................................................................................12
I.3.1 Time management skill..............................................................................12
I.3.2 Communication skills................................................................................13
I.3.3 Coding skills..............................................................................................14
I.3.4 Teamwork skills.........................................................................................15
I.4 Different communication styles and formats skill..........................................15
I.5 Mastering the basics of communication: Listen, Observe, Organize, and
Connect 17
I.6 Problem solving..................................................................................................19
I.6.1 Definition of the problem.............................................................................19
I.6.2 Type Problem Solving Skill.........................................................................19
I.6.3 Understand the problem................................................................................20
I.6.4 Planning........................................................................................................22
I.6.5 Implementing and Assessing the Plan..........................................................23
II. The importance and dynamics of working within a team and the impact of team
working in different environments............................................................................................25
II.1 What are the conditions for maintaining group work?......................................25
II.2 Teamwork for IT:..............................................................................................26
II.3 Research the use of different problem-solving techniques used in the design
and delivery of an event:.......................................................................................................27

II.4 The need for Continuing Professional Development (CPD) and its role within
the workplace and for higher level learning:........................................................................28
II.4.1 What's the use of studying?........................................................................28
II.4.2 Study for IT................................................................................................28
III. Summary of Group plan..........................................................................................30
III.1 General view.....................................................................................................30
III.2 Trade out of work:............................................................................................31
III.3 Participants:.......................................................................................................31
III.4 Human sources..................................................................................................32
III.4.1. Organizing Committee:.............................................................................32
III.4 .2 The ban in chapter works:.........................................................................32
III.5. The time period spent more to carry out planned projects:.............................33
III.6. Funding for the project.....................................................................................35

TABLE OF FIGURE
Figure 1: Critical thinking.................................................................................................10
Figure 2: Flexible & Adaptable.........................................................................................10
Figure 3: Mutivated skill...................................................................................................11
Figure 4: Interpersonal skills.............................................................................................12
Figure 5: Time management skill......................................................................................13
Figure 6: Communication skills.........................................................................................14
Figure 7: Coding skills.......................................................................................................15
Figure 8: Problem solving.................................................................................................19
Figure 9: Identify the problem...........................................................................................20
Figure 10: Determine the target.........................................................................................21
Figure 11: Collect information..........................................................................................21
Figure 12: Analyze information.........................................................................................22
Figure 13: Create solution.................................................................................................23
Figure 14: Implement a solution........................................................................................24

INTRODUCTION
The purpose of this report is to reflect the process that I have witnessed in my learning
process, which explains what I have learned and done to help me improve. being with my
mentor it will help me, as an IT expert i will put it into practice.

I. Personal Communication Skills and Applying Reasoning, Critical Thinking

into Problem Solving Situations.
I.1 Personal skills
I.1.1 Critical thinking
Critical thinking is the ability to think clearly and reasonably, to understand the
logical relationship between ideas.
Critical thinking is to achieve the best possible results in every situation. To achieve
this, it must involve collecting and evaluating information from as many different sources as
possible.
Figure 1: Critical thinking
I.1.2 Flexible & Adaptable

Adaptability and Flexibility is the ability of an individual, group or organization to
adjust or change itself to meet the needs of the situation or the environment. So, if a change
occurs, a person in the adaptive group will find the best way to do it in a new situation.
Figure 2: Flexible & Adaptable

I.1.3 Motivated skill

Motivation is the motive for all human actions. This is an intrinsic state, which
provides vitality and directs people into purposeful acts. The foundation of motivation is
emotions, but specifically, it is based on avoidance, negative emotional experiences and
seeking positive emotions.
Ways to motivated yourself
a. Set goals
First you have to understand what you want, find passionate interests. The passionate
hobby will easily lead the error to your life goals. There are passions you will have faith,
interest in the job. study. The desire to fulfill your passion is a small source of motivation in
your motivation.
b. Active every day
Once you have the next goal you have to do is to implement your plan scientifically
every day. Create a scientific and methodical implementation plan, follow every day. forming
a "successful" habit. This habit will be so strong that those familiar things you do will not
need to think.
c. Don't always give me a chance to defend
Always remember that your achievements today are your own and not your bad luck, due to
the impact of others ... Every thing you do will have a direct impact on your interests. go,
instead of blaming others, take responsibility for your life, instead of waiting for luck or the
help of others, stand up and complete your own work.
Figure 3: Mutivated skill

I.2 Interpersonal skills

Communication skills are the skills we use every day when we communicate and
interact with others, individuals and groups.
Communication skills include many different skills such as listening skills,
questioning and understanding body language ...
People with good communication skills tend to work well in groups and with others.
They can communicate effectively with others, whether family, friends, colleagues, or
customer
Figure 4: Interpersonal skills
I.3 IT Personal Skill

I.3.1 Time management skill
It is the process of planning and practicing conscious control of a unit of time used in
one or a series of specific activities, to increase efficiency, efficiency or productivity.
Create an effective working environment:
"Organized" classifies papers and tasks in order of priority.
"Protect time" by isolation, isolation and authorization.
"Achieving achievement through goal management and focus on goals" emphasized
by motivation.
"Recovering from a habit of using bad time" changing from basic psychological
problems, such as procrastination.
Set goals and priorities:

"Priority Jobs" set goals and prioritize.

