Unit 03 - Professional Practice Assignment (Ranidu)

Higher Nationals
Internal verification of assessment decisions – BTEC (RQF)

INTERNAL VERIFICATION – ASSESSMENT DECISIONS
Programme title
Assessor Internal Verifier

Unit 03: Professional Practice
Unit(s)
Assignment title
A.M. Ranidu Chandima
Student’s name
List which assessment criteria Pass Merit Distinction
the Assessor has awarded.
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
accurately? Y/N
Is the feedback to the student:
Give details:
• Constructive?
• Linked to relevant assessment criteria? Y/N
• Identifying opportunities for improved Y/N
Y/N
performance?
• Agreeing actions? Y/N
Does the assessment decision need amend?
Y/N
Assessor signature Datae
Internal Verifier signature Datee

Program Leader signature (if required)
datee
Confirm action completed
Remedial action taken

Give details:
Assessor signature Date

Internal Verifier
signature Date
A.M. Ranidu Chandima Professional Practice Unit 03

Programme Leader
signature (if required) Date

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

Assignment Feedback
Formative Feedback: Assessor to Student
Action Plan
Summative feedback
Feedback: Student to Assessor
Assessor Date
signature
Student Date
signature

Pearson Higher Nationals in
Computing
Unit 03: Professional Practice Assignment 01
General Guidelines
1. A cover page or title page should be attached to your assignment. Use page 1 of this assignment
brief as your cover page and make sure all details are accurately filled.
2. The entire assignment brief should be attached as the first section of your assignment.
3. The assignment should be prepared using a word processing software.

4. The assignment should be word processing in an A4 sized paper.
5. Allow 1” margin on top, bottom and right sides of the paper and 1.25” on the left side (for
binding).
Word Processing Rules
1. The font size should be 12 point and should be in the style of Time New Roman.
2. Set line spacing to 1.5. Justify all paragraphs.
3. Ensure that all headings are consistent in terms of size and font style.
4. Use footer function on the word processor to insert your name, unit, assignment no, and page
number on each page. This is useful if individual sheets get detached from the submission.
5. Use the spell check and grammar check function of the word processing application to review
the use of language on your assignment.
Important Points:
1. Carefully carefully check the hand in date and the instructions given with the assignment. Late
submissions will not be accepted.
2. Ensure that sufficient time is spent to complete the assignment by the due date.
3. Do not wait till the last minute to get feedback on the assignment. Such excuses will not be
accepted for late submissions.
4. You must be responsible for efficient management of your time.
5. 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.
6. Failure to achieve at least a PASS grade will result in a REFERRAL grade.

7. Non-submission of work without valid reasons will lead to an automatic REFERRAL. You will then
be asked to complete an alternative assignment.
8. If you use other people’s work or ideas in your assignment, it must be properly referenced, using
the HARVARD referencing system, in your text or any bibliography. Otherwise, you’ll be found
guilty of committing plagiarism.

9. If you are caught plagiarizing, your grade will be reduced to a REFERRAL or at worst, you could
be excluded from the course.
Student Declaration
I hereby, declare that I know what plagiarism entails, namely, to use another’s work and to present it
as my own without attributing the sources in the correct form. I further understand what it means to
copy another’s work.
1. I know that plagiarism is a punishable offence because it constitutes theft.

2. I understand the plagiarism and copying policy of Edexcel UK.
3. I know what the consequences will be if I plagiarize 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 Edexcel 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)
Higher National Diploma in Business

Assignment Brief
Student Name /ID Number A.M. Ranidu Chandima
Unit Number and Title Unit 3: Professional Practice

Academic Year 2021/2022
Unit Tutor
Assignment Title Work Related Learning Report: Design and Deliver

Training Programme
Issue Date
Submission Date
IV Name & Date
Submission format
The submission is in the form of an individual written report about. This should be written in a
concise, formal business style using single spacing and font size 12. You are required to make use
of headings, paragraphs and subsections as appropriate, and all work must be supported with
research and referenced using the Harvard referencing system. Please also provide an end list of
references using the Harvard referencing system. Please note that this is an activity-based
assessment where your document submission should include evidence of activities carried out
and of team working. To carry out activities given on the brief, you are required to form groups,
comprising not exceeding 15 individuals.
The recommended word count is 4,000–4,500 words for the report excluding annexures. Note
that word counts are indicative only and you would not be penalized for exceeding the word
count.
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.
Assignment Brief and Guidance:

Follow the guidelines given below assuming that you have recently joined as a
management trainee at a non-for-profit organization, which is specializing in Soft
Skills and Information Technology development in the local community.
Scenario:
Note on assumptions to be made Organization’s management trainees will be

assigned to project groups, to be placed under a training and development
executive and are required to produce documentation in the form of reports of
their activities. Management trainees are required to provide evidence to the
top management that they have been able to demonstrate interpersonal skills
and have identified the need for continuous professional development (CPD) on
a report titled “Work Related Learning Report”.
Take following into consideration when developing the “Work Related Learning
Report”:
• You have been asked to support your training and development executive
with the planning and implementation of a professional development
event targeted at a suitable audience to develop their soft skills and/or
Information Technology related skills. Assume that you have to complete
the design and delivery within a period of three months.
• The training event you are to design can be scheduled to be delivered

over a single or multiple sessions based on the requirements given by the
target audience at a location agreeable to the target audience.
• The training program you develop can include a number of workshops,

coaching sessions and team-building activities. The institution/audience
you are planning to conduct the program for would require a schedule of
the types of activities proposed so that plans can be finalized.

Working in small groups (Not exceeding 15 individuals per group):
Produce a professional schedule (preferably using a project management

software) that identifies planning and resourcing prior to the event. In addition,
design a training pack to include a range of activities, and breakout sessions. It is
expected that you will be having considerable number of individuals attending.
Please make sure that the location has necessary facilities.
Working individually:
• Following the event, you’re training, and development executive has

asked you to provide some feedback and include it in your “Work Related
Learning Report”. In the report, produce a written evaluation of the
effectiveness and application of interpersonal skills during the design and
delivery process. You should also include an evaluation of your
performance in this project and evaluate your contribution to the team
you worked with. Further, assume that you have been asked by the
training and development executive to produce evidence in the report
that you have designed and delivered the training event based on the
dynamics of team working.
• The report you produce also should have section allocated to discussing
problem solving and its importance in planning and running the event you
have conducted. Your report should include a discussion of various
problem-solving techniques and justify the solution methodologies used
during your project. You should also include a critique of the application
of critical reasoning and your experiences of it.
• Having completed the Training Event Management project, you now need
to reflect on your experience and consider your Continuous Professional
Development (CPD) needs add a section on the to your “Work Related
Learning Report” containing following subsections.
a. Consider your personal and/or career goals and identify your CPD
needs and what actions would put you in a position to achieve
these goals. Produce a development plan outlining your future
goals and identifying how these can be realized.

b. Conduct some research into motivational theories and how they can
be used to improve employee performance. Compare a number of
theories and report on them.
c. Write a section on the usage of CPD within organizations and what
evidence would be required to measure how effective this CPD is in
helping employees achieve their goals while using their time and
resources effectively.