"Focused goal setting" attracts action.
Figure 5: Time management skill
I.3.2 Communication skills

As a way of behaving, response is drawn through daily practical experience to help
people communicate more effectively when applying proficient communication skills.
Steps to practice communication skills:
Understand your own point of view: In order for others to understand what you are
saying, you must understand yourself, understand your own point of view. If you don't
understand what you're saying, you won't be able to persuade others and can't answer the
opponent's question if you don't know what you're saying. If you want to talk convincingly,
the first thing you must know is what you are talking about. Understanding your point of
view, knowing what to say you can get a successful negotiation.
Understand each other: Need to understand who you are talking to, what they like
and dislike. You can't please others when you don't know what they want to hear. An
extremely important factor in communication is saying what others want to hear.
Know effectively and effectively: An important factor is effective listening, you must
understand what they are saying. To start a good conversation, start with a good question even
if you have to start with a general question about your relationship and get ready to listen.
Respect for different points: If you always agree with everything, it will be a boring
relationship. However, don't be too aggressive about ideas. Although the idea of conflict is a
healthy thing. It shows that you are an independent individual, able to form your own beliefs
and debate them. Although you disagree with someone about the main issues in life, mutual
respect encourages you to find a solution.
Use good tone and intonation: Whether talking to strangers or friends, partners, your
intonation will also help you convey what you want to say. The intonation while talking also
helps the listener feel more comfortable and interesting when listening to what you say.
Notice the body language: Usually, you can know what the other person is trying to
say through body language. So if you're making a mistake with someone when you have a

chance to talk, you see them crossing their arms or legs, it might be a good time for you to
apologize. However, sometimes it's instinct. If men look into your eyes, they seem to like you.
Simple touch gestures are another sign that you are interested in them.
Communication is considered one of the most important soft skills in modern times.
Not only do bridges bridge the relationship between people, but communication skills are also
key to driving success in all areas.
Figure 6: Communication skills
I.3.3 Coding skills

Self-reliance: This is very big. When you start coding, it can feel completely
overwhelming. Should you focus on the front end or the back end? What programming
language should you use? Where to start? There will be times when you want to give up, or
ask someone to show you how to do something, but the more you resist those impulses and
try and fail, the greater your long-term success. These obstacles, there are a few things you
can do. The first is to accept responsibility.
Language: This may seem obvious, but to write code, you will have to learn at least
one programming language.
Logic: In programming, this type of thinking is used to check variables for values
and act in order based on conditions that are met.
Abstract thinking: Abstract thinking is thinking that is done without the object of the
current thought. It is a platform of coding. Because the written code and what it creates can
never be physically observed and measured, successful programmers must develop the ability
to think abstractly, in larger comparisons, more than what they can use. Abstract thinking is
also the ability to think about a topic, object or project on multiple levels at the same time.
Patience: At all stages, but especially at the beginning, you will feel extremely
frustrated. However, your ability to endure that frustration, and move through it, without
letting it discourage you. See your frustration as a tool to develop your patience.
Strong memory: In many cases, you will find yourself completely confused, or face
a problem, project or situation that you think you know nothing about. When it comes to long-

term memory, you will be Supported by infinite instructions, websites and tools will help you
remember important information.
Scientific method: The problems of coding may seem endless, difficult and
impossible to start. It is a place that uses scientific methods to break down obstacles and
projects themselves can become extremely useful. In most jobs, you develop and learn many
ways to solve problems in the first year or longer, then apply them from there, occasionally
developing new solutions.
Figure 7: Coding skills
I.3.4 Teamwork skills

Your teamwork skills refer to how well you work with other people in the group.
The main activities in teamwork include sharing information, helping to solve
problems, working towards common goals, dividing reasonable tasks between team members,
etc.
That's why employers appreciate teamwork skills because everyone, regardless of
their job, will work with others to achieve their goals or certain goals.
I.4 Different communication styles and formats skill
a. Analytical
As the name implies, analytical communicators like hard data and real numbers.
They’re wary or even suspicious of people who aren’t in command of the facts or who use
vague language to describe things. For example, if you tell an analytical communicator that
churn rate is down, they’ll want to know exactly what “down” means. Is that 1%? 5%? 25%?
Benefits: Being analytical means you take most of the emotion out of communication.
Instead of getting swept away by your feelings on the topic, you’re able to look at things more
logically and dispassionately.
Downsides: Obviously, people with a lack of emotion in their communication style
can come across as cold or detached. When working with someone who likes to be more
personal, it’s possible they’ll get annoyed, irritated, or frustrated.
Communicating with Analytical types:

 Try to: Provide as much detail upfront as possible. Give them clear
expectations and space to work independently. Expect them to push back on
data (to understand where it came from) and double-check information before
making a decision
 Avoid: Responding to them in an overly emotional way (i.e. use “I know” or “I
think” rather than “I feel”) Framing feedback on their work as criticism
b. Intuitive
Intuitive communicators love the big picture and hate details. They don’t want to hear
things explained in linear or logical order but would rather get an overview and jump straight
into the most important parts.
Benefits: Not getting bogged down in the details means being ok with short and to-
the-point communication. It also means that you’re comfortable with thinking big, looking for
out-of-the-box solutions, and challenging conventions.
Downsides: When the details matter, however, someone with an intuitive
communication style might not have the patience to get through it. They might zone out and
miss important points or ignore nuances. Typically, intuitive communications have the hardest
time working with people who are more process-driven and methodical—the “Functional
communicators”.
Try to:
 Get into business right away and avoid straying from the main topic.
 Be okay with and expect decisiveness and bluntness in responses.
 Be prepared to answer follow-up questions with confidence.
Avoid:
 Trying to make a business conversation into a personal one.
 Taking their attitude and approach personally. They’re just more interested in
the facts and moving forward that how it sounds.
 Making promises you can’t deliver on.
c. Functional
Functional communicators are the opposite of intuitive ones. They live for processes,
details, timelines, and well-thought-through plans. When talking about a project or explaining
an idea, they want to go through all the details, step-by-step so nothing gets missed.
Benefits: Most team leads love functional communicators. They want to see that
everything is being thought of and no small detail is missed. And because these
communicators are obsessed with the nitty-gritty, they’re able to play Devil’s Advocate and
look at all of the options before moving on.
Downsides: Obviously, not everyone connects with this communication style. Digging

into details causes a lot of people to zone out or stop caring. While spending too long on
planning makes more action-oriented people cringe.

Try to:
 Practice “active” listening—confirm and respond to what they say and ask
follow-up questions to show that you understand the plan.
 Expect them to ask for details or go into “what if?” mode.
Avoid:
 Rushing them into making decisions.
 Assuming they support an idea or strategy 100% just because they’re not
pushing back on the big idea.
d. Personal
For people with a personal communication style, talking is all about emotion and
connection. They don’t want to dig into details or data but rather learn about the person and
how they think. As such, they’re pretty good at smoothing over difficult situations and
playing diplomat.
Benefits: Taking a more personal approach to communication helps to build better,
deeper relationships with others. If this is you, your teammates will see you as a confidante or
the “glue” that holds everything together. And because you’re so tuned into the rest of your
team, you’re able to see beyond just language and pick up on non-verbal cues that others miss
(like body language and tone).
Downsides: Not everyone wants to get personal in the way they communicate.

Especially at work. Having a personal communication style can make people see you as
overly emotional, detached from the “reality” of a project, or touchy-feely.
Try to:
 Approach the conversation in a casual manner.
 Make sure you follow up with any details or facts in writing after the meeting.
 Expect them to be overly optimistic (rather than poke holes in ideas and ask for
details or deadlines).
Avoid:
 Talking down to them or approaching the conversation in a negative way.
 Trying to confine the conversation to just the facts.
 Pressuring them to do a deep dive on the details with you.
I.5 Mastering the basics of communication: Listen, Observe, Organize, and
Connect
Listen:
The first step in becoming an effective communicator is to listen. Sure, you might
think you’re hearing people, but most of us only remember about half of what we hear—no
matter how carefully we think we’re listening.

 Suspend your biases. This means everything from the topic to the speaker’s
appearance, accent, or prior actions.
 Quiet your mind by focusing on what’s being said instead of thinking about
your response. One great way to do this is to summarize and repeat what the
other person is saying back to them. This not only helps show them you’re
truly listening to them but also helps you focus on what’s being said.
 Encourage the speaker to continue sharing information by asking open-ended
questions.
Observe:
Before you can effectively contribute to a conversation you need to know who your
audience is. The first part of this is understanding their communication style (which we talked
about above). But there are plenty of other ways you can find out more about what makes
these people tick.
 Body position: Are they angled towards or away from you? Physically being
aligned with someone is usually a sign of openness and trust.
 Arms: Are their arms crossed or open? Crossed arms can be a sign of
discomfort or even aggression.
 Facial expression: Are they smiling? It’s basic, but we’ve all been in situations
where someone’s facial expression doesn’t match what they’re saying.
 Eye contact: Are they looking at you or away? While this might vary
culturally, in places like the US, making direct eye contact can be perceived as
a sign of trustworthiness.
Organize:
The language you use and the structure of your statements can change their meaning
without you realizing it. Words have a connotative meaning (what that word makes
someone feel) as well as a literal one (the dictionary definition). For example, just think of
the difference between calling a dog “man’s best friend” versus a “mongrel”.
 Choose clarity over color: When it comes to communication in the workplace,

clarity trumps everything else. Choose concrete, familiar words and simple
sentences. Even if you have a good vocabulary, tone it down if you think
there’s a chance your word choice might cause misunderstanding.
 Use vivid, active language: Good communication connects with the listener.
Try to speak directly to what’s been said to you, or use lively verbs and active
language to keep the other person engaged.
 When you need to make a point, use rhythm to your advantage: Workplace
communication serves a purpose. But that doesn’t mean it has to be dry all the
time. When you need to drive something home, use a simple literary device
like repetition or alliteration (multiple words with the same initial consonant
sound). However, if you do try this, use it sparingly. Overuse can make you
come across as pretentious and less credible.

I.6 Problem solving

I.6.1 Definition of the problem
It is one of the essential skills in studying and working because it requires us to solve
the problem and it also has no common formula to solve the problem. It is important that we
equip ourselves with the skills available to solve the problem in the most effective way.
Problem solving has some basic steps later:
Look and analyze: Before you try to find a way to solve the problem, you should
consider whether it really is the right problem or not, by asking yourself: what will happen if
or if it doesn't work, ...? You should not waste time and energy on solving if it is capable of
disappearing or unimportant.
Determine the owner of the problem: Not all issues that affect you are solved by
yourself. If you do not have the authority or ability to solve it, the best way is to pass that
problem on to someone who can solve it.
Understand the problem: Not knowing the source of the problem will easily lead to a
way to solve the problem, or the problem is repeated.
Choose a solution: After finding the problem, the manager will offer solutions to
select. An optimal solution usually has three factors: effective in solving long-term problems,
feasible, and effective.
Execute the solution: When you believe you understand the problem and know how
to solve it, you can start working. In order to ensure effective solutions, managers need to
determine who is involved, who is responsible for implementing the solution, how long it will
take to implement it, and what time to implement it. Other available resources ...
Figure 8: Problem solving
I.6.2 Type Problem Solving Skill