Grading Rubric
Grading Criteria Achieved Feedback
LO1 Demonstrate a range of interpersonal and Expectation from the tasks.
transferable communication skills to a target audience.
P1 Demonstrate, using different communication styles and 1. Introduction about different communication styles formats, that you can effectively design
and deliver a training 2. How did you communicated with the team while planning your work.
3. What were the effective communication methods you have used
event for a given target audience. within the project/How you measure that was effective or not
P2 Demonstrate that you have used effective time 1. The work plans. (Task plan).
management skills in planning an event. * Can be used WBS (Work Breakdown Structure)
2.The resource person can be mentioned for the relevant task.
M1 Design a professional schedule to support the planning of 1. Using MS Project give the proper schedule for the Work Plan.
an event, to include contingencies and justifications of time 2. Need a justification for the relevant task (Why did you allocate such time duration,
what were the specialties of the responsible
allocated. person etc.…)
D1 Evaluate the effectiveness and application of interpersonal skills during the design and delivery of a training event. 1. Give an
introduction about interpersonal skills.

2.How did you effectively participate from event planning to delivery of
training event.
3.What did you gain to yourself while doing the project from planning
to delivery of the event. (Need to evaluate)
LO2 Apply critical reasoning and thinking to a range of

problem-solving scenarios.
P3 Demonstrate the use of different problem-solving 1.Introduction about different problem-solving techniques. (Explain
techniques in the design and delivery of an event. all
problem solving
techniques)
2.What were the usage of problem-solving
techniques.
P4 Demonstrate that critical reasoning has been applied to a 1.What are the problems you have faced & how did you solve
given solution. those
issues using different problem-solving
techniques.
M2 Research the use of different problem-solving techniques 1.Except given problem solving techniques find out what are the
used in the design and delivery of an event. other
problem solving techniques available & how would you used
those

techniques to your project.
2.Need to evaluate different methodologies that you have
used.
M3 Justify the use and application of a range of solution 3.Need an explanation why did those methods are suitable to use.
methodologies. (Can
use task by task or whole
event)
D2 Critique the process of applying critical reasoning to a

given task/activity or event.
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. 1.Introduction about teamwork, team dynamics
2.Importance about team dynamics/team works etc.
…
3.How does the team dynamics/teamwork is important for a success or
a failure of group
work.

P6 Work within a team to achieve a defined goal.
1.How you worked as a team to achieve the defined goal.
M4 Analyze team dynamics, in terms of the roles group 1.Each & every member of the team played
members play in a team and the effectiveness in terms of role.
2.How were they effectively worked
achieving shared goals.
3.Give a brief explanation about each member’s task of the
group.
D3 Provide a critical evaluation of your own role and

contribution to a group scenario. 1.Have to explain your role in the group.
2.How your role helped others to work
3.How you helped others to success your event.
4.What were the difficulties you faced working among the others & how
you adapt to the different situations.
Expectation is what your role was & how you worked with the
others.
Like a criticism about you & your role in the
team.

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 1.Introduction about

own learning. CPD
2.The importance about CPD to your
learning
P8 Produce a development plan that outlines 1.Provide a development plan about yourself for
responsibilities, performance objectives and required skills, the
future. (Responsibilities/Performance
knowledge and learning for own future goals.
Objectives/Required
Skills/
Knowledge)
2.Provide a SWOT analysis for
yourself.
M5 Compare and contrast different motivational theories 1.Compare and Contrast Different Motivational theories. (All 8 theory s
and the impact they can have on performance within the must be
there.)
workplace.
2.How those theories can be used to work within the
workplace

D4 Evaluate a range of evidence criteria that is used as a 1.What are the measurements evidence that can be used to measure
measure for effective CPD. that you have successfully, effectively had your CPD.

Pearson Higher Nationals in
Computing
Unit 03: Professional Practice Assignment 01
A.M. Ranidu Chandima

Batch 47

Acknowledgement
I wish to express my sincere gratitude to every team member who supported me throughout
the professional practice Assignment. I am very thankful for their guidance and friendly
advice during the assignment. I am sincerely grateful to them for sharing their valuable and
truthful ideas on several challenges related to this assignment. I express my heartful thanks
to Mr.’s Dilini for support and guidance throughout this Assignment. I would like to thank
the entire ESoft management for having given me the opportunity to complete a valuable
assignment by gaining a precious knowledge regarding this program.
Thankyou,
A.M. Ranidu Abeykoon


Contents
Higher Nationals - Summative Assignment Feedback Form...............................................................3
Assignment Feedback....................................................................................................................4
Computing.........................................................................................................................................5
Acknowledgement...........................................................................................................................21
Executive Summary..........................................................................................................................23
P1.1 Introduction to communication...............................................................................................24
1.1.1The Process of Communication............................................................................................25
• Types of Communication Styles...........................................................................................25
Assertive communication style................................................................................................25
• Aggressive communication style...........................................................................................26
• Passive communication style................................................................................................26
Characteristics of passive communication style...........................................................................27
Passive-aggressive communication style.....................................................................................28
• Manipulative communication style...........................................................................................29
Task 1...............................................................................................................................................29
1.1.2. Organizing a presentation Based on Gaming Industry.......................................................29
1.3 Design of a Schedule Plan and Time Management................................................................30
1.3 Interpersonal skills and effectiveness....................................................................................32
Interpersonal skills:..................................................................................................................33
1.3.1 Roles Assigned to Team Members......................................................................................35
Definition for THE BELBINS TEAM ROLES.................................................................................35
People-oriented roles..............................................................................................................36
Thought-oriented roles............................................................................................................37
1.4. Goals and objectives of the project.......................................................................................38
THE SMART GOALS...................................................................................................................39
1.5 Challenges and Problems.......................................................................................................42
Task 02:............................................................................................................................................43
2.1 Problem solving Skills and Technique....................................................................................43
Problem Solving Skills...............................................................................................................43
2.1.1 Describe the Problem......................................................................................................44

2.1.2 Identify the Main reasons...............................................................................................44
2.1.3 Think Creative Ideas........................................................................................................45
2.1.4 Choose the Best Solution................................................................................................45
2.1.5 Take Actions....................................................................................................................45
Problem solving techniques.........................................................................................................45
2.2 Critical and Evaluation Methodologies for Problem Solving..................................................48
2.2.1 Critical Reasoning............................................................................................................48
2.2.2. Critical Thinking..............................................................................................................48
Task 3...............................................................................................................................................49
3.1 Our Own roles........................................................................................................................49
3.2 Team dynamics and goals......................................................................................................50
3.2.1 Reward individual and team achievement......................................................................51
3.2.3 Create diversity...............................................................................................................51
3.3 Improving team dynamics..................................................................................................52
Task 4...............................................................................................................................................53
4.1 Importance of Continuous Professional Development..........................................................53
4.1.1 Continuous Professional Development...........................................................................53
4.1.2 Importance of CPD for a young professional...................................................................55
4.2 Apply Motivational Theories..................................................................................................56
4.3 Professional Development Plan.............................................................................................58
4.3.1 Development Plan...........................................................................................................58
4.3.2 Personal Plan...................................................................................................................59
4.3.3 Evaluating Impact of the CPD..........................................................................................59
4.4.1 Impact of CPD..................................................................................................................59
4.4.1.2 Participant’s learning form CPD...................................................................................60
4.4.1.3 Management by objective............................................................................................60

Executive Summary
According to the Professional issues and Practices module there are four learning
outcomes. they're Demonstrate a variety of interpersonal and transferable communication
skills to an audience Apply critical reasoning and thinking to a spread of problem-solving
scenarios Discuss the importance and dynamics of working within a team and the impact of
team working in numerous environments. Examine the requirement for Continuing
Professional Development (CPD) and its role within the workplace and for higher level
learning to realize these learning outcomes the scholars had to try and do a
bunch project. that they had to arrange a training session for a few students.