In order to be effective at problem solving you are likely to need some other key skills,
which include:

 Creativity: Problems are usually solved either intuitively or systematically. Intuition is

used when no new knowledge is needed - you know enough to be able to make a quick
decision and solve the problem, or you use common sense or experience to solve the
problem. More complex problems or problems that you have not experienced before
will likely require a more systematic and logical approach to solve, and for these you
will need to use creative thinking. See our page on Creative Thinking for more
information.
 Researching Skills: Defining and solving problems often requires you to do some
research: this may be a simple Google search or a more rigorous research project. See
our Research Methods section for ideas on how to conduct effective research.
 Team Working: Many problems are best defined and solved with the input of other
people. Team working may sound like a 'work thing' but it is just as important at home
and school as well as in the workplace. See our Team-Working page for more.
 Emotional Intelligence: It is worth considering the impact that a problem and/or its
solution has on you and other people. Emotional intelligence, the ability to recognize
the emotions of yourself and others, will help guide you to an appropriate solution.
See our Emotional Intelligence pages for more.
 Risk Management: Solving a problem involves a certain amount of risk - this risk
needs to be weighed up against not solving the problem. You may find our Risk
Management page useful.
 Decision Making: Problem solving and decision making are closely related skills, and
making a decision is an important part of the problem solving process as you will
often be faced with various options and alternatives. See Decision Making for more.
I.6.3 Understand the problem

Define the problem clearly. This is an outwardly simple but vital step. If you don’t
properly understand the problem, your solutions may be ineffective or fail entirely. To define
the problem you will have to ask questions and look at different angles. For example, is there
one problem or actually several? Can you restate the problem in your own words? By
spending time with the problem you will better understand it and be equipped to generate
solutions.

Figure 9: Identify the problem
Example Try to formulate question: Say that as a student you have very little money
and want to find an effective solution. What is at issue? Is it one of income – are you not
making enough money? Is it one of over-spending? Or perhaps you have run into unexpected
expenses or your financial situation has changed?
Define your objective: State your aim as another means to reach the nature of the
problem. What is it that you want to achieve? What is it that you want to discover? Keep in
mind that you will have to account for the problem’s knowns and unknowns and figure out
where to find data that will help you reach your goal.
Figure 10: Determine the target
Example say that your problem is still money: What is your goal? Perhaps you never
have enough to go out on the weekend and have fun at the movies or a club. You decide that
your goal is to have more spending cash. Good! With a clear goal, you have better defined the
problem.
Gather information systematically: Along with defining your problem and goal, you
should gather as many facts as you can about the problem in order to get a clear picture of it.
Collect data, ask people or experts connected to the problem, look for resources online, in
print, or elsewhere. Once you have data, organize it. Try to do this by rewording, condensing,

or summarize it. Perhaps you could even map it out in a chart. You may not need to bother
with this step for simple problems, but it will be essential for those of a more complex nature.
Figure 11: Collect information
Example to solve your money shortage: you would want to get as detailed a picture of
your financial situation as possible. Collect data through your latest bank statements and to
talk to a bank teller. Track your earnings and spending habits in a notebook, and then create a
spreadsheet or chart to show your income alongside your expenditures.
I.6.4 Planning
Analyze information: The first step in finding a solution is to look at data that you
have gathered about the problem and to analyze its importance. When you analyze, you will
look for links and relationships in the hope of better understanding the overall situation. Start
with the raw data. Sometimes, information will need to be broken into smaller, more
manageable parts or to be ranked for its importance or relevance. Things like charts, graphs,
or cause-and-effect models are helpful tools to do this.
Figure 12: Analyze information
Example say you have now collected all your bank statements: Look at them. When,
how, and from where is your money coming? Where, when, and how are you spending it?

What is the overall pattern of your finances? Do you have a net surplus or deficit? Are there
any unexplained items?
Generate possible solutions: Say you have looked at your data and found that you have a net
deficit of funds – that is, you are spending more than you are taking in. The next step is to
generate a range of potential solutions. You do not need to assess them now. Try
brainstorming, for example, or reverse brainstorming. This involved asking yourself, “how
could I possibly cause the problem?”
Your problem is a lack of money. Your goal is to have more spending cash. What are
your options? Without evaluating them, come up with possible options. Perhaps you can
acquire more money by getting a part-time job or by taking out a student loan. On the other
hand, you might try to save by cutting your spending or by lowering other costs.
Figure 13: Create solution
 Use some strategies to help you come up with solutions:

Divide and conquer: Break the problem into smaller problems and brainstorm solutions
for them separately, one by one.
Use analogies and similarities: Try to find a resemblance with a previously solved or
common problem. If you can find commonalities between your situation and one you've
dealt with before, you may be able to adapt some of the solutions for use now.
Evaluate the solutions and choose: Just as you had to analyze the problem’s raw data,
you will also have to analyze all prospective for their suitability. In some cases, this could
mean testing a scenario or running an experiment; in other cases, it may mean using a
simulation or “thought experiment” to see the consequences a given solution. Choose a
solution that best suits your needs, seems likely to work, and does not creating further
problems.[8]
 How can you raise money? Look at expenditures – you aren’t spending much
outside of basic needs like tuition, food, and housing. Can you cut costs in
other ways like finding a roommate to split rent? Can you afford to take a

student loan just to have fun on the weekend? Can you spare time from your
studies to work part-time?
 Each solution will produce its own set of circumstances that need evaluation.
Run projections. Your money problem will require you to draw up budgets.
But it will also take personal consideration. For example, can you cut back on
basic things like food or housing? Are you willing to prioritize money over
school or to take on debt?
I.6.5 Implementing and Assessing the Plan