P1.1 Introduction to communication
Communication is the sending and receiving of data and may be one-on-one or between
groups of individuals and might be face-to-face or through communication devices.
Communication requires a sender, the one that initiates communication, to transfer their
thoughts or encode a message. This message is distributed to the what's communication?
Communication is the sending and receiving of data and might be one-on-one or between
groups of individuals
and may be face-
to-face or through
communication devices. Communication requires a sender, the one that initiates

communication, to transfer their thoughts or encode a message. This message is distributed
to the receiver, an individual who receives the message, and eventually, the receiver must
decode, or interpret the message. This sounds simple enough but is more complicated.
Language involves symbols and signs and is distinct to the culture that speaks and writes
therein language. Effective communication requires a shared language and an
understanding of common concepts. it is also important in touch in mind that a receiver
may interpret what the sender puts out differently than what the sender intended, which this
can be less likely if the 2 share an identical culture and language., someone who receives
the message, and eventually, the receiver must decode, or interpret the message. This
sounds simple enough but is more complicated.
1.1.1The Process of Communication

Communications refer to a group of techniques used for expressing ideas effectively and
therefore the technology of transmission of data by print or telecommunication media.
Communication is lexically meant to be the imparting or exchanging of knowledge by
speaking, writing, or using another medium.
It is the act of conveying intended meaning from one entity or group to a different through
the utilization of mutually understood signs or semiotic
rules.
• Types of Communication Styles
1. Assertive communication style

2. Aggressive communication style
3. Passive communication style
4. Passive-aggressive communication style
5. Manipulative communication style
Assertive communication style
There may be a scenario that you simply may have experienced before. You are on a good
deadline for a selected project (e.g., an assignment or work task) and have a full plate. one
amongst your close friends happens to induce involved with you during this stressful time
and pleads for you to try to do a last-minute favor for her. you would like to mention no in
order that you remain on track, but you furthermore might not want to come back off as a
nasty friend. What would you be doing during this scenario? You
had put your foot down and said ‘no’, or even you have got trouble
with assertiveness in social interactions, which lands up making
you more stressed in the future.

• Aggressive communication style
This communication style is often hostile, and threatening, and comes from an area of
desperation to win at any respect costs. An aggressive communicator behaves as if their
contribution to the conversation is more important than anyone else, and therefore the
content of their message is usually lost due to the tone of their delivery. this kind of
communication may end up in people feeling belittled, steamrolled, and intimidated. In
some cases, they will reactively ward off an aggressive communicator, not because the
communicator is inaccurate, but just because the delivery of the message is so unpleasant
that they instinctively disagree. This type of communication has been observed in some
business leaders, who can control their style enough to return across as bold, instead of
domineering, but that takes skill. In day-to-day operations, this can be not a move that will
endear someone to their colleagues, and it is advised that this style is avoided in most cases.
• Passive communication style
Passive communication style is typically the result of low esteem. self-worth is defined
because of the view that a private has of their own value. folks that exhibit passive
behaviors often think it's not worth expressing what they feel. Usually, they think it’s not
worthwhile that folks listen or look after them. it's an awfully inefficient and maladaptive
way of communicating since the person fails to spot or satisfy their own needs. Sometimes,
some aggression is mixed with passive behavior, leading to a passive-aggressive kind of
communication.
Characteristics of passive communication style
1- Soft communication

Individuals who have a passive variety of communication tend to talk softly, as if they're
apologizing. Sometimes, the few times they express their opinion, ask forgiveness
beforehand or attempt to fuck, or say things like “This is definitely silly, but …”.
2- they cannot defy in their opinions

They fail to square up or hold what they consider another person and permit others to
interfere with their rights and opinions.
3- don't express your feelings

Neither do they often express their feelings, points of view and desires spontaneously.
4- don't establish eye contact

These people also often make eye contact after they visit someone and adopt inappropriate
visual communication and posture.
5- Continuous state of hysteria or depression

The passive communication style also implies a continual state of tension, as these people
assume that their lives are out of their control. they're often depressed or sick because their
opinions are never expressed aloud.
6- they're undecided
They are often confused if given the chance to decide on and have a tendency to delegate
decisions to others. All this results in these people feeling angry with themselves.
7- don't show anger toward others

However, these people rarely show anger or anger towards others. On the contrary, they
typically allow complaints, discomfort, and aggression from people.
8- they're passive-aggressive
In some cases, these assaults bring together and provides rise to an outburst of rage
disproportionate to the incident (passive-aggressive style). After this explosion, however,
they often feel shame, guilt, and confusion, in order that they return to habitual passivity.
9-They experience resentment and confusion

This way of communicating includes a high impact on the lives of those individuals. except
for the anxiety and depressive symptoms, they often feel thanks to not expressing their
emotions, they tend to experience resentment and confusion by ignoring their own needs.
10-Tend to be immature
They are also often unable to mature in the least because they never get to face real
problems. A passive communicator often acts as if he's weak and unable to require care of
himself.
Passive-aggressive communication style
If assertive communication is that the gold standard, then passive-aggressive

communication is that the rusted, counterfeit penny of communication styles. As with
passive communication, there's part of powerlessness and helplessness. And, like
aggressive communication, there's a component of attack and anger. Put those together, and
you get lashing out aggressively, thinly veiled behind the looks of being passive. This
makes the person communicating appear disingenuous and insincere. it's a variety of
deception, a trial to alleviate several the powerlessness we may feel.
• Manipulative communication style
People adopting the manipulative communication style are

often scheming, shrewd and calculating. They are at adept at influencing and controlling

others for his or her own benefits. They have a hidden message after they speak and plenty
of times other persons are unaware of their hidden intention. They act cunningly and
tactfully and influence people in an insidious way like sulking, shedding fake tears,
indirectly posing for them must be met. they often become successful in making people feel
sorry or obliged to assist them. However, their hidden motives are exposed.
Task 1
1.1.2. Organizing a presentation Based on Gaming Industry
I joined to Esoft Metro Campus to study my BTEC HND in Computing course. Under the
professional practice module, the project hand over to us by the module lecturer Mrs.
Dilini was organized a Presentation for student to develop skills in Pearson BTEC
HND.
There Are 7 Group Members for my Group,

o Ranidu
o Thavindu
o Umesha
o Dayan
o Bawanjana
o Dilusha
o Lahiru
1.3 Design of a Schedule Plan and Time Management

Task Start Date End Date Days to Complete

07.18.2022 07.25.2022 7 Days
Choosing the members
of the group and
deciding on a topic
Choosing a Subtopic 07.25.2022 07.30.2022 5 Days
Subtopics are being 07.30.2022 08.13.2022 14 Days

discussed
Collecting information 08.13.2022 08.17.2022 4 Days
Completing the 08.17.2022 08.19.2022 2 Days

presentation
Choosing the 08.19.2022 08.23.2022 4 Days
presenters
Rehearsals for 08.24.2022 08.26.2022 3 Days
presentations
Organizing the 08.26.2022 08.28.2022 2 Days
presentation’s
timing
Individual presentation 08.29.2022 08.31.2022 2 Days
practice is required for
all members
Coordinating the 09.01.2022 09.01.2022 -
training event
Below timetable are the start and end dates as well as milestones needed to accomplish the
project on schedule.
Activities Time Taken Status Contingencies
Gathering the team, 30 Days Completed

finalizing a Topic,
Researching and
Assigning Roles
Preparing the 28 Days Completed Research was done by
Slides, Organizing topic respective

Slide holders, but the
organization was done
by Thavindu and
bawanjana
Completion of 16 Days Completed Done by the Group
the Project Leader
Presenting 0 Days - -
Table 2 Contingency Backup Plan
Because the training is conducted online, there could be problems with the connection,
electricity, or other factors.
A safety step is to use the backup plan in the following table
Presenters Time (A.M) Topic
Thavindu Rushan 1:00pm -1:05 pm Introduction
Lahiru, Dayan 1:05:pm- 1:10pm What is Gaming Industry?
Umesha 1:10pm – 1:15pm Types of Gaming

Dilusha 1:15pm- 1:30pm Technologies in Gaming Industry
Thavindu Rushan 1:30pm – 1:35pm Games Development
Bawanjana 1:35pm – 1:40pm Jobs in Gaming Industry
Ranidu 1:40pm- 1:45pm Advantages and disadvantages of

Gaming industry
Thavindu Rushan 1:45pm-1:55pm Summary
1.3 Interpersonal skills and effectiveness
In order to properly communicate with other employees, a worker needs to learn a variety
of interpersonal skills. These abilities alone help the worker get along with others. The way
one interacts, behaves, and so on are all examples of interpersonal skills. His demeanor,
attitude, and communication are all examples of interpersonal skills. An employee with
high interpersonal skills has a better possibility of functioning effectively within the firm
since he gets along with people extremely well. However, even someone with poor
interpersonal skills can complete the task; however, he may not do so with enthusiasm and
satisfaction. The concept of organizational effectiveness is particularly significant for
nonprofit organizations since most people who donate money to nonprofits and charities
are curious as to whether the organization is successful in achieving its objectives.
The idea of organizational effectiveness is still unclear for this reason.
1. There are significant variations in how scholars have envisioned organizations
2. The intricacy of corporate structures.
3. Limits the accumulation of empirical data using research criteria, proof of a successful
corporation.

Figure 3
Interpersonal Skills
Source: blog.vantagecircle.com
Interpersonal skills:
 Communication Skills
 Verbal communications skills.
 Nonverbal communication skills. (Body language)
 Listening skills.
 Empathy
 Conflict Management
 Teamwork
 Leadership
 Negotiation
To interact and collaborate with groups and individuals in both your personal and
professional life, you require interpersonal skills. Strong personalities are more likely to
lead to successful interpersonal interactions and the development of positive connections.
possess a thorough knowledge of relatives, close friends, coworkers, and customers. Most
people love working with powerful mid-class coworkers.
Some Key Interpersonal Skills for the Workplace,

 Active Listening - Active listening is the capacity to concentrate on and
comprehend what someone is saying when they are speaking. Your reactions, both
vocal and nonverbal, demonstrate that you are paying attention to the speaker
(facial expressions, gestures). Finally, ask a few questions before attempting to
convey your interest. This lessens misunderstandings and aids in communication
with coworkers and others.
 Verbal Communication- Verbal communication skills are the most crucial ones to
consider when corresponding with coworkers or managers at work. Speak clearly
and appropriately when interacting with others, taking the circumstance into
account. Speak in an official manner, like in meetings. When discussing something,
avoid using complex words.
 Teamwork - Effective communication and collaboration among employee groups

increases the likelihood of success and the accomplishment of shared objectives.
Being a good teammate might help you reduce conflict and boost productivity.
When necessary, offer to help your coworkers, and ask for their opinions and
thoughts. When team members share their opinions or ideas, pay close attention and
give them a positive response, be positive and upbeat when working on projects or
attending meetings.
1.3.1 Roles Assigned to Team Members
Definition for THE BELBINS TEAM ROLES
Belbin team roles are composed of nine behavioral qualities that are essential for promoting
team development. According to the nine Belbin team roles idea, which was developed by
Dr. Meredith Belbin, there are nine duties that each team member must fill.

Figure 4 Belbin’s Theory
Roles that emphasize action
Shaper- This role is typically used to cultivate outsiders who think they can compete with
other team members. To discover the best solution to the issue and conceal things, it is
typical to inquire for the sender's status.
 Strength- Fixing issues, aspiration
 Weakness- Possibility of causing conflict
Implementer- A doer, an implementer is someone who isn't afraid to put their head down
and work hard to do the task that has been assigned to them. They perform best when
putting plans into practice and use organized procedures to complete tasks quickly.
 Strength- Task completion, Dedication
 Weakness- unwilling to change
Completer-finisher- Finishers are the team's gatekeepers because they complete every task
promptly and expertly. Finishers are completely innovative individuals. They strive to
avoid errors and are eager to experience the end times.
 Strength- Meeting deadlines, quality assurance
 Weakness- Excessive concern and reluctance to delegate

People-oriented roles
Coordinator- The coordinator's job is comparable to that of a traditional leader. Team

members will be guided toward the goals in a regulated and professional manner by a
manager who has a solid grasp of the team's overall objectives and the capacity to assign
work to actual individuals.
 Strength: Management of projects, efficient delegation

 Weakness: Avoiding responsibility
Team Worker- It's a terrific tool for encouraging teamwork and for assisting friends to
prevent disagreements and conflicts when the team is in action. Because of their
responsibilities, team members are frequently known for developing expert support.
 perception, negotiation
 Indecisiveness
Resource investigator- This position is often filled by those who find it simple to network
and obtain the assistance they require from others. Resource investigators frequently have
extroverted personalities and are skilled negotiators who deal with outside vendors to
provide excellent results for their team.
 Strength: Multiple connections, negotiation