Implement a solution: Once you have chosen the best solution, put it into practice. You
might do this on a limited, trial scale at first to test the results. Or, you might go all in. Keep
in mind that unforeseen problems can arise at this stage, things which you did not plan on
during your initial analysis and evaluation, especially if you did not structure the problem
correctly.[9]
 You decide to cut costs: because you were unwilling to take on debt, to divert
time away from school, or to live with a roommate. You draw up a detailed
budget, cutting a few dollars here and there, and commit to a month-long trial.
Figure 14: Implement a solution
Review and evaluate the outcome: Now that you have implemented a solution, you will have
to monitor and review the results. Ask yourself if the solution is working. Does it allow you to
achieve your goal? Are there any unforeseen new problems? Review the problem and your
problem-solving process.[10]
 The results of your trial are mixed: On one hand, you have saved enough
during the month for fun weekend activities. But there are new problems. You

find that you must choose between spending cash and buying basics like food.
You also need a new pair of shoes but can’t afford it, according to your budget.
You may need to a different solution.
Adjust if necessary: Keep in mind that problem-solving works in a cycle. It will generate a
number of different potential solutions that each must be evaluated. If you fix the problem,
you have found a suitable solution. If not, then you must look for an alternative solution and
start the process over again. Reconsider your initial solution and adjust if it is not working.
Try another solution, implement it, and review the outcome. Repeat this process until you
finally solve the problem.
 After a month, you decide to abandon your first budget and to look for part-
time work. You find a work-study job on campus. Making a new budget, you
now have extra money without taking too much time away from your studies.
You may have an effective solution.
II. The importance and dynamics of working within a team and the impact of
team working in different environments
II.1 What are the conditions for maintaining group work?
Group work is a great opportunity to analyze, discuss and explore ideas with fellow
students making it an increasingly significant part of many degrees
It allows you to develop key transferable skills such as teamwork, organization,
communication, leadership and problem solving. In addition to this it can be extremely
beneficial to both your academic performance and long-term personal development,
particularly as the ability to work well with others is a key requirement for many graduate
jobs.
A. Set clear goals:
At the start of any team project, you should spend your first meeting agreeing on
specific targets and setting some ground rules.
Sonia Hood, study adviser at the University of Reading, recommends that you decide
how often you'll meet, how you'll communicate with each other and how the group will be
led. 'This way, everyone is clear about what is expected of them,' she explains.
You should also ensure that all team members have a shared understanding of the
project. 'Discuss how you can best divide the task up to work to the advantage of everyone
within the group,' says Sonia.
B. Ensure everyone contributes:
All members of the group should strive to create a supportive atmosphere that allows
everyone to feel comfortable expressing their thoughts without the threat of being dismissed,
ridiculed or ignored.
While some people are naturally confident in group work situations, others may
initially find putting their points forward challenging.

'You may need to ask some quieter individuals directly if they have anything to add,'
Sonia advises. 'The group will benefit from hearing everyone's opinion and others may have
valuable insight that you have not considered.'
Not everyone strives to be a leader or is able to quickly generate ideas. Indeed, the
best teams have a balanced mix of individuals whose contributions complement one another.
The University of Kent identifies seven roles that people can play in group meetings:
 Compromiser - Attempts to maintain harmony and rapport among all team
members by encouraging others, and recognising and resolving any differences
of opinion.
 Encourager - Energises the team through humour or enthusiasm, suggesting
ideas and confronting any problems.
 Evaluator - Offers critical analysis of all options before coming to an
informed decision.
 Ideas person - Suggests original and potentially radical new ways to organize
the task or solve problems.
 Leader - Ensures the group remains on-task, coordinating resources, assigning
tasks and driving members to achieve a positive end result.
 Recorder - Keeps the group focused and organized through timekeeping and
note-taking, ensuring that every member understands their individual
responsibilities.
 Summarizer - Clarifies objectives and elaborates on others' ideas, wrapping
up the group's discussion and conclusions.
C. Avoid negativity
Unless you want to seriously jeopardize your chances of success, some behaviors
should be avoided at all costs. You'll find that your task can quickly go off the rails if even
just one participant:
 becomes overly aggressive
 displays unhappiness with any decisions made
 disrespects others and criticize their ideas without suggesting alternatives
 distracts focus by acting the clown
 fails to contribute
 listens too little and interrupts others when they're talking
 talks too much and dominates the discussion.
While disagreements are inevitable, it's important not to make things personal. 'Try to
ensure that discussion and disagreements are focused on the task in hand,' Sonia advises.
'If you have an issue with the level of commitment of certain members, speak to them
individually and check there's not something else going on that they may need your support
with.'

II.2 Teamwork for IT:

Teamwork is one of the key factors that determine the effectiveness of a team,
directly affecting the success of a unit. In particular, for the IT sector, no one project can be
completed by just one individual.
skills needed for effective team work, that is:
 Communication skills: Playing an important role to help members present
their views, understand each other better and work more effectively.
 Organizational and planning skills: Any job needs to be planned specifically,
clearly, as well as the division of work for members to maximize personal
strengths and create strength collectively for the collective
 Problem solving skills: Arising problems outside the plan is hard to avoid
working in groups. Therefore, it is necessary to calm down, evaluate the
situation and come up with solutions to solve the problem in the best way. It is
an important skill that each member needs to train for himself.
 Common working skills: Each member will often have a different personality,
different ways of working as well as sometimes different views. When
working together, it is important for individuals to refrain from self, to put the
common interests of the group above to find common ground.
II.3 Research the use of different problem-solving techniques used in the design
and delivery of an event:
Situations: Being on the road, being stopped by a traffic police (signaling) to stop a
car. how would you handle
Handle situations:
Staff salaries will be paid according to their work, experience and capacity. so
although the same job but each salary will be different Stop operation: Stay calm, slow down
slowly, and observe the front, sides, and back of the vehicle. Let the vehicle stop in the traffic
police area to guide, stop the vehicle in a safe position (because sometimes the traffic police
only stop the car in an unsafe place, violating the law ...). Turn on emergency stop lights (for
cars).
Preparation: Turn on the audio and video recording (if any), remain in the driving
position, lower the glass (with cars) and wait for the traffic police to come. Observe carefully
if the traffic police real or fake? Does the Traffic Police have a name plate or green card
(because only the traffic police wearing a green card can execute the order to stop the vehicle
in circulation?
If detecting that the traffic police do not have a name plate, then definitely do not work
because this may be a fake traffic police or traffic police are not eligible to work; or if the
traffic police has a name plate but does not have a green card, then this is a traffic police
ineligible for patrolling and controlling traffic.

In the process of arguing with the Traffic Police, we pay attention to using appropriate
pronouns, calm, calm, not twisted. For example, with an older traffic police use me - uncle,
brother / sister - uncle, brother / sister or me - brother ...; with traffic police of the same age or
older than me - him; with the elderly, happy, emotional, I use you - brother, grandson -
uncle ....
If the traffic police have not offered the correct command, please ask the traffic police
to greet when it is correct to work!
We should keep in mind that always recording and recording in full to make evidence
of accusations and complaints when the traffic police make a mistake or as evidence to protect
themselves when the traffic police slander, or fake traffic police with papers but then told do
not hold. If detecting traffic police smell of beer, wine, we are determined not to work.
II.4 The need for Continuing Professional Development (CPD) and its role within
the workplace and for higher level learning:
II.4.1 What's the use of studying?
There are many levels of learning goals. Study to prepare for life. Learning to survive.
Learning to make a living. Learning to adapt and develop. Learn to improve yourself. Learn
to help.
One is that life is ever-changing (especially in this era). If we don't study, we will fall
back and stay out of the flow of life. How many occupations that used to be so easy and
"make money" now become difficult and even disappear. For example, photographic career in
landscapes. In the past, just buying the camera, the kit and learning a bit could make money.
Today, when the digital camera boom, smartphones are captured easily and beautifully, the
job is difficult right away, and if you want to make money, you must know what to do with
normal cameras. That is to learn, to explore, to be creative.
Second, there are many ways to be successful in life. Each person will choose his or
her own path and path. Whether we can travel far depends not only on the time of departure
but also on the speed and acceleration of the motion. Velocity is what we have, and
acceleration is due to learning. Abraham Lincoln famously said, "If I give 6 hours to lower a
tree, I will use the first 4 hours to sharpen the ax." Grinding an ax here means learning.
Thirdly, people do not perfect from the moment of birth. Life is essentially a process
for perfecting oneself. Always listening, always learning, never being satisfied, that's the best
way to improve yourself. "The three companions must belong to the peaceful monk". Of the 3
people who are going to go there must be a teacher. The statement is a bit graphic but very
true.
Ultimately, the pinnacle of life meaning is helpful. No need to get a higher education
to help. Anyone can help, just have the heart to help. But in order for the real benefit to be of
great significance and effectiveness, it is necessary to learn. And that pair of prerequisites. For
example, swimming is not difficult to save yourself, but to be able to save people, they must
learn to swim very well and learn skills to save people, otherwise it will not only save people
but also endanger themselves.

II.4.2 Study for IT

A programmer can help by writing management programs, helping someone to do
their job faster and softer. But a director of a software company is more helpful: both creating
great products and creating jobs for tens, hundreds, thousands, even tens of thousands of
people. Nobody was born as a software company director with thousands of employees. Want
to help to learn.
Develop a lifelong learning schedule:
a. Encourage learning ownership
Ultimately, we are responsible for our own learning. Outside of school, students will
be expected to learn on their own. Giving them this freedom early on will serve them well in
the future. When students own their learning, it sticks with them.
It's also important to show them the rewards of taking such responsibility. This
includes higher self-esteem, pride in achievement, and the independence they want. It also
adds to their ability to help others.
b. Turn mistakes into opportunities
The practice of learning from mistakes is one of the best lifelong learning skills
anyone can master. There is so much we can learn from making mistakes. They remind us
that we're human, and that we tried. They show us better ways to think and work, and also
provide insights into hidden knowledge and awareness.
Ultimately we are responsible for our own learning, and when students own their
learning it sticks with them.
Trying new things and stretching ourselves helps us grow mentally and emotionally,
as do the mistakes that will inevitably come with this. Our learners are both tough and fragile
at the same time. Thus we must always treat mistakes as opportunities, and never as crimes.
c. Stash a few go-to learningtools
Everyone has tricks that help them learn. For some, it's mental repetition. Others
create a spur-of-the-moment song about what they want to learn. Ultimately there are dozens
of things you can do to help you learn better.
Do your learners regularly read blogs or listen to podcasts? Are they news buffs?
Maybe they're avid readers? Do they enjoy debates and discussions for sharing knowledge
and ideas? Try to give them opportunities to do these things when you can. If they give them a
thirst for learning and growing, that's a good thing.
d. Let them take the teaching reins
Edgar Dale's Cone of Experience was developed in the 1960s. Since then, it has been
represented in numerous graphical adaptations. They are diverse in content, but they all seem
to agree on one thing: learning retention is maximized when we teach our knowledge to
someone else.