 Weakness: overly hopeful
Thought-oriented roles
Plant- The Plant is a thought-oriented role that is heavily influenced by the capacity for
clear thinking. Most plants are clever, inventive, and creative. Plants enjoy working alone,
much like all people who want to think. They frequently demonstrate clear, concise, and
occasionally unusual modes of reasoning, which inspire the development of novel and
surprising solutions to everyday problems.
 Strength: Creativity, Innovation

 Weakness: sensitive of criticism
Monitor-evaluator - The first role among the thought-oriented roles in Belbin's team roles
model is the Monitor Evaluator. Monitor evaluators commend deliberate, logical planning
and reasoning. They research and try to get at methodical, impartial judgments. Because of
their ability to think critically and solve problems, they can make wise decisions.
 Strength: Analysis, Strategy

 Weakness: Poor Leadership
Specialist- The second category of thought-oriented role is the Specialist. The specialist is
a subject matter expert in a specific field of knowledge, as suggested by the name. Such a
person typically possesses expertise in a certain, important field that is essential for
completing tasks in the workplace. Normally, specialists don't like to socialize, but when
their field of interest is involved, they enjoy imparting their knowledge to others and
engaging in challenging conversations.
 Strength: Skill in a certain area

 Weakness: Too much concentration on technicalities
1.4. Goals and objectives of the project
 Composer - As video games get more intricate and detailed, music composers may
really help to bring the game to life, much like movies or TV shows do. Working
for a small producer or an independent game developer is a good method to get
your career started in the industry. The most prominent and important position in
the sector is that of the developer. Although having the appropriate training in
school for this position is helpful, more and more people are able to use their skills
to become independent developers. Ouya is a free-to-use console that runs on
Android and is a fantastic tool for game development.

 Development - The most prominent and important position in the sector is that of
the developer. Although having the appropriate training in school for this position
is helpful, more and more people can use their skills to become independent
developers. The Ouya system, which runs on Android, is excellent for producing
games and is available for free.
 Marketing - Marketing is becoming increasingly important for the gaming

business because of the enormous number of games that flood the market each
year. The game must be distinguished from others and promoted well to avoid
being eclipsed by rivals.
 Journalists-Journalists that cover video games may have blogs or write for a
variety of print and online outlets.
 Voice Actor- Voice acting is another profession that is typically associated with
television and film. The gaming sector offers several opportunities for this kind of
profession.
 Game Tester-A video game tester must be able to play a variety of games in
different genres while maintaining focus and patience. Finding flaws in both
excellent games and very awful ones is a difficult task
THE SMART GOALS
Every facet of business and life uses goals because they provide people a sense of direction,
drive, clarity, and importance. You give yourself a target to shoot for by making goals.
Setting goals is aided by using a SMART goal. Specific, Measurable, Achievable,
Realistic, and Timely is the abbreviation for SMART. To help you focus your efforts and
improve your chances of success, a SMART objective contains all these characteristics.

Figure 5 SMART Goals
Specific -well-defined, unmistakable, and clear

Measurable- With specific criteria that measure your progress toward the
accomplishment of the goal.
Achievable -Using defined criteria that track your progress in reaching the objective.
Realistic - Within your grasp, reasonable, and pertinent to your life's work.
Timely- has a timetable that is precisely established, with a start and an end date. To foster
a sense of urgency
Specific SMART Goals:
Specific goals have a substantially higher likelihood of being achieved. The five "W"
questions must be considered to make a goal specific
 Who: Who is a part of this endeavor?

 What: What is it that I hope to achieve?
 Where: Where will this objective be attained?
 When do I want to reach this objective?
 Why: What motivates me to pursue this objective?
Measurable Smart Goals:
A SMART goal needs to have parameters for tracking development. You won't be able to
assess your progress or whether you're on pace to meet your objective if there are no
criteria. A goal can be made measurable by asking yourself
 How much/many?

 How can I tell if I've succeeded in my mission?
 What is my measure of advancement?
The goal was measurable because there was still three months before the deadline. And we
were confident that it could be finished before the deadline.
Achievable SMART Goals:
A SMART objective ought to be doable and reachable. This will assist you in determining
how to achieve that objective and make progress toward it. The goal's reachability should
be stretched to feel challenging yet clearly defined so that you can accomplish it.
 Do we have the means and capacity to complete the task?
 What are we missing if not?
 Has it been successfully accomplished before?
Realistic SMART Goals:
A SMART objective needs to be practical, meaning it can be accomplished given the time
and resources at hand. If you have faith in your ability to achieve it, a SMART objective is
probably realistic.
 Is the objective realistic and doable?
 Given the available time and resources, is the goal attainable?
 Can you dedicate yourself to accomplishing the objective?
Timely SMART Goals:
A time-bound SMART goal must have a start and end date.

 Does my objective have a time limit?
 When do you hope to accomplish your objective?

1.5 Evidence to the meetings conducted
WhatsApp Group call

1.5 Challenges and Problems
Figure 6 Problems and challenges
As a team, we had to face many challenges and problems. And so, we start with these
problems and how we solve them,
 The group members were late for the meeting.
Some of them have jobs, but because of their schedules, they can't go to physical practices.
We decided to have an online meeting because of this. Because of this, we used Google
Meeting, Discord, and WhatsApp to screen the entire group before deciding to meet
sometime after midnight, when everyone would be feeling better.
 Selecting a topic and dividing it into subtopics.
choosing the subject for the training program to be conducted. We had to select a subject
that would come within the Information Technology (IT) category because our HND
students are studying in the computer field. The entire team had excellent suggestions for
the theme, which we then discussed and chose to be the gaming industry.

The main topics are broken down into subtopics so that each member can offer a separate
piece of information. When the subject is decided, each group selects a subtopic, and some
members select numerous subtopics to finish the content in the permitted amount of time
given by the leader.
 Selecting Four presenters to conduct the training session
When choosing a presenter, some members found it difficult to communicate clearly.
This indicates that they are aware of it but are unable to elaborate. During the training
program, only a small number of team members decided to be approved as teachers.
When developing this training course, we had to contend with several significant problems.
Additionally, each member of this group has given their all effort to make this program a
huge success.
Task 02:
2.1 Problem solving Skills and Technique
Problem Solving Skills
You can identify an effective remedy and the source of a problem with the aid of problem-
solving abilities. Even though it's frequently considered a unique talent, problem-solving is
enhanced by several other related abilities.
Some issues are minor and can be handled right away. Other issues are big and may take a
lot of time and work to resolve. Making formal initiatives out of these bigger issues is
frequently used to address them. The following are five methods that may be used to fix the
difficulties.
 Describe the problem

 Identify the main reasons

 Think creative ideas
 Choose the best solution
 Take Actions
2.1.1 Describe the Problem
Correctly identifying the problem depends critically on taking action to solve it. We'll
attempt to figure out how we can figure out the issue. For example, if we received a video
from a participant in the workshop 46 The lessons we created will alter based on our
assessment of the provided video. We made precautions to prevent the team member from
giving Poor Result. First, considering the elements, we believed that the best video lesson
was required.
2.1.2 Identify the Main reasons
After identifying the issue, we go further to identify its root causes. We can investigate the
causes and effects with the aid of our research methodologies. Let's address it right now by
stopping us from instantly closing the gap if you see producing a film as a problem and
question about where we are now versus where we should be. The study of this solution is
crucial because solutions rather than being the actual causes of the issue are ways to
address it. It did not address the problem because we are not a team member, not the cause
for the solution.
2.1.3 Think Creative Ideas
Once the issue has been identified and its root cause has been identified, creative thinking
may be used to come up with solutions. You can utilize thinking and mapping, two
common approaches to issue solving, to provide solutions. We pondered if it would be
okay to offer different portions to one another when seeking answers for our video.