Who are your mentors in class? Who are the ones who are assisting others and guiding
their peers? These students can impart valuable lessons of learning ownership and knowledge
sharing to others. Such pupils can be an inspiration for many.
e. Find time to play
Any theatre actor will tell you why a play is called a play. It's because onstage, playing
is exactly what you do. In doing so, you learn about yourself and others. You learn
communication, comprehension, and unique social skills as you bring stories alive to teach
others. The experience is enjoyable to both you and to those watching.
As teachers, we must always treat mistakes as opportunities, and never as crimes.
Play is an important part of learning. It's essential that learning is fun and enjoyable.
Otherwise, the learner will resist it. They will associate it with unpleasant intellectual and
emotional feelings, instead of the joys of discovery and personal growth. We must ensure our
kids never see learning as a chore, but rather as the bold adventure it was meant to be.
f. Set learning goals
Since learning should have a purpose, this means having the end clearly in mind.
There must be a valid and worthwhile reason for learning. To have any value, it must be a
meaningful and useful experience we can move forward with in our lives. This is especially
true for our learners. Goal setting is one of those lifelong learning skills that strengthens the
desire to learn.
III. Summary of Group plan

TEAM NAME : GREEN CYCLE
MEMBERS :

No. First name Last name Mobile phone
1 Tran Huynh Nhat Anh 0911400405
2 Vo Thi Ngoc Diep 0905051330
3 Le Ngoc Minh 01657558525
4 Ho Thanh Nghia 0928 193 159
NAMES CONCEPT / PROJECT: The official date of opportunity to buy sell and

re-manufacture furniture old .
III.1 General view
Model Description:

 Green
Cycle Supply Range area of the translation service about the cuisine capital
of old:
 Repair, refurbish, help recycle items that are no longer usable.
 Buy old items
 Sell these items "old but new " with part no Martha ̉ cheaper than.
Benefits useful :
 Contribute to environmental protection, reduce waste.
 Freeing space for houses and rooms.
 Save the cost of shopping for household products.
 Save time for liquidation and select the desired product.
 Take advantage and benefit from used items.
 Helping newly enrolled students.
 Create opportunities for exchanges between students in the school.
Test Full story: the entry criteria :
 Low middle income households.
 Students in Da Nang city.
 People with hobbies collect old or old-fashioned items.
III.2 Trade out of work:
Time: Saturday and Sunday the second week of the new semester.
Location: BTEC school grounds.
Scale: 20 stalls according to each type of item.
- Space 1: High-value refrigeration equipment (TVs, refrigerators, fans, ...).
- Space 2: Low-value refrigeration equipment (electric kettle, iron, desk
lamp ...).
- Space 3: Household items (saucepan, pot, cup, bowl, pillow, ...).
- Space 4: Learning materials, entertainment books and newspapers.
- Space 5: Old clothes, books, thick sandals, accessories.
- Space 6: Furniture (Cabinets, desks, cupboards, thick shelves, ...).
- Space 7: Selling handmade goods.
- Space 8: Sell green trees.
- Space 9: Consultation on rules.
- Space 10: Inspection of goods and renewal of goods.
- Space 11: Organizing Committee.

- Space 12 - 20: Snack stall (The idea of selling food will be taken care of by
the booths).
III.3 Participants:
- Seller:
Students in years 2, 3 and 4.
You need to move or move to another place.
Students want to clean up the living space.
Students and students have many unused items but still new.
- Buyer:
Students in Da Nang city.
You just moved in to study.
Low income, families are not eligible.
Passers-by have a need to purchase, find strange and strange things.
III.4 Human sources
III.4.1. Organizing Committee:
Mission: Division of work for departments; interviewing collaborators;
No Job Name
1 In charge of marketing, finance for services - Tran Huynh Nhat Anh
Enthusiastic with ideas
2 Searching for resources and in charge of Le Ngoc Minh

technology related areas, major technologies
3 Planning human resources, seeking collaborators Ho Thanh Nghia

and activities on project management
4 Plan to run the program. Support and manage Vo Thi Ngoc Diep
volunteers at departments
III.4 .2 The ban in chapter works:
 Communication board: In charge of the promotion image of the program
Before the program In the program After the show
Set design , Shooting photos , Edit edit image photos and

print publications and to filming movies and

find your place stickers simulation issues to make videos.

banner. financial data stored Select filter the picture image
Prussian turn the event reserves . characteristic color and save
information via the site reserves for the period after
network communal may be the next successor .
associationss .

 Communication board: In charge of the promotion image of the program
Find the venue, arrange Manage assigned booths Clean up the event area and
booths and parking locations. Dividing traffic means, hand it over to the school.
Find partners to build stores. guiding the division of Report the situation of the
Prepare tools and equipment means of transport. stores after the program.
for playing camp games on Participate in camp activities Financial statistics booth and
Saturday evenings. damage list.

 Logistics board: Helping the shops and being the bridge between the organizers and
the shop owners.
Inspection of products of stores Directly check for defective Directly check for
before selling. products at booths. defective products at
Prepare tools and equipment for booths.
playing camp games on Saturday
evenings.