2.1.4 Choose the Best Solution
One approach to a problem is basic trade analysis to ascertain what is the best answer for
our problem after presenting a few the concerns that may be resolved.
2.1.5 Take Actions
It is time for us to choose the approach we will take. An action plan is regarded as a small
project when only a few activities are carried out on its own or in collaboration with others.
Utilizing these five easy procedures has improved our capacity to address issues on our
own initiative.
Problem solving techniques
 Selecting a topic and dividing it into subtopics
We chose the topic "Gaming Industry," and to create a presentation for our training
program, we had to break it down into smaller portions. We found it challenging
since we had a limited understanding of the subject, and group brainstorming was
the most effective solution we could think of.
Group Brainstorming: A free-form presentation of fresh concepts and ideas is part

of the group problem-solving process known as brainstorming. Each group is
encouraged to feel open and provide diverse ideas based on their unique abilities
throughout these lengthy and open discussions. While some of these concepts might
result in tangible, problem-specific solutions, others may present something fresh.
 The group's members were late to the meeting.
Discussions on difficulties like network troubles, power outages, and other similar ones are
discussed since group discussions and meetings take place online. This decreases the

group's involvement in the meeting and leads to new issues. As a result, we must choose
the appropriate response to this query, and to do so, we employ the 5 Whys technique.
The 5 Whys Reasons Method tries to look at the process for determining the cause-and-
effect connections that underpin a certain scenario. This approach's major goal is to identify
the issue's root cause by asking "Why?" repeatedly. This approach is contrasted with the
study's main causes.
The 5 Whys method is straightforward enough for someone with the right training to use it
independently, but like all problem-solving techniques, the best answers typically result
from involving a wide range of people.
 Tasks for group members
Each team member must fill a certain position for the team to function efficiently.
The participants were first worried about their roles and what would be best for them. We
had to assign each person the proper task. SWOT analysis is a technique used as a remedy.

SWOT analysis: SWOT analysis is a framework used to evaluate a company's competitive
position and to create strategic planning. It stands for Strengths, Weaknesses,
Opportunities, and Threats. The SWOT analysis evaluates internal and external variables as
well as present and anticipated future situations.
Strength Weakness
What is our competitive advantage? Where can we improve?
What resources do we have? What products are underperforming?
Opportunities Threats
What new technology can we use? What regulations are changing?
Can we expand our operations? What are competitors doing?
Table 4 Swot Analysis (Source: Investopedia)

2.2 Critical and Evaluation Methodologies for Problem Solving.
2.2.1 Critical Reasoning
Critical thinking is independent thought. Informed reasoning is critical reasoning. Critical

thinking entails critical introspection. Arguments are the subject of critical thinking,
including their creation, analysis, and evaluation. Therefore, it is crucial to comprehend
what we mean when we use the term "argument".
2.2.2. Critical Thinking
When you use critical thinking, you analyze, interpret, evaluate, and form opinions about
what you read, hear, say, or write. The Greek word Kritios, which means "able to judge or
distinguish," is where the word "critical" originates. Making trustworthy decisions based on
accurate information is a key component of critical thinking.
Task 3
3.1 Our Own roles
An objective evaluation of my individual contribution to the team and role in the

training event.

I, Ranidu Chandima (Team Leader), I provided several job roles to my group members, My
Main responsibility is to manage group members to Analyze group performance as well as
to manage and assign the team's members fair work while ensure that all instructions and
procedures as follows.
The audience should be able to easily understand the presentation. After extensive study on
my part and that of my team, I was able to compile a list of potential presentation topics,
but it proved challenging to choose the one that would be easiest for the audience to
understand. And I'm sure that by offering to assist in creating slides with my team, we gave
the training event the best contribution.
Even though I gave it my all, there are still certain things that I can improve, which would
have allowed me to perform better. I could have worked with my team members to edit
photographs in Photoshop, for instance. Although I'm not very good at it, one team member
does have Photoshop knowledge. I was able to learn a lot about Photoshop as a result. I
also struggle with creative thinking, so I need to be strategic. Overall, I need to improve my
interpersonal abilities if I want to succeed even more in the future.
3.2 Team dynamics and goals
Goals: Each personality in the team dynamics definition must fully comprehend and
commit to the organization's goals. To achieve growth, trust, and the intended result,
individual goals must be in alignment.

Roles: Each member should be aware of their specific responsibilities, how they will be
held accountable, and what is expected of them.
Figure 15 Team
Dynamics (Source: https://www.speakin.com.)
Teamwork On the first day of work, participants are first instructed on the objectives. All
team members must be handled with care and respect and must be spoken to plainly and
respectfully. There are now partners who pledge to collaborate with others. members who
are supportive of one another and understand that there is no "I" in the group. Workdays
are combined for one goal.
I allocate the tasks and duties to the participants after discussing the program with the team
on a regular basis. For group members who want to sharpen their skills in a particular area,
it has created a brief course. Any strategy must include meeting everyone in the group
during the day. a whole group setup
Team meetings are another method of planning good teamwork. Team meetings are
organized under my leadership so that each team member can speak up in a setting where
everyone's opinion is respected. Team meetings that are designed to provide members with
crucial information and constructive criticism aid in the team's long-term performance.
3.2.1 Reward individual and team achievement

Encourage the participants to perform well in the workshop. leaders trying to improve
collaboration and coordination, individual prizes are frequently changed into team
incentives. For instance, if we meet our goals, we do not receive points, but the entire team
must meet the goal. As a result, the performance of the team may improve as strong
members assist weaker teammates in achieving team objectives.
3.2.2 Implement group goals and challenges
If my team members are so separated, it's usually because our mandate frequently calls for
less communication and cooperation between us. Turning group project tasks into team
responsibilities is the simplest method to show that group effort is necessary. Members'
own electricity usage. When I collaborate with my team, I leverage both my strengths and
everyone else's experience to make their life easier.
3.2.3 Create diversity
Creating team buddies or assigning a partner to each team member so they may learn the
main responsibilities of their buddy, is one strategy to change this manner of working. In
this manner, the workload, and obligations of everyone will be better understood. While
working together as a team is crucial, you must also see the advantages of the changes the
members are requesting. By following the guidelines, we created a team that is productive,
upbeat, and motivated.
3.3 Improving team dynamics
Referrals from the workplace, other teams, local organizations, and sports teams help the
team reach its objectives. The group assesses if these objectives have been met. You may
complete the team with the help of a thorough team analysis and an awareness of the
benefits and drawbacks of doing a good job. A group of people are involved and
cooperating to accomplish a goal,

According to the Psychological Campus. Variability within a group
depends on each team member. Group dynamics refers to invisible forces that exist within
a group of individuals or groups that can have a significant impact on how a team responds,
acts, or functions. Group variability is influenced by a variety of variables, including team
dynamics, member personalities, and perspectives on themselves and the company.
Communication can be speed up via friendship
My team members used many of the qualities needed for a successful team. These
qualities are as follows,
 Clear understanding of the role
The ability to grasp one's function on the team is one of an employee's positive traits.
Employees that have a good understanding of the organization's expectations for their
outputs contribute to the high profitability of the business.
Additionally, everyone's grasp of their duties and responsibilities is essential for a

successful business operation. Employees can efficiently complete their allocated jobs by
being aware of their responsibilities.
 Encourages Teamwork
Employees need to understand that they will eventually be expected to participate with
their peers in making crucial decisions and to offer fresh perspectives.
 Taking responsibility for oneself
Employee loyalty and trust will rise in an environment that emphasizes accountability.
And a worker who appreciates this trait generates a remarkable dedication to the
business. The dynamic of a team is greatly impacted by a team member who has this as
one of their positive traits.
 Committed to the team

Every team needs employees who are capable and dedicated. Because of this, devotion to
the team is one of the team member's key positive traits.
A dedicated team member is aware of how to effectively address and pinpoint challenges
relating to the team's abilities. When everyone on a team is dedicated to a task or a position,
they can use their individual talents and viewpoints to produce work of the highest caliber
Strategies to improve team dynamics

 Feedbacks
 Roles and Responsibilities
 Break down Barriers
 Communication
 Trust
Task 4
4.1 Importance of Continuous Professional Development
4.1.1 Continuous Professional Development
A workplace that is happy and healthy at work must promote a culture of helpful learning.
Continuous professional development (CPD) is crucial for this reason. Businesses that
embrace an organizational-wide CPD culture foster development, introspection, devotion,
and commitment.

To make sure that the person continues to advance his or her skills and abilities when they
are required, continuing professional development is offered. At this point, most people
have completed their technical education, and they are now employed in their respective
fields of study and expertise. Because it helps to guarantee that subsequent education is
relevant, accessible, and appropriate to enable effective learning, lifelong learning is
crucial. To guarantee that their knowledge and abilities are increased, CPD enables an
individual to concentrate on the specific skills and knowledge they require in a short
amount of time, say 12 months.
The individual can obtain a sense of their own career growth and career goals through the
planned CPD process. Self-confidence and the talents that stem from it are all linked to
enhancing the skills one acquires at work, therefore encouraging self-learning boosts both
Continuous Development Plan for the group members
The objective of our organization was to become experts in the "Gaming industry" and
make a training program available to the public. The CPD helped us communicate it in a
more effective way. It also affected how well we could manage a training program and
develop our interpersonal skills.
4.1.2 Importance of CPD for a young professional
Professionals may keep their memories sharp with CPD. It can keep students from
forgetting specific subjects or how to apply skills they haven't used in a while.
Youth and professional growth are served via continuing professional development. For
individuals pursuing promotions or specialization in a different subject, our CPD study
project reveals that a dedication to academic tempo and ongoing professional development
exhibits change. This essentially suggests that CPD results in greater pay.

The key benefit of a CPD for young professionals is that it makes sure that all standards are
high and uniform. CPD encourages more project involvement and improved staff
cooperation. If numerous employees are identified for CPD at the same time or over time,
good behavior and support can be shared. Each year, CPD helps to empower staff, boost
morale, and provide effective results.
Importance CPD to employees
The final obligation for completing CPD rests with the individual, frequently in the context
of their membership and interaction with professional groups or institutes within the
business. The CPD that employees are supposed to complete, however, is something that
more and more employers are encouraging.
Aside from industry associations, CPD is becoming increasingly significant in the learning
sector and in general business as more businesses recognize the advantages of having a
workforce that is more highly skilled, devoted, and motivated.
Some employers have a frequent misconception that CPD requires a lot of time and may
cause them to be "out of the business" for extended periods of time. However, with the
advent of online learning in recent years, the availability of more adaptable CPD suitable
for corporate purposes has expanded dramatically.
4.2 Apply Motivational Theories
It is involved with figuring out what motivates people to work toward a goal or result,
according to the motivational theory. Motivational theory is intriguing to businesses
because motivated people are more competitive and use their resources more strategically.
Inspiration centers on actual hypotheses about internal personality traits that motivate and
direct behavior. In general, these hypotheses place a high weight on inspiration as the
component of inner urges that propel a person to act or move in the direction of meeting
their wants. The fundamental theories of inspiration are mostly based on early theories of

inspiration that adopted the practices of Maslow's hierarchy of
requirements, Aldermen's ERG theory, Herzberg's motivator-hygiene theory, and
McClelland's learned needs or three-needs theory are important content theories of
motivation.
Some of the popular motivation theories:
 Maslow’s hierarchy of needs

 Herzberg’s two factor theory
 McClelland’s theory of needs
 Vroom’s theory of expectancy
 McGregor’s theory X and Y
Maslow’s hierarchy of needs
Abraham Maslow argued that motivation only occurs when all of a person's needs are met.
People labor for contributions and the opportunity to apply their abilities, not for security or
financial gain. To illustrate how motivation works, he built a pyramid and said that one
CANNOT ASCEND TO THE NEXT LEVEL UNLESS LOWER-LEVEL NEEDS ARE
FULFILLED. Basic needs are the needs at the base of the pyramid, and until these
requirements are met, people do not consider working to meet the wants at the top.

Maslow’s hierarchy of needs (source: www.knowledgehut.com)
Herzberg’s Motivation Hygiene Theory
Maslow's research was elaborated upon by psychologist Frederick Herzberg, who also
proposed what is frequently referred to as Herzberg's theory of the validity of influence.
200 working journalists and engineers from western and western Pennsylvania participated
in a well-known poll conducted by Herzberg.
Motivation Factors- Simply said, these are elements that promote contentment and inspire
workers to put in more effort. Examples could be that you enjoy your work, feel
appreciated, and advance in your profession.
Hygiene factors- If these elements are missing, it might cause discontent and a lack of
motivation. Salary, corporate policies, benefits, and interactions with managers and
coworkers are some examples.
McClelland’s theory of needs

The hypothesis put forth by McClelland and colleagues is another well-known needs-based
inspiration theory that questions the continuum of satisfying the needs you serve. Henry
Murray's extensive list of demands and mental processes that he employed in his early
identity conceptions served as the foundation for McClelland's idea. Because McClelland
realized that needs are learnt or acquired by opportunities experienced by people in their
environment and culture, his needs theory is strongly tied to the learning hypothesis.
 Achievement - Those who are desperate to solve problems that lead to personal
accountability and achievement based on their own abilities place a high focus on
the need to develop and exhibit their own personal competence. Additionally, they
seek maturity-related recognition right away.
 Affiliation -Love, rights, and social approval are all necessities. People with strong
social needs are influenced by the preferences and acceptance of others. They
frequently like social interactions, therefore disputes can be difficult.
 Power - Controlling self-employed people or other people's work is necessary.

Time allows those who require a lot of energy to be more effective and influential
than others. They invest a lot of effort into taking on a significant and respected
position and prioritize impact level over performance.
4.3 Professional Development Plan
4.3.1 Development Plan
I'm being asked to outline my long-term career growth strategy here. But I want to work in
the ICT sector after I graduate. I obtained a lot of ICT-related experience in this way. But
after earning my degree in computing, that might be my short-term objective.
In my life, I also have a long-term objective that I hope to accomplish. I've listed it briefly
below. I have two objectives that I want to achieve. First, I'm a computer science student.
The second objective is to create a successful IT company for my nation. I want to study
overseas and gain work experience first. Then I may take over a successful business.

4.3.2 Personal Plan
Making my personal life a reality is the aim of my dream. Sri Lanka has a population of
about 60%. Never agree with what they believe about themselves. I therefore wish to look
at the history of rural life. To aid the people living in shanties, I need the program listed
below.
 Before I can start a charity, I need to have the necessary time, commitment, and
funds.
 Set clear objectives for my desired capabilities.
 My goal is to assist squatters.
4.3.3 Evaluating Impact of the CPD
CPD measurement is crucial because it reveals which CPD procedures will enable you to
significantly improve the performance of your employees
Evidence Criteria:
 Production data - Businesses and professionals frequently use this data in their
everyday operations.
 Personal information - Details about the company's workers.
 Judgmental Data - The data is collected on a numerical scale and filled in by
supervisors.
4.4.1 Impact of CPD
Currently, this is the most popular and convenient type of evaluative evidence, and it is
usually done right away after the CPD event. However, in many ways, it is also the least
instructive because participants' responses to the CPD frequently exhibit strong
impressionism. Level 1 inquiries will cover things like if the event was enjoyable,
beneficial, met their needs, well-presented, and well-organized, among other things. This
method can be used to respond to questions of three diverse types: content questions,
process questions, and context questions (Gustkey 2000). These questions demonstrate that
while they may address professional development prerequisites that may help CPD result in
change, they do not measure this in themselves.

4.4.1.2 Participant’s learning form CPD
Evaluation of participant usage of newly gained information and skills is crucial when a
CPD program is explicitly intended to influence practice. The amount of time necessary for
evaluation at this level will depend on the difficulty of the knowledge or skills that need to
be learned as well as how much time participants need to learn and practice these skills
(Grace 2001; Guskey 2000).
4.4.1.3 Management by objective
It is a paradigm where each person establishes goals and objectives while collaborating
with others in his level prior to the commencement of the evaluation period. These
techniques can be used to assess employee performance in a firm and can enhance an
individual's performance to help them reach their objectives. The greatest method is to
compare partners because it enables employers to rapidly identify the team members who
are most effective and enables them to concentrate on important employees and support
their continual professional development. Even though the evaluation procedure is the
same, comparable comparisons do not rate underperforming agents in the same way as the
grading technique, which has a negative impact on the agent.
References:
Robert Goddard, How to Organize Training Events [2018], Available From:
https://20bedfordway.com/news/organising-training-events/

(Accessed on 10th of October 2022)
Lily Thomas, Catherine Galla, Building a culture of safety through team training and
engagement [2017] Available From: -
https://qualitysafety.bmj.com/content/early/2012/12/03/bmjqs-2012001011.short
(Accessed on 10th of October 2022)
Effective Scheduling [2016] Available From:
https://www.mindtools.com/pages/article/newHTE_07.htm
(Accessed on 10th of October 2022)’
What is communication ? [ 2017] Available from
What is Communication? - Definition & Importance - Video & Lesson Transcript | Study.com
Accessed on 10th of October 2022)’

Unit 03 - Professional Practice Assignment (Ranidu)

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Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

Assessor Internal Verifier

INTERNAL VERIFIER CHECKLIST

Do the assessment criteria awarded match

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A.M. Ranidu Chandima Professional Practice Unit 03

A.M. Ranidu Chandima Professional Practice Unit 03

Unit Title Unit 03: Professional Practice

Assignment Number 1 Assessor

Pass, Merit & Distinction P1 P2 M1 D1

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

Pass, Merit & Distinction P3 P4 M2 M3 D2

Grade: Assessor Signature: Date:

Grade: Assessor Signature: Date:

Signature & Date:

A.M. Ranidu Chandima Professional Practice Unit 03

Feedback: Student to Assessor

A.M. Ranidu Chandima Professional Practice Unit 03

A.M. Ranidu Chandima Professional Practice Unit 03

Word Processing Rules

6. Failure to achieve at least a PASS grade will result in a REFERRAL grade.

A.M. Ranidu Chandima Professional Practice Unit 03

1. I know that plagiarism is a punishable offence because it constitutes theft.

Student’s Signature: Date:

Higher National Diploma in Business

Unit Number and Title Unit 3: Professional Practice

A.M. Ranidu Chandima Professional Practice Unit 03

Assignment Title Work Related Learning Report: Design and Deliver

IV Name & Date

Unit Learning Outcomes:

A.M. Ranidu Chandima Professional Practice Unit 03

Assignment Brief and Guidance:

A.M. Ranidu Chandima Professional Practice Unit 03

Note on assumptions to be made Organization’s management trainees will be

• The training event you are to design can be scheduled to be delivered

• The training program you develop can include a number of workshops,

A.M. Ranidu Chandima Professional Practice Unit 03

Produce a professional schedule (preferably using a project management

• Following the event, you’re training, and development executive has

A.M. Ranidu Chandima Professional Practice Unit 03

A.M. Ranidu Chandima Professional Practice Unit 03

Grading Criteria Achieved Feedback

LO1 Demonstrate a range of interpersonal and Expectation from the tasks.

transferable communication skills to a target audience.

A.M. Ranidu Chandima Professional Practice Unit 03

LO2 Apply critical reasoning and thinking to a range of

A.M. Ranidu Chandima Professional Practice Unit 03

D2 Critique the process of applying critical reasoning to a

LO3 Discuss the importance and dynamics of working

P5 Discuss the importance of team dynamics in the success

A.M. Ranidu Chandima Professional Practice Unit 03

1.How you worked as a team to achieve the defined goal.

D3 Provide a critical evaluation of your own role and

A.M. Ranidu Chandima Professional Practice Unit 03

P7 Discuss the importance of CPD and its contribution to 1.Introduction about

A.M. Ranidu Chandima Professional Practice Unit 03

A.M. Ranidu Chandima Professional Practice Unit 03

A.M. Ranidu Chandima

A.M. Ranidu Chandima Professional Practice Unit 03