III.5. The time period spent more to carry out planned projects:
Time Described Participants
One month to prepare before the event. Posting collaborators: Recruit
collaborators (35 people) and interview.
Posting for recruitment partners. Tran Huynh

Wee Nhat Anh
k1 Interviewing participants. Organizing
committee

Wee Divide location for collaborators and Organizing

k2 plan for each committee. committee
Prepare propaganda and promotion for
the event. Communicatio
Design banner, logo purpose propaganda n
to create inspiration for everyone to participate;
Wee
k3 Create a survey group for students'
attendance needs. Logistics
Plan for the collection and recycling of

second-hand goods to assess the quality of Le Ngoc Minh
recycled items.
Find movie rental and cinema rental
Ho Thanh Nghia
services.
Performing arts performance at the
Logistics
Wee beginning of the program.
k4 Checking and repairing products of Technique and
booths. Le Ngoc Minh
Division of areas and collaborators of Vo Thi Ngoc
booths. Diep
Event take place (The first day)
6:45 All collaborators focus on creating the Organizing
AM organization area to finalize the work. committee and boards
Check booths, help display booths. Logistics
7:00
Check all items of all booths again. Technique
AM to 8:30
AM Take pictures and sub-boards. Communicatio
n
8:30 Opening camps and art speeches.
AM to 11:15
AM
Camps and stalls operating. Everyone
9:15 Check the quality of equipment during
Technique
AM to 6:30 the camp.
PM
Help the shops sell and look after the
Logistics
goods as well.
Organizing fun activities, teambuilding. Boards
6:30 Organize games for teams. Technique
PM to 11:00 Join the play teams. Logistics
PM
Take pictures and assist technical staff. Communicatio
n

Event take place (The second day)

8:00 Organize sales activities.
AM to 3:00 Boards
PM
3:00 Organize games for general activities.
Organize
PM to 3:30
committee
PM
3:30 The booths appoint members to
PM to 5:00 participate in general activities and games. Students and
PM logistics
5:00 Members of the same logistics board

Owner of
PM to 6:00 need to clean up the booth area and common
booths and boards
PM operation area.
6:00 Closing the festival and declaring
Organize
PM to 6:30 winners in game activities and award awards.
committee
PM
6:30 Organizing committee and boards Organize
PM to 7:00 centralize to summarize committee and
PM members of boards
III.6. Funding for the project

 Expenses for lighting and sound lighting: 2 000 000 VND
Cost for collaborators: 100 000 / person
 35 people x 200 000 = 3 500 0000 VND
 Expenses for printing banners and leaflets: VND 500,000
 Cost of detergent and tools to make new furniture: 2,000,000 VND
 Other costs incurred: 1000 000 VND
 Total cost: 9 000 000 VND
 Request funding from the school: 5000 000 VND
 The rest will supplement the stalls when selling products
How to calculate the surcharge of 1% x total value of products

EVALUATION
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Information Technology Final Report of Assignments: Course: Professional Practice

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BTEC FPT INTERNATIONAL COLLEGE

STUDENT : HO THANH NGHIA

DANANG, AUGUST 2019

INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Assessor Internal Verifier

STUDENT: HO THANH NGHIA 2

Assessor signature Date

Internal Verifier signature Date

Confirm action completed

Assessor signature Date

STUDENT: HO THANH NGHIA 3

Da Nang, April 2019

STUDENT: HO THANH NGHIA 4

Student signature: Date: 25/9/2019

STUDENT: HO THANH NGHIA 5

STUDENT: HO THANH NGHIA 6

STUDENT: HO THANH NGHIA 7

STUDENT: HO THANH NGHIA 8

STUDENT: HO THANH NGHIA 9

I. Personal Communication Skills and Applying Reasoning, Critical Thinking

Figure 1: Critical thinking

I.1.2 Flexible & Adaptable

Figure 2: Flexible & Adaptable

STUDENT: HO THANH NGHIA 10

I.1.3 Motivated skill

Figure 3: Mutivated skill

STUDENT: HO THANH NGHIA 11

I.2 Interpersonal skills

Figure 4: Interpersonal skills

I.3 IT Personal Skill

Set goals and priorities:

STUDENT: HO THANH NGHIA 12

"Focused goal setting" attracts action.

Figure 5: Time management skill

I.3.2 Communication skills

STUDENT: HO THANH NGHIA 13

Figure 6: Communication skills

I.3.3 Coding skills

STUDENT: HO THANH NGHIA 14

Figure 7: Coding skills

I.3.4 Teamwork skills

STUDENT: HO THANH NGHIA 15

Downsides: Obviously, not everyone connects with this communication style. Digging

STUDENT: HO THANH NGHIA 16

Downsides: Not everyone wants to get personal in the way they communicate.

STUDENT: HO THANH NGHIA 17

 Choose clarity over color: When it comes to communication in the workplace,

STUDENT: HO THANH NGHIA 18

I.6 Problem solving

Figure 8: Problem solving

I.6.2 Type Problem Solving Skill

STUDENT: HO THANH NGHIA 19

 Creativity: Problems are usually solved either intuitively or systematically. Intuition is

I.6.3 Understand the problem

STUDENT: HO THANH NGHIA 20

Figure 9: Identify the problem

Figure 10: Determine the target

STUDENT: HO THANH NGHIA 21

Figure 11: Collect information

Figure 12: Analyze information

STUDENT: HO THANH NGHIA 22

Figure 13: Create solution

 Use some strategies to help you come up with solutions: