Sample End

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

INTERNAL VERIFICATION – ASSESSMENT DECISIONS
BTEC Higher National Diploma in Computing

Programme title
Mr. Stephen Premnath
Assessor Internal Verifier
Unit 03: Professional Practice
Unit(s)
Work Related Learning Report: Design and Deliver a Training
Assignment title Programme
Suthakaran Sajipragas
Student’s name
List which assessment Pass Merit Distinction
criteria 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 student work? Y/N
Has the work been assessed

accurately? Y/N
Is the feedback to the student: Give

details:
• Constructive?
Y/N
• Linked to relevant assessment criteria?
Y/N
• Identifying opportunities for improved
performance?
Y/N
• Agreeing actions? Y/N
Does the assessment decision need
amending? Y/N
Assessor signature Date
Internal Verifier signature Date

Programme Leader signature (if
required) Date
Confirm action completed
Remedial action taken
Give details:

Internal Verifier
signature Date
Programme Leader signature

(if required) Date
Higher Nationals - Summative Assignment Feedback Form
Student Name/ID Suthakaran Sajipragas/E006383
Unit Title Unit 03: Professional Practice
1 Mr. Stephen Premnath

Assignment Number Assessor
18.07.2022 Date Received 1st 18.07.2022
Submission Date 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
Learner needs to insert employee CPD plan
Learner needs to update table of table
Action Plan
Summative feedback
Feedback: Student to Assessor

E006383@esoft.academy 18.07.2022
Student signature Date
Pearson Higher Nationals in

Computing
Unit 03: Professional Practice
Assignment 01
General Guidelines
1. A Cover page or title page – You should always attach a title page to your assignment. Use
previous page as your cover sheet and make sure all the details are accurately filled.
2. Attach this brief as the first section of your assignment.
3. All the assignments should be prepared using a word processing software.
4. All the assignments should be printed on A4 sized papers. Use single side printing.
5. Allow 1” for top, bottom , right margins and 1.25” for the left margin of each page.
Word Processing Rules
1. The font size should be 12 point, and should be in the style of Time New Roman.
2. Use 1.5 line spacing. Left justify all paragraphs.
3. Ensure that all the headings are consistent in terms of the font size and font style.
4. Use footer function in the word processor to insert Your Name, Subject, Assignment No, and
Page Number on each page. This is useful if individual sheets become detached for any reason.
5. Use word processing application spell check and grammar check function to help editing your
assignment.
Important Points:
1. It is strictly prohibited to use textboxes to add texts in the assignments, except for the
compulsory information. eg: Figures, tables of comparison etc. Adding text boxes in the body
except for the before mentioned compulsory information will result in rejection of your work.
2. Carefully check the hand in date and the instructions given in the assignment. Late submissions
will not be accepted.
3. Ensure that you give yourself enough time to complete the assignment by the due date.
4. Excuses of any nature will not be accepted for failure to hand in the work on time.
5. You must take responsibility for managing your own time effectively.
6. If you are unable to hand in your assignment on time and have valid reasons such as illness, you
may apply (in writing) for an extension.
7. Failure to achieve at least PASS criteria will result in a REFERRAL grade .
8. Non-submission of work without valid reasons will lead to an automatic RE FERRAL. You will
then be asked to complete an alternative assignment.
9. If you use other people’s work or ideas in your assignment, reference them properly using
HARVARD referencing system to avoid plagiarism. You have to provide both in-text citation and
a reference list.
10. If you are proven to be guilty of plagiarism or any academic misconduct, your grade could be
reduced to A REFERRAL or at worst you could be expelled from the course
Student Declaration
I hereby, declare that I know what plagiarism entails, namely to use another’s work and to present it as
my own without attributing the sources in the correct form. I further understand what it means to copy
another’s work.
1. I know that plagiarism is a punishable offence because it constitutes theft.
2. I understand the plagiarism and copying policy of Edexcel UK.
3. I know what the consequences will be if I plagiarise or copy another’s work in any of the
assignments for this program.
4. I declare therefore that all work presented by me for every aspect of my program, will be my
own, and where I have made use of another’s work, I will attribute the source in the correct way.
5. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Pearson, UK.
6. I understand that my assignment will not be considered as submitted if this document is not
attached to the assignment.
Student’s Signature: E006383@esoft.academy Date: 18.07.2022

(Provide E-mail ID) (Provide Submission Date)
Higher National Diploma in Business

Assignment Brief
Student Name /ID Number S. Sajipragas/E006383
Unit Number and Title Unit 3: Professional Practice
Academic Year 2021/22

Mr. Stephen Premnath
Unit Tutor
Assignment Title Work Related Learning Report: Design and Deliver a

Training Programme
Issue Date 18.06.2022
Submission Date 18.07.2022
IV Name & Date
Submission format
The submission should be in the form of an individual report written in a concise, formal business style
using single spacing (refer to the assignment guidelines for more details). You are required to make use of
headings, paragraphs and subsections as appropriate, and all work must be supported with research and
referenced using Harvard referencing system. Please provide in-text citation and a list of references using
Harvard referencing system. Please note that this is an activity-based assessment and your report should
include evidences to the activities carried out individually and/or in a group.
To carry out the activities given on the brief, you are required to form groups, comprising maximum of 6
members.
Unit Learning Outcomes:

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.
Scenario
Assume yourself as the event coordinator working in an event planning organization specialized in
delivering trainings on IT and soft skills. you have been appointed to design and deliver a training event on
IT /Soft Skills to an identified audience. You are required to complete the project within 2 months and the
training plan and resources should be finalized as per the requirement of the client.
You are required to form a group of not more than 6 members in order to carry out the event. The event
will be headed by an event manager/ leader and each group member will be assigned a set of tasks. While
designing and delivering the event,
• the skills required to make the event successful

• challenges faced during the design/ delivery
• Critical evaluation of the problems, challenges faced and the methods used to overcome them •
The need for continuously develop in a professional environment
Need to be thoroughly considered.
At the end of the event, produce an individual report by each member covering the following tasks.
Task 1:
Demonstrate how you are planning to effectively deliver the training event by designing a professional
project plan with following details.
• Roles appointed to group members and an evaluation of interpersonal skills of each member that
justifies the assigned role in the team.
• Goal and objectives of the project

• Evidences to the meetings conducted with the client and the team members and the findings/
outcomes of the meetings
• Challenges/ problems identified and the plan to overcome them

• A project schedule with the activities, milestones and contingencies identified.
Task 2
Research different problem-solving techniques that can be used to solve the identified problems in task 1
and demonstrate how critical reasoning can be applied to identify a solution to the identified problems.
Critically evaluate the solution methodology used to solve one of the identified problems and justify how
selected methodology helped you to successfully solve the problem and achieve the project objectives.
Task 3
Work in your team by contributing your skills and knowledge to meet the project goal. Critically evaluate
your own role and contribution to the group for the completion of the training event.
Discuss the importance of having dynamic team members in a group to meet its goals by referring to the
role assigned to the group members and analyse how team dynamics among your group members
effectively helped to achieve the shared project goal.
Task 4
Discuss with examples, the importance of continuous professional development (CPD) in a work setting by
evaluating the range of CPD criteria that can be used to measure the effectiveness of your employees in
your organization.
Produce a continuous professional development (CPD) plan using the criteria identified above with relevant
to the responsibilities, required skills, performance objectives for the members of your team. Compare and
contrast different motivational theories and discuss how they can be helpful to improve the performance
of the team members and meet the objectives of the developed CPD plan.
Grading Rubric
Grading Criteria Achieved Feedback
LO1 Demonstrate a range of interpersonal and transferable

communication skills to a target audience.
P1 Demonstrate, using different communication styles and

formats, that you can effectively design and deliver a training
event for a given target audience.
P2 Demonstrate that you have used effective time

management skills in planning an event.
M1 Design a professional schedule to support the planning

of an event, to include contingencies and justifications of
time allocated.
D1 Evaluate the effectiveness and application of

interpersonal skills during the design and delivery of a
training event.
Page 14 of 120
LO2 Apply critical reasoning and thinking to a range of
problem-solving scenarios.
P3 Demonstrate the use of different problem-solving

techniques in the design and delivery of an event.
P4 Demonstrate that critical reasoning has been applied to a

given solution.
M2 Research the use of different problem-solving techniques

used in the design and delivery of an event.
M3 Justify the use and application of a range of solution

methodologies.
Page 15 of 120
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.
P6 Work within a team to achieve a defined goal.
Page 16 of 120
M4 Analyse team dynamics, in terms of the roles group
members play in a team and the effectiveness in terms of
achieving shared goals.
D3 Provide a critical evaluation of your own role and

contribution to a group scenario.
LO4 Examine the need for Continuing Professional

Development (CPD) and its role within the workplace and
for higher-level learning.
P7 Discuss the importance of CPD and its contribution to own

learning.
Page 17 of 120
P8 Produce a development plan that outlines responsibilities,
performance objectives and required skills, knowledge and
learning for own future goals.
M5 Compare and contrast different motivational theories

and the impact they can have on performance within the
workplace.
D4 Evaluate a range of evidence criteria that is used as a

measure for effective CPD.
Page 18 of 120
HIGHER NATIONAL DIPLOMA IN
SOFTWARE ENGINEERING
Acknowledgement
First and foremost, I would like to express my special thanks of gratitude to the ESOFT
Metro Campus, Jaffna, who gave me the golden opportunity to do this wonderful HND
assignment about Professional practice. Secondly, I would like to thank our subject
Professional practice lecturer Mr. Stephen Premnath for his guidance and inspiration to
successfully complete this assignment. And finally, an honorable mention goes to our
branch manager Mr. Balasubramaniam Gajanan, and our coordinator Mr. Stephen
Premnath who supported me to complete the assignment on time.
Thank you
Suthakaran Sajipragas
HND in Software Engineering
ESOFT Metro Campus - Jaffna
Table of Contents
Activity 1 ...........................................................................................................................
23
1.1 Introduction ..............................................................................................................

23
S. SAJIPRAGAS PROFESSIONAL PRACTISE ID: E006383 Page 19 of 120

1.2 Communication ........................................................................................................

24
1.2.1 Types of Communication ..................................................................................

26
1.2.2 Communication styles in the training event ......................................................

36
1.3 Self-reflection of interpersonal skills .......................................................................

37
1.3.1 Interpersonal skill ..............................................................................................

37
1.3.2 Interpersonal skill examples ..............................................................................

38
1.3.3 Effectiveness of Interpersonal Skills in the Training Event ..............................

40
1.4 Time Management....................................................................................................

44
1.4.1 Time planning for the training event .................................................................

45
1.4.2 Goal and objectives of the project .....................................................................

47
1.4.3 Evidence of the meetings conducted with the client and the team members ....
48
1.4.4 Challenges identified and the plan to overcome them .......................................

55
Activity 2 ...........................................................................................................................
56
2.1 Introduction to problem solving techniques .............................................................

56
2.1.1 Brainstorming ....................................................................................................

57
2.1.2 SWOT Analysis .................................................................................................

61

2.1.3 5 - Way Method .................................................................................................

64
2.1.4 Drill Down technique ........................................................................................

65
2.2 Applied to identify a solution to the identified problems .........................................

66
2.2.1 Applied brainstorming to solution problem .......................................................

66
2.3 Applying critical reasoning ......................................................................................

70
2.3.1 Critical reasoning introduction ..........................................................................

70
2.3.2 GROW Model....................................................................................................

71
2.3.3 Grow Model for the training event ....................................................................
73
2.3.4 Critical reasoning path analysis .........................................................................

74
2.4 Process of applying critical reasoning ......................................................................

77
Activity 3 ...........................................................................................................................
78
3.1 Working within a Team............................................................................................

78
3.1.1 Team Dynamic ..................................................................................................

79
3.2 Analyzing team dynamics ........................................................................................

82
3.3 Evaluating Own Role ...............................................................................................

84
Activity 4 ...........................................................................................................................
85

4.1 Continuous professional development (CPD) ..........................................................

85
4.1.1 Importance of continuous professional development ........................................

86
4.1.2 SWOT evaluation of the personal training event ..............................................

88
4.1.3 Importance of CPD in Training Event ...............................................................

90
4.1.4 Feedback ............................................................................................................

91
4.1.5 Evaluating continuing professional development ..............................................

98
4.2 Motivational theories and their impact on CPD .....................................................

100
4.2.1 Motivation .......................................................................................................

100
4.2.2 Motivational theories .......................................................................................

101
Harvard Reference ...........................................................................................................

111
Figure References ............................................................................................................
115
Table of Figures
Figure 1: Communication ..................................................................................................

24
Figure 2: Communication process .....................................................................................
25
Figure 3: Types of communication ....................................................................................
26
Figure 4: Verbal communication .......................................................................................
27

Figure 5: Written communication ......................................................................................

28
Figure 6: Visual communication ........................................................................................
30
Figure 7: Nonverbal communication .................................................................................
31
Figure 8: Eye contact .........................................................................................................
32
Figure 9: Facial expressions...............................................................................................
33
Figure 10: Gestures ............................................................................................................
34
Figure 11: Body language ..................................................................................................
35
Figure 12: Interpersonal skill examples .............................................................................
38
Figure 13: Gantt chart ........................................................................................................
45
Figure 14: Milestone ..........................................................................................................
45
Figure 15: Event discussion 1 ............................................................................................
51
Figure 16: Event discussion 2 ............................................................................................
51
Figure 17:Rehearsal for the training event.........................................................................
52
Figure 18: WhatsApp 2 ......................................................................................................
53
Figure 19: WhatsApp 1 ......................................................................................................
53
Figure 20: Training event 2................................................................................................
54
54
54


54
54
54
Figure 26: Problem solving process ...................................................................................
57
Figure 27: Brainstorming ...................................................................................................
57
Figure 28: SWOT ...............................................................................................................
61
Figure 29: 5 Why Method ..................................................................................................
64
Figure 30: Drill Down technique .......................................................................................
65
Figure 31: Critical Thinking Skill ......................................................................................
70 Figure 32: GROW Model
.................................................................................................. 71
Figure 33: Critical path analysis ........................................................................................
74
Figure 34: CPA Diagram ...................................................................................................
76
Figure 35: Working with in a team ....................................................................................
78
Figure 36: CPD ..................................................................................................................
85
Figure 37: CPD cycle .........................................................................................................
86
Figure 38: Feedback ...........................................................................................................
91
Figure 39: Presentation Feedback form .............................................................................
95
Figure 40: Filled feedback form 1 .....................................................................................
96
Figure 41: Filled feedback form 2 .....................................................................................
97

Figure 42: Motivation ......................................................................................................

100
Figure 43: Maslow's Hierarchy of needs .........................................................................
101
Figure 44: Herzberg's motivation hygiene theory ............................................................
105
Figure 45: Assignment Gantt Chart .................................................................................
110 Table of Tables
Table 1: Roles of group members and evaluation of interpersonal skills 1 .......................

42
Table 2: Roles of group members and evaluation of interpersonal skills 2 .......................
43
Table 3: Meeting Minutes ..................................................................................................
48
Table 4: Meeting Objective ...............................................................................................
48
Table 5: Attendees 1 ..........................................................................................................
48
Table 6: Attendees 2 ..........................................................................................................
49
Table 7: Meeting Agenda ...................................................................................................
50
Table 8: Challenges identified ...........................................................................................
55
Table 9: Grow model for the training event.......................................................................
73
Table 10: Critical path analysis..........................................................................................
75
Table 11: Analyzing team dynamic 1 ................................................................................
82
Table 12: Analyzing team dynamic 2 ................................................................................
83
Table 13: SWOT evaluation of the personal training event ..............................................
88
Table 14: Personal professional development plan ...........................................................
98

Table 15: Maslow's theory report on the training ............................................................

103
Table 16: Herzberg's theory in the training event ............................................................
107
Table 17: Comparison between Maslow’s theory and Herzberg’s theory .......................
108
Activity 1
1.1 Introduction
Everyone acknowledges the relevance of communication technology, leadership qualities,
communication skills, the importance of time management, and the need to realize them
in today's environment. So, first and foremost, we conducted research using a variety of
resources, including books and the internet. After conducting research on important
themes, all the group members began developing a programme plan. To improve
knowledge, some basic IT-related topics Augmented reality and email are briefly covered
in this training event. Information and communication technology plays a critical role in
the development of leadership qualities. Because, while professional knowledge can get
you a job, many people realize the value of leadership characteristics in situations where
they must work alone and as part of a team. With the help of leadership talents, their team
members can join and complete the task or project allocated to them in a timely manner.
These are common impacts that can lead to conflicts among their team members if they
lack a leadership trait and are unable to complete the task in a timely manner to
demonstrate the level of misunderstanding. It felt like a better idea to offer this
programme in a presentation manner so that the students could gain a better
understanding of the subject.
Purpose
This training event's purpose is to increase communication technologies as well as

leadership, communication, and time management abilities. As a result, Leadership,
enhanced the information communication technology and perspective growth is the title
we've chosen for the above. As previously stated, ICT will be critical in the future world.
Everyone needs a high level of technical understanding. As a result, people must have a
thorough understanding of them and there should be a clear understanding of these
technologies. Through this, we aim to inform the students of SOS children village about

IT and Soft skill and make them better. As a result, we decided to talk about and explain
these technologies to the next generation.
1.2 Communication
Communication is the act of conveying information from one location, person, or

organization to another. Every communication has a sender, a message, and a recipient.
Although this appears to be a simple task, communication is a complex task. The
message's path from sender to destination might be influenced by a variety of
circumstances. Our emotions, cultural context, communication medium, and even
geographic location are among these elements. The problem is why good communication
skills are prized by companies all around the world: accurate, effective, and unambiguous
communication is extremely tough.
The sender 'encodes' the message by using a combination of words and nonverbal
gestures. It is sent in some form (such as voice or text) and decoded by the recipient. Of
fact, there could be numerous recipients, each receiving a somewhat different message
due to the complexity of communication. Two persons may have radically different
interpretations of the same words and/or body language. It's also possible that none of
them will understand what the sender is trying to communicate. In face-to-face
communication, the sender and recipient do not have separate roles. Two people chatting
will rotate between the two roles. Both sides communicate with one another, even if it's
only in minor ways like eye contact (or lack thereof) and overall body language. In
written communication, the sender and recipient are more distinct (Lee, 2021).

Figure 1: Communication
Communication Process
The transmission of information or a message from the sender to the receiver via a
channel of communication and the removal of impediments to efficient communication
are central to the communication process.
Figure 2: Communication process
Components and Parts of an Effective Communication Process
Message
The sender's message to the receiver is the most important aspect here since it allows the
sender to share a shared idea, information, or message with the receivers in order to
channelize communication.

Sender
The sender is the person who sends the communication to the recipient. The sender is the
person who is in charge of initiating communication. He or she is also in charge of
conceiving the concepts that underpin this communication or dialogue.
Receiver
The receiver receives, decodes, comprehends, and interprets the message, and if
necessary, provides feedback. When the sender (s) sends a message to the recipient, it is
critical that the message be delivered precisely, as only then will the entire process be
regarded successful.
Channels of communication
The medium of message transmission is referred to as the communication channel.
Senders choose their favorite channels based on the receiver's comfort and acceptability.
Decoding
A receiver decodes the message here for correct interpretation and channelization of the
communication process.
Feedback
If the receiver wishes, feedback can be given. It is the final phase in the communication
process, as it verifies that the message was received and processed correctly in
accordance with the sender's ideas or thoughts.
1.2.1 Types of Communication
There are several different ways we share information with one another.

Figure 3: Types of communication
1.2.1.1 Verbal Communication
Verbal communication is described as the sharing of information through the use of

spoken words, written messages, or symbols. Effective verbal communication is an
important aspect of interpersonal relationships, as well as business and professional
conversations, in the corporate world.
Excellent verbal communication is required in every aspect of the business world,

whether it is for phone conversations, conference meetings, personal discussions,
presentations, or formal and information exchange. Verbal communication skills are one
of the most critical components in achieving life success, from the tone of your voice to
customizing messages to your listeners (Bhasin, 2021).
Figure 4: Verbal communication

Types of Verbal communication
1. Written Communication
2. Visual Communication
1.2.1.1.1 Written Communication
Written communication refers to communication that takes place through a written

document. Written communication is one of the types of communication used in the
communication sector where messages or information are exchanged or transmitted in
written form. It is a communication method based on words. Memos, letters, reports,
notes, email, and other written communication channels are utilized to convey meaning
(Adams, 2020).
Figure 5: Written communication
Written communication types
1. Email
2. Report
3. Postcard

4. Memos
5. Minutes of meeting
6. Invitation
7. Letter
8. Agenda
9. Social media applications
Characteristic s of Written communication
1. Written or recorded
2. Creative activity
3. Human activity
4. Language
5. Permanent record
6. Legal evidence
7. Lengthy process
8. Accuracy
Advantages of written communication
1. Future Reference
2. Accurate
3. No physical presence
4. Uniform transmission
5. Transmit complex information
6. Remove conflicts
7. Convey message to mass
8. Can maintain records
9. Has legal validity
Disadvantages of written communication
1. Lengthy and retention

2. No personal touch
3. Consume time
4. No instant feedback
1.2.1.2 Visual communication
Visual communication is an important notion that allows two or more people to

communicate their thoughts, messages, and ideas effectively. The focus is on employing
visual elements (such as a picture, chart, or infographic), as well as text, prints, charts,
illustrations, typography, infographic, body language, signs, expressions, gestures, and
drawings, to communicate important information and content to the audience (Hitesh,
2021).
Figure 6: Visual communication
Importance of visual communication
1. When information is delivered graphically, it is more easily remembered.

2. Allows communications to be sent more quickly, saving time.
3. Ensures that a consistent, unambiguous message is delivered.
4. Assists in the production of a shared, coherent experience.

1.2.1.3 Nonverbal communication
Visual communication, gestures, and facial expressions are all examples of non-verbal
communication. Both intentionally and unwittingly, it will be employed. When you hear a
fulfilling or entertaining notion or piece of information, for example, it's possible that
you'll accidentally smile. When attempting to understand the thoughts and feelings of
another, nonverbal communication is important. Messages are communicated without the
use of words throughout this mode of communication. There are no words in the texts
here. This kind of communication is primarily used to support verbal conversation.
Gestures, body language, symbols, and expressions are used to enhance the text.
Figure 7: Nonverbal communication
Types of Nonverbal communication
1. Eye contact
2. Facial expressions
3. Gestures
4. Posture and body orientation
5. Body Language
6. Space and Distance
7. Proximity
8. Para-linguistic
9. Humor
10. Touch
11. Silence
12. Personal Appearance
13. Symbol

Eye contact
Effective communication necessitates eye contact as a natural outcome. Scientific studies

suggest that when two individuals connect with each other, they are more likely to
communicate effectively if they make a quantity of eye contact that they both find
appealing. Looking someone in the eyes invites him to engage in conversation with you.
Eye contact signals attention or interest, impacts attitude changes or persuasion, governs
interaction, transmits emotion, establishes authority and position, and is crucial in
managing others' impressions. One of the most effective strategies to develop pleasant
and trusting connections with others is to make eye contact. Eye contact builds intimacy
and trust by revealing our actual feelings. It is, however, ineffective if it is not followed
by words or a grin (Caulfield, 2021).
Figure 8: Eye contact
Facial expressions
The principal route via which we decode emotional states or reactions of others to a
message is facial expression, which generally mirrors the intensity of people's thoughts

and feelings. Faces, quite simply, talk, and chatter spills from every action. In fact,
relying on facial clues to facilitate person-to-person connection is a good idea. It's vital to
remember that facial expressions don't happen by themselves. Because every component
of the face the mouth, lips, nose, eyes, eyebrow, chin, and so on contributes to the
formation of an expression, it happens in clusters. The face is also the most powerful
emotional communicator. Our capacity to read the emotions expressed in facial
expressions determines our ability to respond correctly to the feelings of others (Ifioque,
2022).
Figure 9: Facial expressions

Gestures
A gesture is a form of nonverbal communication in which visible bodily movements

express specific meanings instead of or in addition to spoken words. Gestures are hand,
face, or other body part movements. Nonverbal physical communication that does not
communicate specific signals, such as merely affective displays, proxemics, or joint
attention displays, is not the same as gesturing. Individuals can convey a wide range of
emotions and thoughts with gestures, ranging from hate and antagonism to praise and
tenderness, sometimes in combination with body language and spoken words (Social
Science, 2021).
Figure 10: Gestures

Body Language
The use of nonverbal communication through physical behavior, gestures, and

mannerisms is known as body language. Nonverbal communication can assist people in
unwinding, establishing trust, and connecting with others. Others, on the other hand, may
be perplexed by them, causing stress, and possibly creating an uncomfortable work
environment. Understanding people's body language has always aroused my interest
because I've been in situations where their body language communicates something
completely different than what they say, or vice versa. Nonverbal communication can
affect our words by reinforcing our message, contradicting our words, supporting our
statement, substituting the meaning of what we're trying to communicate, and
complementing what we're trying to say. Body language is something that most people
are familiar with, although it is frequently misinterpreted (Carnevale, 2020).
Figure 11: Body language

1.2.2 Communication styles in the training event
To plan and organize the event, team members employed verbal communication abilities.
We hold events meetings in two formats actual meetings and virtual meetings. As a result,
we employed the same verbal communication skills that we used in our physical group
meeting to run the event, and the meeting's end secretary took down the important points
and decisions. We held a virtual meeting using the WhatsApp. We used the verbal
communication strategy to present the presentation during the training event. To explain
the audience, we used presentation slides, but the presenter primarily employed verbal
communication abilities.
Small group communication - Teamwork and collaboration are two soft skills that
individuals require on the job. They must be able to get along with others and be able to
both lead and follow. Every area of corporate operations requires teamwork. From
collaborative initiatives to joint sales responsibilities that necessitate a wide range of
skills. The training event's discussions and preparations were entirely focused on this
form of communication. This presenting approach is highly useful for pre-presentation
preparations. Teamwork is a necessary ability in this situation. This group includes a wide
range of abilities. Project management, active listening, relationship building, and
decisionmaking are just a few examples.
Public communication - The presentation at the training event was entirely focused on
this communication technique. The audience consisted of about sixty students, all of them
were SOS children's village students. This personality type played a significant part in the
training session.
Facial expression - In social circumstances, facial expressions can convey personal

feelings and intentions. They have a huge impact on student’s social connections. For
facial expression processing, the context information offered by background situations in
which faces are observed is crucial. Face expressions were extremely important during
the event because they affected how we were seen by the audience when giving a
presentation.

Eye contact - Positive eye contact helps us build rapport with our audience and keep
them engaged in our presentation. It also gives customers a sense of involvement and
allows you to personalize your message. By creating direct eye contact with the audience,
we were able to focus their attention on the lecture. The audience would have noticed that
we took great care to make sure they understood the subject.
Visual communication - Microsoft PowerPoint Slides were used to create the

presentation. The slides used colorful visuals and figures to help the audience grasp what
was being spoken. No matter where we operate, being able to clearly express our message
is critical. Incorporating graphics into our presentations has the potential to transform the
way our organization communicates. This is an important visual communication
technique. We were able to keep the audience's attention by using diagrams and
examples.
1.3 Self-reflection of interpersonal skills

1.3.1 Interpersonal skill
The qualities required to effectively communicate, interact, and work with individuals and
organizations are known as interpersonal skills. People that have strong interpersonal
skills are great communicators, both verbally and nonverbally, and are sometimes referred
to as people. These talents are necessary for both career and personal success.
Interaction with people is required for most of our daily tasks. If you want to be
successful at work or make significant connections, you must be able to get along with
others. While many people believe that interpersonal skills are innate and that you are
either born with them or not, the truth is that they can be learned. Everyone has a unique
personality and social style, yet some are more successful than others. Interpersonal skills
can be improved, even if they are partly determined by personality and inclination.
Interpersonal skills can be acquired, but they are not something that can be learned
exclusively from a textbook. Some people are born with them, while others must work
hard to develop them, which is generally done by constant engagement with others
(Tarver, 2021).

.2 Interpersonal skill examples
Figure 12: Interpersonal skill examples
Collaboration
Collaboration skills, also known as teamwork skills, are the abilities you employ when
you collaborate with others to produce or develop something or accomplish a common
goal. Collaboration skills are a collection of distinct soft talents and behaviors that help
people collaborate and work together more effectively. Working well together is only one
aspect of good teamwork. Some effective collaborative qualities, such as productivity,
adaptability, and organization, aren't immediately related to working with others. Others,
such as emotional intelligence, communication, and open-mindedness, are centred on
direct, face-to-face contact with others.

1.3
Problem solving
Problem-solving abilities are those that enable people to find solutions to problems
quickly and effectively. This is a key skill that employers look for in job candidates and is
necessary in a wide range of occupations. This is a soft skill, or an individual strength,
rather than a hard skill that can be learnt. Within the problem-solving category, effective
problemsolving involves various skills, and each vocation may require specialized
problem-solving skills.
Leadership
Leadership is fundamentally a never-ending effort of influence. It can be regarded in the

context of a leader's and his followers' mutual relationships. To attain desired goals, the
leader seeks to influence the behavior of individuals or groups of individuals around him.
Conflict resolution
Conflict can arise in a variety of settings and contexts, including the workplace. Because
conflicts are an unavoidable part of healthy relationships and workplaces, understanding
how to negotiate and resolve them is essential. You'll need to be able to interpret both
verbal and nonverbal communication cues, be calm and in control of your own emotions,
and try to understand the opposing parties' viewpoints to successfully resolve arguments
(Indeed, 2022).
Creativity
The production of new ideas or concepts, as well as new associations between existing
ideas or concepts, and the substantiation of those ideas or conceptions into a fresh and
distinctive output, are all part of the creative process. From a scientific standpoint, the
outcomes of creative thought (also known as divergent thought) are frequently regarded
as possessing both "originality" and "appropriateness." The act of producing something
new is a more commonly held definition of creativity.

.3 Effectiveness of Interpersonal Skills in the Training Event
As a result of this training event, our team's interpersonal skills have substantially
improved. When doing Leadership and Personality Development, Time Management,
Communication with Presentation, our team uses these Troubleshooting Skills. Our team
faces a variety of problems, which it overcomes. We increase our teamwork abilities
when we conduct the presentation as a group. The presenter's self-confidence rises as he
or she presents the presentation. Every profession or activity that a person desires to
pursue necessitates the development of interpersonal skills. When a person possesses
great interpersonal skills, it simply indicates that he can deal effectively with any group
scenario. In the realm of communication, these skills are essential. Our training session
required a broad understanding of communication skills because it was largely based on a
presentation. This is because the audience must understand the concept of what we're
talking about.
We tried to work out some interpersonal skill types including
Teamwork - The outcome of teamwork is shaped by the pool of abilities and expertise of
all members. The joint efforts of a group increase productivity and ensure that
higherquality work is delivered. Furthermore, having a broad range of backgrounds,
ideas, and attitudes adds to the project's variety, creativity, and general depth. Teamwork
is the most critical factor to consider when working in a group. Each member of our team
collaborated with the others. This contributed to the group's cohesiveness. By mixing
knowledge from diverse sources, evenly dividing subjects among all team members, and
much more, we boosted creativity in problem-solving and decision-making in teams with
conflicting opinions or intellectual conflicts.
Communication - Some people believe that good relationship management is an innate

quality that cannot be taught, but this is not true. Developing your interpersonal skills
boosts your self-awareness and ability to understand others. Learn to recognize your own
communication style and how it differs from others', as well as how to use this
information to communicate more successfully, both verbally and nonverbally. The
ability to communicate effectively among team members was critical to the group's

1.3
cohesiveness. The members were always willing to assist others with their issues. To the
problem-solving process, everyone contributed their own thoughts and ideas. You'll
participate in an interactive game in which you'll respond to a series of questions using
your newly acquired interpersonal skills.
Collaboration - Collaborating with others may appear simple on the surface, but it can be
difficult in practice. Each member of a team has their own set of skills and weaknesses, as
well as communication preferences and personal objectives. Collaboration is influenced
by the team as well. During the training exercise, teamwork was important. Before and
during the training event, our team members never lost their team spirit. The teamwork
attitude was a crucial role in the team's tremendous success. Others think that
collaboration will happen spontaneously, while our team members respect collaboration
and provide training on how to interact.
Several abilities were discovered throughout this training programme. We all talk about
how leadership, time management, and communication skills benefit trainees, and how
we can use this to develop soft skills. Members of the group will be guided, and a training
event will be discussed. This is a wonderful method for improving your leadership skills.
Our organization is hosting a training session, and everyone is taking part and practicing
soft skills like leadership, communication, and time management. Trainees have a lot of
questions, and we're trying to answer them everything during this time. We've made
progress in our problem-solving abilities.
.3.1 Roles of group members and an evaluation of interpersonal skills

Table 1: Roles of group members and evaluation of interpersonal skills 1
Name Strength Role

S. Sajipragas Good leadership skills, flexibility and Event coordinator,

positive attitude, Problem handling skill,
Leadership Presenter,
good time management skill, organizational
skills, hard worker and focus on work, and Soft Skill Team
good mathematical and numerical skills.
President
P. Niroshan Communication skills, creativity, good Event Planner and

planning skills, organizational skills,
Organizer
Confidence, event understanding skill, time
management skill, and good technological
skill.
R. Koshikan Creativity, time management skills, and good Slide Changer,

communication skills.
presenter
K. Tharshan Problem-solving skills, time management, Refreshment organizer

financial controller, and hard worker.
S. Praveena Time management, good communication skill, Time management

enthusiastic.
Presenter
N. Diluxshana Enthusiastic, designer, organizational skills, Designer

Communication skill.
K. Shobikah Time management, good communication Communication

skill, enthusiastic, hard worker, confidence.
Presenter
K. Chathurangani Hard worker, time management, financial Designer

controller, designer, communication,
Table 2: Roles of group members and evaluation of interpersonal skills 2

Name Strength Role

1.3
AJ. Noris Excellent leadership abilities, good creativity Team leader of IT,
skills, problem solving abilities, decision
Augmented Reality
making, smart working skills, effective
communication, time managing abilities, Presenter, Event
assertiveness, and good attitude, Organizing
Coordinator
abilities
T. Lovithan Time managing abilities, good communication Treasurer, Augmented

skills, organizing abilities, creativity ability, Reality Presenter
smart work ability, problem solving skills,
designing skills
T. Jathushan Designing skills, time management, Slides Preparation and

communication skills, creativity skills, smart
Management
work skills
R. Vivekan Organizing skills, time management skills, Games Preparation and

creativity skills, smart work skills, designing Management
skills
J. Rukshika Good communication skills, creativity, time Introduction to Email

management ability, organizing ability, smart
Slides Preparer and
work ability
Presenter
M. Kishomiya Good communication skills, time Welcome Speech

management, creativity, smart working skills Presenter
J. Nigalya Time management skills, good communication Introduction to Email

skills, creativity, smart working ability Presenter
E. Dishanthy Smart work abilities, communication skills, time Refreshment

management skills, organizing ability
Management

1.4 Time Management
The effectiveness of a person's efforts is maximized by task and pursuit coordination. In

essence, time management aims to assist individuals in producing more, higher-quality
work in less time. To make the most of the time that person has available while also
taking into account that person's particular situation and relevant qualities, elements
include organizing, planning, and scheduling (Wigmore, 2022).
Benefits of time management
Effective time management skills are essential. Better productivity and efficiency,
reduced stress, and greater life success are all benefits of effective time management.
Effective time management has the following advantages.
Stress relief - A task schedule that is created and followed lowers anxiety. You can see
that you are moving forward as you cross things off your "to-do" list. This relieves the
pressure of worrying about whether you're accomplishing your goals.
More time - When people manage your time effectively, you have more time for daily
tasks. Effective time managers value the extra time they have for their own interests or
other activities.
More opportunities - Effective time management results in more opportunities and less
time wasted on pointless activities. Employers place a high value on having strong time
management abilities. Any business would greatly benefit from having the capacity to
schedule and priorities work.
Ability to realize goals - Good time management skills enable people to accomplish their
goals and objectives more effectively and in less time.

1.4.1 Time planning for the training event

Gantt Chart
Figure 13: Gantt chart
Milestone
Figure 14: Milestone

Effective time management skill in planning an event
We chose our team members first, then announced the training event. We chose the team
members for the training event with the help of our lecturer, and we made the decision to
hold a training session for SOS Children's Village students. We need to choose team
members for four days. This section is crucial. We spent a day choosing themes to choose
the finest one for our training session. We therefore settled on email, a crucial
contemporary emerging problem, leadership, communication, time management, and
augmented reality. Then, in order to improve the task, we want to complete group roles.
To do this, we need a day. One month ago, we began gathering data on our subject. The
entire data analysis process takes eight days. We allotted five days to get the Presenters
prepare the slides for the presentation. We split the squad into two groups, each with two
parties. It won't be so simple with this portion. After opting to enroll at SOS children’s
village observing students, we have a discussion. We allotted three days to get the project
proposal ready. Once the project proposal that has been filed is ready on that day. making
the following training event successful. As mentioned above, the event activities were
carried out by the team based on effective time management by us.

1.4.2 Goal and objectives of the project
Goal
The purpose of this training programme is to provide students in private enterprises with
the core skills required in today's IT industry and the most widely used technologies, such
as leadership, time management, and communication skills. Therefore, Team members
were able to successfully run the workshop and share practical leadership, time
management, and communication information.
Objective
Objective 1: - The training program's responsibilities were split across the teams.
Objective 2: - Everyone was assigned a topic and handed the necessary notes.
Objective 3: - The ability to handle life's daily obstacles with self-assurance
Objective 4: - Through successful people management, the capacity to perceive and

exhibit one's leadership talents.
Objective 5: - The ability to use one's own emotions to distinguish oneself in social and
professional contexts.
Objective 6: - Information for this training was gathered via the internet, the library, and
the writers, as well as by watching videos connected to the training.
Objective 7: - We rehearsed as a group several times, correcting any flaws, and then we
rehearsed for the teachers, asking for more feedback.

1.4.3 Evidence of the meetings conducted with the client and the team members
Meeting Minutes
Table 3: Meeting Minutes
Meeting/Project: Information Technology and Soft Skill

Training Program
Date of Meeting: 17-06-2021 Time: 03.00pm – 05.00pm
Meeting Leader: S. Sajipragas and A.J. Location:

SOS Children’s Village,
Noris
Jaffna
Meeting objective
Table 4: Meeting Objective
1. Meeting Objective
- Give the team members their assigned tasks.

-Explain to team members what they want to work on
-Select the audience you want to reach
-Manage the event's time effectively
Attendees
Table 5: Attendees 1
2. Attendees
Name Role E-mail Phone
S. Sajipragas Event coordinator, sajipragas01ss@gmail.com 0778503961

Leadership
Presenter, Soft Skill
Team President.

P. Niroshan Event Planner and parameshniro11@gmail.com 0765547704

Organizer
R. Koshikan Slide Changer and richardkoshi@gmail.com 0766769469

presenter
K. Tharshan Refreshment organizer tharshanthamizlan@gmail.com 0766762716
A. Praveena Time management shalompraveena03@gmail.com 0761724773

Presenter
N. Diluxshana Designer dilukutty29@gmail.com 0784800775
K. Shobika Communication shobikah.diya@gmail.com 0741887942

Presenter
K. Chathurangani Designer chaithububu05@gmail.com 0788607988
Table 6: Attendees 2
Name Role Mail Address Contact
Number
AJ. Noris The team leader of IT, norisaj501@gmail.com 0776167201

Augmented Reality
Presenter, Event
Coordinator
T. Lovithan Treasurer, lovithan04@gmail.com 0750621266

Augmented Reality
Presenter
T. Jathushan Slides Preparation and jathusan5s@gmail.com 0761846704

Management
R. Vivekan Games Preparation and viveken16@gmail.com 0766393094

Management
J. Rukshika Introduction to Email ruckshiga67@gmail.com 0775104018

Slides Preparer and
Presenter

M. Kishomiya Welcome Speech kishomiya45@gmail.com 0779638014

Presenter
J. Nigalya Introduction to Email Nigalya89@gmail.com 0765811984

Presenter
E. Dishanthy Refreshment dishanthy70@gmail.com 0773980125

Management
Meeting Agenda
Table 7: Meeting Agenda
3. Meeting Agenda
Topic Owner Time
Explain Objectives of the Meeting S. Sajipragas 2.55 pm – 3.00 pm
Welcome address M. Kishomiya 3.00 pm – 3.05 pm
Keynote address B. Gajanan 3.05 pm – 3.10 pm
Keynote address S. Premnath 3.10 pm – 3.15 pm
Presentation on soft skill and development S. Sajipragas, 3.15 pm – 4.00 pm

A. Praveena,
K. Shabikha
Refreshments K. Tharshan 4.00 pm – 4.15 pm

E. Dishanthy
Presentation on Information Technology A.J. Noris 4.15 pm – 5.00 pm

T. Lovithan
J. Rukshika
J. Nigalya
Vote of thanks R. Vivekan 5.00 pm – 5.10 pm

Meeting evidence
Event discussion
Information technology and soft skills were chosen as the first two topics. Then everyone
was admitted. The issues that the students think are pertinent to them should be chosen.
The students were then separated into groups as a result. Then we decided on SOS
Children's Village. To talk about the programme with the relevant officer, the two team
leaders and the treasurer visited SOS Children's Village.
Figure 15: Event discussion 1
Figure 16: Event discussion 2

Rehearsals for the training event
Every event requires practice, so we did the rehearsal before our presentation at the SOS
Children's Village to make sure everything went as planned.
Figure 17:Rehearsal for the training event
Social media discussion
The team leader formed a WhatsApp group titled "PP Soft Skill Team" after obtaining
everyone's phone numbers. This group shared knowledge on how to gather data for
projects and presentations. This made it simpler for everyone to divide up duties. It was
simple to talk about a difficult issue that might develop in the future. Therefore, it was
discovered that a WhatsApp group was quite effective at obtaining information on
assignments and presentations.

Figure 19: WhatsApp 1
Training Event

Figure 18: WhatsApp 2
A training event was held by our team at SOS children's village in which the events were
held in the order mentioned in the meeting agenda.
Figure 24: Training event 1 Figure 20: Training event 2
S. SAJIPRAGAS PROFESSIONAL PRACTISE


1.4.4 Challenges identified and the plan to overcome them
Table 8: Challenges identified

No Risk High Medium Low
1 Power failure
2 Speaker and Mic
3 Internet
4 Student boringness
5 Members Present
6 Resources -Time
7 Resources – IT Things

Challenges overcomes
We consulted with the CEB ahead of time to guarantee that the event would not be
disrupted by power outages. Participants were warned ahead of time to bring fully
charged electrical devices to the session (a fully charged laptop, Mic battery charge, smart
phone, or hose) to better deal with the potential negative outcomes. More seminar-related
and general knowledge-related information can be downloaded and saved from the
Internet. Despite having internet access, the firm found it helpful to have pre-arranged
security at several locations to minimize unexpected issues. Having a dongle that allows
you to use the internet whenever you want. I double-checked the loudspeaker and mic on
the first day to make sure they were working properly. From the beginning, the number of
students who would be present for the day was known. A second classroom was set aside
for the seminar, despite the fact that one classroom was plenty. The game was created to
ease boredom and tiredness in students while also broadening their knowledge. In
addition, films were used in the lecture to keep students from becoming bored and to
increase their attention span. And that all attendees were familiar with all the topics so
that they could bring their respective parts to the seminar if a participant did not show up
unexpectedly or if any unanticipated accidents occurred. Having many advance reaction
solution plans created ahead of time, for example.
Activity 2
2.1 Introduction to problem solving techniques
The ability to solve problems is a key life skill that we need at home, at school, and at
work. We solve problems every day without paying any thought to how we do it.
Problem-solving skills are useful not only in your personal life but also in the workplace.
In today's fastchanging global economy, employers frequently see everyday problem
solving as critical to their organization’s success. Employees can use problem solving to
come up with realistic and innovative solutions while demonstrating independence and
initiative to their teammates.
It's good to know that there are a variety of effective problem-solving tools available to
assist you in establishing the nature of the issue at hand, creating viable solutions,
examining risks and implications, and eventually picking the best solution. However, the

sheer amount and variety of problem-solving tools poses its own issue: determining
which tools are appropriate for your scenario. The fact is that most problem-solving
demands flexibility and the ability to select the appropriate tools for the job. With that in
mind, this problem-solving guide was produced. It covers the basics of problem solving
as well as some of the most important tools and approaches. Continue reading to learn
more about some of the most prominent problem-solving approaches, as well as how to
apply them successfully and with flexibility. Following the fundamental four-step
problem-solving procedures listed below can help you find a suitable solution for the
problems.
1. Brainstorming
2. SWOT Analysis
3. 5 - Way method
4. Drill down technique
Figure 26: Problem solving process
2.1.1 Brainstorming
Brainstorming is a group problem-solving method that involves the available exchange of

innovative ideas and solutions. This method requires an active, unstructured discussion in

which each group member is encouraged to think aloud and propose as many ideas as
possible based on their diverse knowledge. Brainstorming combines an informal
problemsolving style with lateral thinking, a method for coming up with new ideas to
address problems by looking at them from multiple perspectives. Some of these ideas can
be developed into a novel, creative solutions to issues, while others can drive the creation
of new ones (Bernstein, 2021).
Figure 27: Brainstorming

Purpose of brainstorming
1. Its major goal is to find a creative or inventive solution to a problem.

2. Brainstorming also focuses on strengthening our ideation process and enhancing
individual creativity.
3. One of the primary goals of brainstorming is to avoid criticism and to encourage
all types of ideas.
4. Another goal of brainstorming is to inspire us to group ideas or build on existing
ones by encouraging us to associate them.
5. Finally, it argues that gaining a fresh viewpoint on an issue might lead to a slew of
new solutions.
Some type of brainstorming
1. Nominal group technique

2. Speed storming
3. Brain writing

4. Question brainstorming
5. Rapid ideation
Nominal group technique
This approach of brainstorming allows people to share their thoughts anonymously. The
top-rated ideas are examined by the same group for any further developments, and the
group may be divided into a small number of subgroups to focus on a specific aspect of a
chosen or given topic. These subgroups will anonymously submit their new ideas after the
conversation is completed. The group will rank the newly created ideas again, which
could drastically change the process. As the discourse progresses and flows naturally,
concepts that were previously removed from the conversation may return (Bhasin, 2019).
Speed storming
In this technique, six people are instructed and given a piece of paper. Each participant
develops four ideas in five minutes. The next step is for the person to pass their piece of
paper to the right, and for the next person to construct new ideas on top of the ones he
received from his left. This process is continued until all of the concepts have been
generated, which should take about 30 minutes. To become more creative, increase the
number of ideas generated by everyone. Because everything moves in descending order,
such as 6 individuals, 5 minutes, 4 ideas, 3 times, and so on, this type of brainstorming is
known as Speed storming.
Brain writing
The brainstorming session Six people are given paper and urged to jot down as many
thoughts as they can in five minutes. Then each participant is instructed to pass on his or
her idea to the next person, who is then given five minutes to do the same and produce
ideas based on the initial suggestion. The distinction between brain writing and speed
storming is that in brain writing, people are requested to work on the first idea in order to
develop a second group of ideas, whereas in speed storming, three ideas are passed on to

the next person, who adds another three ideas, and so on. These sorts of brainstorming are
employed with people who need a lot of ideas in a short amount of time and for the
breadth of the issue.
Question brainstorming
Participants in this style of brainstorming session generate more questions than ideas. The
questions serve as a source of inspiration for others, and individuals will naturally begin
to respond to them, resulting in the creation of a new question. The participants then rank
the questions that require the most immediate responses.
Rapid ideation
This is a straightforward but effective brainstorming strategy for generating a big number
of ideas rapidly. Allow everyone a specific amount of time to scribble down as many
thoughts as possible. Gather your thoughts and give them to the group when the buzzer
rings. Rapid ideation is like free writing in that the goal is to simply let your thoughts
flow onto the page without criticizing or editing them, and then see what emerges. This
method of brainstorming is a great technique to boost creativity while also generating a
significant amount of data with which to work. It also ensures that everyone has the
chance to participate and have their voices heard (Lucidspark, 2021).
Benefits of brainstorming
1. This is a simple and quick class exercise. In the classroom, brainstorming sessions
can be very useful. They do, however, necessitate a significant amount of planning
work to be successful.
2. Contributes to the collective strength of the classroom. Individual students' voices
become one with the group's voice during brainstorming sessions. The final
concepts are usually determined by consensus.
3. Creates an activity that is focused on the students. Students lead the group,
generating their own ideas, developing grading criteria, and overseeing group
dynamics.

4. Encourages learning in a casual setting. In a relaxed, informal learning setting,

students can collaborate.
5. Enhances problem-solving skills. Brainstorming is a type of problem-solving
activity in which pupils practice or improve higher-order thinking skills.
2.1.2 SWOT Analysis
A SWOT analysis is a technique for assessing the strengths, weaknesses, opportunities,

and threats that your company or a specific project face. Businesses, ranging from small
businesses to non-profits to large corporations, employ SWOT analyses the most,
although it may also be used for personal reasons. Despite its simplicity, a SWOT
analysis is a useful tool for discovering competitive opportunities for improvement. It
allows you to improve both your team and your company while staying ahead of the
competition (Raeburn, 2022).
SWOT is an acronym that stands for:
1. Strength
2. Weakness
3. Opportunities
4. Threats

Figure 28: SWOT
Strength
S stands for Strengths in a Swot analysis. SWOT (Strengths, Weaknesses Strengths are
the qualities and aspects of your company that allow you to outperform your industry
competition. Internal and positive qualities that assist you take advantage of chances in
the external environment are known as strengths (Marketingtutor, 2021).
Examples of SWOT Analysis Strengths
1. Strong financial resource

2. Reducing quality product
3. Economies of scale
4. Positive brand name
5. Strong marketing communication strategies
Weakness
Every company or enterprise has flaws – things that they don't accomplish very well (or at
all), or things that aren't so great about it. Weaknesses are especially notable if they hinder

you from completing your ‘mission' (even if it's only generating money) or make it more
difficult to do so. This could include, among other things, unnecessarily leaking funds,
incorrectly targeting clients, or poor service execution.
Opportunities
Opportunities are a confluence of events occurring while, if taken advantage of, can result
in a beneficial consequence. Because opportunities are supposed to be external, the
important word in this definition is 'circumstances.' That means that, unlike Strengths, no
one can 'create' opportunities no matter how hard they try. They can only decide how to
position themselves to get the most out of them, or whether to grasp for them. The
simplest way to remember it is that opportunities are positive and external: they benefit
those who can take advantage of them, but they cannot be 'created' whenever and
wherever they are needed (Pestleanalysis, 2022).
Examples of SWOT Analysis opportunities
1. low competition
2. explanation
3. online shopping
4. Strategic Alliance
5. Emerging Markets
Threats
Threats are places that have the potential to produce issues in a SWOT analysis. Threats,
unlike vulnerabilities, are external and beyond your control. Anything from a worldwide
pandemic to a shift in the competitive landscape qualifies.
1. Financial conditions
2. Quality of life
3. Environment
4. Trend changes

2.1.3 5 - Way Method
The Toyota Motor Corporation created and fine-tuned the 5 Whys technique as a vital
component of their problem-solving training.
The 5 Whys technique is a problem-solving method that entails asking (why) five times in
a row to determine the root cause of a problem. When you inquire why a problem
occurred, the answer becomes the beginning point for the next question, motivating you
to go deeper and deeper into the problem's fundamental cause. This way of generating
well-informed decisions is utilized to investigate the cause-and-effect relationships that
exist beneath the surface of a given circumstance. Rather than focusing on a single
solution to a particular symptom, the 5 Whys method focuses on countermeasures that
attempt to prevent the problem from reoccurring (Buffer, 2022).

Figure 29: 5 Why Method
2.1.4 Drill Down technique
A drill-down is a technique for identifying the root causes of a department's or area's most
critical issues so that a strategy for improving the area may be devised. Drill-downs, not
diagnoses, are a sort of broad and deep investigation. They're not meant to uncover the
source of every issue; rather, they're meant to find the 20% or so of causes that lead to
80% of the unpleasant consequences. Drilling down is done in two stages, followed by
design and implementation. If done correctly, the two drill-down processes can be
finished in about four hours. To avoid going in too many directions at once, it's critical
that the steps be completed separately and independently. Allow me to walk you through
the drill-down process, providing assistance and examples along the way (Meaningring,
2019).
Step 1: List the Problems.

Step 2: Identify the Root Causes.
Step 3: Create a Plan.

Step 4: Execute the Plan.
Figure 30: Drill Down technique
2.2 Applied to identify a solution to the identified problems
2.2.1 Applied brainstorming to solution problem
The capacity to brainwash members of a team or organization is essential. The

independent classroom DH3 was first selected to design our event. After that, we set up
the necessary tools for our project's discussion, including paper, pens, a whiteboard,
markers, laptops, projector, and internet connections. We also prepared refreshments for
this soft drink and talked about potential issues and solutions for our event, as detailed
below. Our team eventually encountered several training-related problems as well, and
the team members came up with a variety of unique and inventive solutions. Because it
enabled for everyone to share their own thoughts and questions, our team has always
placed a great focus on brainstorming.

Problem 01: Choosing a president, a treasurer, an event designer, an event coordinator,

secretary, and refreshment arrangers
Questions: how to choose team members and assign them appropriate roles and
responsibilities
Solution 01: suggested by one of the members
Member: The event coordinator assigns them appropriate roles and responsibilities.
Member: Team members confer and assign appropriate roles and responsibilities.
The best solution: Several solutions were discovered. The team leader and secretary
retained all the solutions obtained and made their decisions. Following a discussion, the
team members accept the Event Coordinator's solution as the best solution for the
situation based on the solutions obtained. The team was able to successfully resolve the
problem and determine the positions for the members using the proposed solution without
further discussion. As a result, the team will be able to make better progress through
many other problems to successfully complete the desired goal.
Problem 02: The presenter did not come on the day of the training event
Questions: how to complete his role if the presenter does not appear
Member: Let us interrupt his presentation and instead present another topic.
Member: If the presenter is unable to attend, this presentation can be done by someone
else.
Member: Always have a replacement presenter available for each presenter.
retained all the solutions obtained and made their decisions. Following a discussion, both

solutions were chosen so that if such a problem arose, the presenter could not attend and
his presentation could be done by someone else, and each presenter should always have
another presentation ready.
Problem 03: During training, the speaker was not working.
Questions: What is the most effective strategy to solve the speaker's problem.
Solution 01: suggested by one of the members.
Member: Take the speaker further to the event venue.
Solution 02: suggested by one of the members.
Member: After multiple rounds of testing, the speaker should be used.
team members accept the one of the members solutions (Take the speaker further to the
event venue) as the best solution for the situation based on the solutions obtained. The
team was able to successfully resolve the problem and determine the positions for the
members using the proposed solution without further discussion. As a result, the team will
be able to make better progress through many other problems to successfully complete the
desired goal.
Problem 04: During training, a power outage at the event
Questions: How to solve the problem of power outage
Solution 01: Suggested by one of the members
Member: To find out if there might be a power outage and when it might happen, get in
touch with your local electricity provider.
Member: Prepare the electric power generator for the occasion and bring it there to clear
the electrical obstruction.

The best solution: Several solutions were discovered. Several solutions were discovered.
The team leader and secretary retained all the solutions obtained and made their
decisions. Following a discussion, both solutions were chosen so that if such a problem
arose, to find out if there might be a power outage and when it might happen, get in touch
with your local electricity provider and prepare the electric power generator for the
occasion and bring it there to clear the electrical obstruction. The team recognized both
choices as being wise ones and the greatest means of overcoming the power outage.
Problem 05: Identifying items that can be purchased for refreshment
Questions: There is so much money collected for refreshments and what items to buy.
Member: Those who can stay in SOS children's village can eat cake and cool drinks.
Member: Money is distributed based on the kind of food needed and the number of
students that can participate in the event.
team members accept the one of the members solutions (Money is distributed based on
the kind of food needed and the number of pupils that can participate in the event.) as the
best solution for the situation based on the solutions obtained. The team was able to
successfully resolve the problem and determine the positions for the members using the
proposed solution without further discussion. As a result, the team will be able to make
better progress through many other problems to successfully complete the desired goal.
Team members dealing with a challenge have a distinct experience thanks to

brainwashing. As a result, more ideas get reviewed, which makes it possible for students
to develop better solutions to issues. As a result, it is more efficient than older techniques

while being less bulky. In order to address issues and enhance the seminar, the group
decided to apply the brainwashing technique.
Justify the solution methodologies
Ineffective group behavior can often derail the resolution of a common group problem.
While it's critical to begin with an organized, analytical procedure when solving
challenges, this can lead to the formation of constrained and unimaginable concepts for a
group. On the other hand, brainwashing encourages everyone to take part in a free and
open environment. Humorous contributions are welcomed and structured, and all
participants are urged to fully contribute, resulting in unique solutions. Brainwashing
creates a unique experience for team members when handling a challenge. As a result, the
number of ideas reviewed rises, allowing people to come up with better solutions to
problems. This will encourage team members to buy into the chosen solution, and those
who were involved in its development will be more committed to it. Brainwashing is also
entertaining since it helps team members bond by allowing them to work together to solve
problems in a fun, rewarding environment. As a result, it is less bulky and more effective
than earlier methods. Consequently, the group determined that the brainwashing method
would be used to solve problems and improve the seminar.
2.3 Applying critical reasoning

2.3.1 Critical reasoning introduction
When you apply critical thinking, you evaluate what you read, hear, say, or write by
analyzing, interpreting, and forming views about it. The word critical is derived from the
Greek word Kritios, which means capable of judging or distinguishing. One of the most
important aspects of critical thinking is the ability to make reliable conclusions based on
reliable information. Being negative or fixating on weaknesses is not necessary when
using critical thinking. It involves being able to concentrate so that you can analyze a
situation or a piece of information, interpret it, and then apply that interpretation to create
an intelligent decision or judgement (for example designing a bridge, responding to an
opinion piece, or understanding a political motivation) (Monash, 2021).

Figure 31: Critical Thinking Skill
2.3.2 GROW Model
The acronym for the GROW approach stands for Goals, Reality, Options, and Will. This
is one of the simplest coaching techniques to use and stick with. Due to its simplicity, it is
a great strategy to use while instructing beginners. The GROW model's major objective is
to encourage individuals to think about their current circumstances, their ideal future, and
strategies for bridging the gap between the two. This approach serves as the foundation
for numerous alternative coaching approaches and problem-solving methods
(Worldofwork, 2021).

Figure 32: GROW Model
Goal
The first step in the GROW model for coaching is determining the purpose of the training.
This includes both short-term and long-term objectives. This stage could call for some
investigation and development to help the coaches gain clarity around what they desire to
accomplish. As a coach, you should now ask probing, illuminating, and anticipatory
questions. The objective should be to help your coaches select a target that is both tough
and attainable enough to be motivational (Peoplehum, 2022).
Reality
The grow model's next phase is to evaluate and characterize the existing reality or
situation. After you have a thorough understanding of the objective, assessing reality will
help you determine how close you are to attaining the objective. During this phase, as a
coach, you should work with the coaches to help them make an accurate and complete
assessment of their current circumstances. This may include asking individuals to think
more broadly, consider prior criticism, or analyze objective evidence. This stage requires
both inquiry and rounded, inquiring thinking (Yourcoach, 2019).

Option
The choices for resolving the existing problems impeding progress should be considered
once reality and all barriers to current goals have been reviewed and irrelevant
"pseudoobstacles" have been eliminated. The whole range of possibilities should first be
presented and explored, mostly through encouraging client suggestions. Any
recommendations made by the coach or mentor should be thoughtfully presented and
consider the client's overall position. The coach should make sure that at least some
decisions have been taken towards overcoming hurdles by the end of stage 3 and that
there is a great deal less uncertainty around immediate activities (Worldofwork, 2021).
Will
The final stage of the GROW Coaching Model is designed to help the coaches select a
specific set of actions and commit to them. People are better able to visualize the precise
actions they will take to achieve their goals when choices are eliminated, which increases
the likelihood that they will perform those actions. When they discuss them and commit
to them in a conversation with a coach, the likelihood that they will carry out their actions
also increases. As a coach, it is now your responsibility to help the coaches achieve actual
clarity on their next steps and to encourage them to commit to taking them (Peoplehum,
2019).
Conclusion
The GROW coaching model's advantage is that it employs a four-step approach that
results in a clearly defined end goal. The coach actively participates in identifying issues
and proposing fixes. This suggests that the results from the coaching session are likely to
be long-lasting. The GROW coaching model's activities place a strong emphasis on
experience-based learning, including reflection, insight, decision-making, and action. The
effectiveness of a coaching journey using the GROW coaching model is determined by
the client's time and effort invested in the process.

2.3.3 Grow Model for the training event
Table 9: Grow model for the training event

Goal Reality
providing the audience with pertinent The team members effective communication
information about the key subject we have and presenting skills enhanced the event.
chosen. Due to their inexperience, some team members
struggled with stage fright.
Showcase to the audience your great
collaboration and presenting abilities.
Options Way forward
Team members using their presentation Team members closely resemble one another.
abilities during the training session. Utilize the available time as efficiently as
possible to accomplish the intended objectives.
Our presentation's objective is to elicit the
most positive audience responses.
The GROW model can be used to properly provide a systematic statistic of our training
event. The grow model, a powerful approach to debugging is applicable to members of
our team. Our team was also able to identify a variety of team and individual member
strengths and weaknesses and present them on a GROW chart for a more thorough
analysis. The team members were able to identify both the errors we made and the
remedies we proposed to deal with the numerous problems. Team members really hope to
develop new skills and improve their performance in upcoming events. The team aims to
improve upon and prevent as many of the weaknesses of the evaluated team as they can.
Team members put a lot of effort into reducing their flaws.
2.3.4 Critical reasoning path analysis
The longest sequence of tasks that must be completed on time to effectively deliver the
project make up the critical route. Based on the critical path, you may calculate the total
amount of time and effort needed for the project. It also helps by giving a broad picture of
the jobs and dependencies that must be accomplished right away if the project is to be
concluded on time. So, let's refer to the critical path as the chain that is most important to

the project. Because they cannot be moved, critical path jobs require more control than
other tasks do (Forecast, 2021).
Figure 33: Critical path analysis
Below is the longest continuous and complete time that occurred prior to the event carried
out by us.
Table 10: Critical path analysis
Task details No of Start date End date Parallel

days /Sequence
A The team's In this task, class members 04 Days 19.04.2022 22.04.2022 -

discussed and divided into
formation
two teams. That is team soft
skill and team IT.

B Topic discussion for Discussing the topics for the 02 Days 23.04.2022 24.04.2022 A
the event. presentation to deliver to the
(Sequence)
audience through soft skills
and IT.
C Finalizing the topic for Finalizing the topics, 01 Days 25.04.2022 25.04.2022 B
the event Leadership qualities, time
(Sequence)
presentation. management, and
communication skills for the
soft skill. Augmented reality
and introduction to Email for
IT.
D Collecting Collecting data for the 08 Days 26.04.2022 03.05.2022 C

information for the presentation for the selected
(Sequence)
chosen topics topics.
E Preparation of the Preparing presentation slides 20 Days 04.05.2022 23.05.2022 D

slides for the for the selected topics for
(Sequence)
presentation. both soft skills and IT.
F Modifying and Making corrections on the 10 Days 24.05.2022 02.06.2022 E

making corrections on slides with the help of the
(Sequence)
the prepared slides. lecturer that are easily
understandable by the
audience.
G Presenters prepare the Preparing the topics to 05 Days 03.06.2022 07.06.2022 F

slides for the present in the event in the
(Sequence)
presentation. best way.
H Raising funds for the Discuss between the members 06 Days 08.06.2022 13.06.2022 G
event. and raise funds for the event. (Sequence)

I Conduct rehearsal for Conducting rehearsal between 03 Days 14.06.2022 16.06.2022 H

the presentation the members on the campus
(Sequence)
and correcting issues in the
presenting styles before the
event.
J Conduct the event and Delivering the knowledge 01 Day 17.06.2022 17.06.2022 I
deliver the selected
about the selected topic to the (Sequence)
topics to the audience
through the audience in an effective way.
presentation.
This CPA diagram was designed based on the Event schedule.
Figure 34: CPA Diagram
Sharing the tasks and rank in this manner. also performing certain tasks one at a time and
others concurrently. Here, each circle represents a distinct action. The circles that are all
along the same straight line signify continuous operations, while the other circles
represent events that are happening at the same time. Depending on when the arrows
finish the activity, this presentation can be planned to be more effective.

2.4 Process of applying critical reasoning
Describe the issue or circumstance, then explain what led to it in the first place. Examine
the viewpoints and justifications of the participants in this process. Research
independently whenever there are disagreements of opinion to avoid being swayed by a
certain prejudice. Factually assess the information. It can be difficult to identify the
participants' predispositions. It is up to you to consider the data from all sources and draw
your own conclusions. Determine importance. Determine which facts are most crucial for
you to consider currently. You may occasionally need to just eliminate data elements that
are irrelevant. Be open-minded and consider all points of view. It's a great idea to get
everyone on board with finding the greatest solution right now. By bringing up this
subject, you can assist the people you lead in developing their ability for critical thought.
After gathering all the information, give yourself some time to reflect. If you want to
decide and act right away, you must give yourself enough time to gather all the
information and develop a plan. If you need some time to think about the best solution,
inform your team and leaders of your method and schedule. Describe your findings and
insights. This is a crucial yet sometimes neglected aspect. If you don't, there can be a lot
of uncertainty within the firm.
How well you can think critically will determine how well you can lead. As you start to
develop these abilities, it will be important to make an accurate, albeit occasionally
difficult, assessment of your current level of critical thinking. Then, you can choose how
to strengthen and expand your current skill set and design a plan for your future
development (Cebollero, 2018).
Activity 3
3.1 Working within a Team
A group of people working together toward a specific goal is said to be a team. Teamwork
is often carried out in a collaborative atmosphere because it is thought that working
together produces better results than making individual attempts. Every collaboration
needs a clear goal to strive for. Each team member needs to be able to offer a variety of
contributions. The skills and capacities of the team members determine the team's

success. In a team, effective communication is essential. Since communication is the only

thing that maintains a team united, it must be greatly improved. A collaborative effort
between team members and leaders that inspires a group can be described as a
contribution. Through teamwork, people can be convinced to work together to achieve a
common objective. The team may be significantly impacted by a member's ability to
work as a team.
To streamline operations and enhance ideas and solutions, each team member is expected
to uphold open lines of communication and close working connections with other
participants. The team's members may be from the same organizational type or from other
organizational sectors. Someone in a position of authority must decide when and with
whom collaboration is necessary to accomplish a task. The number of participants may
range from two to many due to the potential to divide a very large group into smaller
groups to increase work efficiency (My AccountingCourse, 2022).
Figure 35: Working with in a team
3.1.1 Team Dynamic
The analysis of a team's dynamics is known as team dynamics. Because people have a
strong desire to fit in with a group, group dynamics are unavoidable. We can see teams of
any size collaborating to benefit a neighborhoods or organization. The phrase "group
dynamism" refers to the social process by which people interact with one another in small

groups. A group is united by a common set of goals and purposes. As a result, members
are bound together by a shared culture and set of beliefs.
Group dynamics of a group's attitudes and behavioural patterns. It can help an

organization become more inventive and productive while also fostering teamwork and
problemsolving. The concept of group dynamics will provide you access to your
strengths, success factors, and measures in addition to other professional tools (Toppr,
2021).
3.1.1.1 Success of team dynamics
Team members feel comfortable taking chances and showing vulnerability in front of one
another. They trust that the people on their team won't blame or humiliate others for
making a mistake and admitting it, for coming up with a fresh idea, or for posing a query.
The four others are built on this dynamic, which is the most crucial one. The team
members fulfil the high standard of excellence set by the group and complete tasks on
time. Team members have defined roles, plans, and objectives. The team members value
the work and training personally. As a result, the success of our event depends on each
person in our team. Because everyone in the group contributed to the success of the event
in general. Each squad member played a distinct role throughout the entire event. Each
team member's position was carefully planned out and presented. Each team member also
did their job well. Each team member's distinct and unique interpretation of the meaning.
The team members' comprehension of one another improved. Each team member brings
special expertise to their tasks. Each team member gives their job a better, more thorough
effort. Team members are honest in their work. Successful team dynamics are a result of
effective management that team members may complete within the allotted period. The
team members are convinced that their work influences change. The impact is a
judgement about how much the work you produce effects and advances the strategy of the
event.
3.1.1.2 Failure of team dynamics
Lack of Resources - Nothing is more frustrating than being given a project but not
having enough resources to finish it. In some instances, this could lead to tension or even

arguments among the team members who are all working together to complete the task. It
is challenging to find the equipment needed for the event that we scheduled, including the
projector, speaker, table, chairs, and white screen. The management or executive team
must ensure that we have the resources we need to succeed or accept the prospect that
work output may decline. The project team will run into issues if management does not
supply enough resources and places excessive demands on them.
Power Struggles - When a team is formed, disagreements over who should act as the
leader could arise. Arguments may also arise over the responsibilities that each member
should carry out. Power struggles can be difficult to overcome, so it is advisable to
attempt and speak to the opposing parties one-on-one to identify the root of the issue. In
some circumstances, two parties only want to oversee the project or task. By splitting the
work up or rotating tasks, a compromise can be reached. The team might be split up so
that each leader could focus on a certain area of the project.
Lack of time - Any squad could struggle if they ran out of time. In order to meet the
deadline, a team working under pressure may commit mistakes or forgo quality. Setting
strict deadlines, however, could put team members through unnecessary hardship and
concern. As a result, there may be more conflict between the participants and a higher
chance that cooperation will be difficult. In some cases, it could just be impossible to
finish the assignment in the allotted time. Allow enough time for your staff to complete
tasks without hurrying and endangering the mission. Ensure that the goals and milestones
are clearly defined and that a successful strategy is in place.
3.1.1.3 Importance of team dynamics
1. First, a group has the ability to influence the opinions of its members. Members of
the group are continually impacted by the interactions of the other group
members. A group with a strong leader performs better than one with a poor one.
2. If a group of people think positively, they can do more than twice as much work
each time, which is known as the synergy effect.
3. Additionally, group dynamism might help members feel satisfied in their jobs.

4. The group can also foster a sense of unity among the participants.
5. Even a member's attitude, thoughts, and ideas are influenced by the group
dynamic. For instance, with the facilitator's assistance, negative thinkers can
become positive thinkers.
6. Additionally, if the group functions as a unit, collaboration and convergence can
maximize production.
7. Additionally, group dynamism might lessen unrest on the job. As a result of the
group members' emotional ties, it also lowers labour turnover.
3.2 Analyzing team dynamics
The information regarding the roles performed by members of our team is displayed in
the table below.
Table 11: Analyzing team dynamic 1
Name Role Responsibilities
S. Sajipragas Event coordinator, 1. Organizing events and meetings.

Leadership 2. Responsible for process errors and
Presenter, Soft correcting them.
Skills Team 3. Helping team members solve problems
President under proper guidance.
4. Explain leadership satisfactorily.

P. Niroshan Event Planner and 1. Correctly planning and carrying out the
Organizer
event.
2. Collecting feedback form at the training
event.
R. Koshikan Slide Changer, 1. To satisfactorily must alter the event slides at

that precise moment.
Presenter
K. Tharshan Refreshment 1. Timely management of refreshments and

carrying on refreshment duties within the
Organizer
allotted time while being aware of the
event's break time.
A. Praveena Time management 1. Explain time management satisfactorily.

Presenter
N. Diluxshana Designer 1. Making a slide that is visually appealing and

contains the necessary information.
K. Shobika Communication 1. Explain communication satisfactorily.

Presenter
K. Chathurangani Designer 1. Making a slide that is visually appealing and

contains the necessary information.
Table 12: Analyzing team dynamic 2

Name Role Responsibilities
AJ. Noris Team leader of IT, 1. Responsible for process errors and
Augmented Reality correcting them.
Presenter, Event 2. Helping team members solve problems
Coordinator under proper guidance.
3. Explain augmented reality satisfactorily.
T. Lovithan Treasurer, 1. Overseeing accounts receivable and

Augmented Reality collection of funds for event supplies.
Presenter 2. Explain augmented reality satisfactorily

T. Jathushan Slides Preparation and 1. Making a slide that is visually appealing and
Management contains the necessary information.
R. Vivekan Games Preparation 1. The organization and execution of games

and Management and
vote of thanks. event.
2. Giving a vote of thanks at the presentation
event.
J. Rukshika Introduction to Email 1. Making a slide that is visually appealing

Slides Preparer and and contains the necessary information.
Presenter 2. Explain introduction to E-
Mail satisfactorily.
M. Kishomiya Welcome Speech 1. Giving a welcome speech at the

Presenter presentation event.
2. Explain introduction to E-
Mail satisfactorily.
J. Nigalya Introduction to 1. Explain introduction to E-Mail

satisfactorily.
Email Presenter
E. Dishanthy Refreshment 1. Timely management of refreshments and

carrying on refreshment duties within the
Management
allotted time while being aware of the
event's break time.
3.3 Evaluating Own Role
The event coordinator, slide presenter, event leader, and person in charge of the
intermission snack food all play significant roles in the training session. To put it another
way, he was a crucial part of the training event's learning programme leaders, explaining
a subject to the audience. leader guarantees everything. The activities follow a precise
schedule. For this presentation, the groups were divided into two groups, soft skills and
information technology, and the responsibilities given below are mentioned below.
My role in the presentation is to conduct the event from the initial phase to the end of the
event in a proper and smooth manner i.e., hosting the event and other roles given to me
leadership definition, leadership qualities, Description of Great Leaders in leadership

Explained to the students with examples the activities to be done to develop leadership.
learner did my best to understand the responsibilities given to me by SOS children’s
village. On my part, learner concluded the presentation as finally as possible. In the next
role, Praveena was given the responsibility to give a presentation on time management in
which the explanation of time management and the importance of time management and
the proper use of time management were explained. Similar to this, Shobikah presented
proper communication. Next roles, Noris and Lovithan were tasked with presenting
augmented reality. Thus, its various forms and the ways in which they are applied are
helpful in contemporary society. A justification was provided. About E-mail In the group
members Nigalya, Ruckshiga and Kishomiya were given the role of creating and using
Email and presented the components of E-mail. In this way, diluxshana, chathurangani
and jathusan acted in the role of creating slides. The welcome speech was delivered by
Kishomiya and the vote of thanks speech by Vivekan. The task of providing the
refreshments was assigned to Tharshan and Dishanthy.
In this best training event, the student has finished the tasks that were given to him. In this
way, it has come to be seen as one of the primary factors making this training session a
success. The team members can effectively finish the required coursework and
internships as a result. Overall, everyone participated and contributed, making the training
session a huge success. The team and the learners will benefit from participating in this
training exercise.
Activity 4
4.1 Continuous professional development (CPD)
A worker can keep track of their own professional growth by using continuing
professional development, or CPD. A person who uses continuing professional
development keeps track of what they have already learned, how well they can apply it to
their daily lives, and how they can get better. Additionally, how well the individual has
been able to retain everything that is previously connected to the notion learnt during the
training sessions The definition of continuing professional development, or CPD, is
simply how you express yourself, think critically, and learn more. There is no approach
because you are acting as your own judge in this situation. Knowing one's own self-

awareness and level of self-efficacy is important while discussing the career-tracking

process. The process of one's development must be monitored. One cannot simply learn
that from mentors or trainers. They can teach people the theories, especially those that
pertain to the workplace, but it won't be enough if you want to advance in life (Mbaskool,
2020).
Figure 36: CPD
4.1.1 Importance of continuous professional development
Individuals are ultimately responsible for completing Continuing Professional

Development, frequently in the context of their membership and interaction with
professional organizations or institutes in the business. However, more and more firms
are proactively assisting their employees with the CPD that they are expected to
complete. In addition to industry groups, CPD is becoming increasingly significant inside
the overall business as more companies recognize the advantages of having a workforce
that is more highly skilled, devoted, and motivated. Some companies have a prevalent
misconception that CPD is time-consuming and may require extended times out of the
business. However, with the emergence of online learning, quick courses, half-day
workshops, distant learning, and educational exhibitions, the selection of more adaptable
CPD suitable for business requirements has substantially increased in recent years. Along

with new clientele and networking chances, these can offer CPD learning sessions
(Kavanagh, 2021).
Figure 37: CPD cycle
A teaching profession or level of education can continue to improve and expand

their skills with the help of CPD, ensuring that academic and professional
qualifications do not become outdated.
1. CPD guarantees that teacher knowledge remains current and pertinent. students or
other teacher’s relevant persons are more conscious of how the trends and
directions in the teaching profession are evolving. Since we now live and work in
a new normal, the rate of change is likely faster than it has ever been. One’s
knowledge and abilities will become obsolete if one remains stationary, which
will cause anyone to fall behind.
2. Through CPD, the teacher may maintain and improve the information and skills
they need to provide their students, and the community with a competent service.
The teacher can gain credit by turning his weaknesses into strengths.

3. Those who can work as teachers should have descriptive knowledge of the subject
they can work on, otherwise, the students will get inconsistent feedback about the
teacher.
4. With the aid of CPD, one can continue to make a substantial contribution to their
team. It raises workplace productivity. This allows the teacher to advance in their
career and assume new leadership positions.
5. A deeper knowledge of what it means to be a professional and a better
understanding of the consequences and effects of your work can both be gained
through CPD.
6. The impact of CPD on a small sample of staff three months later can be measured,
and the results can then be shared with others, as a straightforward method of
demonstrating impact. This makes sure that the knowledge is retained and
motivates workers to consider how CPD and its effects relate to one another.
7. CPD aids in maintaining interest and novelty. Although experience is a fantastic
teacher, it does mean that we have a tendency to repeat past behaviours. You have
access to new opportunities, knowledge, and skill sets thanks to focused CPD.
8. The teacher has to put in massive efforts and develop skills to move from his
position to higher positions and with the help of CPD, he can know his
weaknesses and convert them into strengths and choose the next step properly.
4.1.2 SWOT evaluation of the personal training event
Table 13: SWOT evaluation of the personal training event

Strength Weaknesses
• Good leadership skills • Lack of experience

• Problem handling skill • Tacking criticism
• Good time management skills • Shyness
• Organizational skills • Fear of failure
• Good mathematical and numerical • Over thinking
skills.
• Motivative, cooperative and helpful
members within the team.

Opportunities Treats
• Become a senior professional • Some events are difficult to deal with.

• Any event is allowed to happen with • Due to shy, learner did not get a
confidence. chance to come forward in some event.
• Learner will get a reliable job • Learner hesitates to do my work when
opportunity in a good company. criticized by others.
• There are many opportunities to work • Fear of correcting errors in work done.
as a math teacher by teaching math to
students. • Mental problem due to
overthinking.
Personal reflection statement based on the SWOT analysis related to the teamwork
undertaken.
It might be beneficial to enhance self-awareness and accomplish personal progress by

focusing on perceived mistakes, but it can also get in the way of confidence and mental
calm. When trying to correct weak or undesired behaviour, self-criticism is frequently
helpful. It can also be helpful when trying to learn from mistakes. Due to learner
enthusiasm and interest in the presentation, the learner was able to complete the
assignments independently. In instance, the learner initially lacked some drive to finish
the training exercise. However, the student was impressed after receiving further
encouragement from professors and coworkers. The student possesses a variety of
strengths that will help learner finish the assignment successfully. To properly assess
learner’s skills and capacities, the student had to conduct a self-analysis. The student was
allowed to assess learner’s skills. The event was held at the demonstration event, and the
learner's strengths at the time included excellent leadership abilities, problem-solving
skills, good time management, Mathematical knowledge through the above specific skills
during the demonstration event, the event was held regularly. SOS village students to
control and perform better, helping and encouraging other team member. Learner now has
very good communication skills. The learner was in charge of organizing educational

activities for the team members and mediating any disputes at event. It enabled me to
complete the event's tasks correctly and on schedule. The main responsibilities of
learner's event must be completed by learners working with me team members, as learner
is the event manager and treasurer.
Thus, some weaknesses were discovered for me in the event. Such weaknesses are lack of
experience, negative criticism, shyness, fear of making mistakes, overthinking, some
mistakes were made in the learner event, learner was unable to deal with the problem
during the event, hesitance to do my work due to criticism, fear of correcting errors. This
allowed for the identification of the learner's strengths and limitations as well as learner's
participation in the event. With the help of our team, the event was therefore successfully
carried out.
As a result of the learner's strength, there is a chance of getting a good job in the future
and also the ability to live as a good citizen.
4.1.3 Importance of CPD in Training Event
To begin with, in order to complete the presentation, the training as a whole needs a good
amount of IT and soft skill expertise. The training event included CPD as a crucial
component. After some time, we started making plans for the training session by
gathering knowledge from a variety of sources, including books and the internet. On their
presenting study and other occasions, every team member had the motivation to complete
CPD. Collecting data on numerous subjects was a crucial task that our team members had
to complete during the show's creation. inclusion of fair criticism in a manner that is
suitable A self-learning point is included in this work. Because we have to solve so many
issues, gathering statistics to present to students is not an easy undertaking. explaining
complex ideas to an elementary class. The team members did, however, gather a sizable
amount of data and present it in various Microsoft PowerPoint Slides, which should be
highly appealing and understandable to the audience.
We like to distribute the presentation slides according to the specific workload and skills
of the team members. Each team member had a unique slide that presented multiple
communication styles. It was also interesting that the team members were very
cooperative in breaking down the themes quickly. After splitting the topics, the panelists

finally agreed on their slides. All members are committed to developing communication
skills, own selfawareness and level of self-efficacy are important while discussing the
career-tracking process and other skills with the help of CPD to solve challenging
problems that may arise during their event. Practical information technology, augmented
reality, email, and soft skills are all covered in our training session. One of the distinctive
and significant components of the training event is this. It's not always simple to lead a
practical session for the audience. The presenter needs to be well-versed in the topic
matter of the practical session. Additionally, there were no additional complications with
the practical session because the members of our team who ran it were already competent
in handling it. The audience members were left with positive impressions of the seminar.
In the end, we believed it to be the most crucial element in gathering and analyzing ideas.
The CPD attending our presentation event both collectively and individually is extremely
beneficial and crucial for further development.
4.1.4 Feedback
Feedback is the receiver's response or action following the message's perception or

comprehension. It gives the sender the ability to gauge the message's effectiveness. In a
two-way communication situation, it is unavoidably necessary. Communication that is
twoway without feedback is either ineffective or lacking. The only method to get a
response from the recipient is to provide feedback, and the sender can take additional
actions based on that feedback. The feedback process is crucial in organizational
interaction (Bizcom, 2021).

Figure 38: Feedback
Basically, a variety of feedback is offered by a group of audience members or

stakeholders based on how well an individual or a team performed. The two primary
categories of feedback are:
1. Positive feedback
2. Negative feedback
Positive feedback
Positive feedback is communication that compliments another person on their abilities,

achievements, or successes. Positive feedback is helpful for everyone, both to give and to
receive. Individual contributors should prioritize identifying the qualities of their
coworkers even when giving feedback may appear like a managerial responsibility.
Positive feedback is used to assist people to identify and enhance their skills, identifying
their areas for improvement, and fostering a positive work environment (Indeed, 2022).
Negative feedback
Negative feedback is that which highlights a mistake in the context of the message, or the
job being done and offers suggestions for how the work may be improved. Negative
feedback informs the sender of the key areas where the recipient is unable to comprehend

it and where changes should be made. Negative feedback forces the necessary changes to
be made so that everyone can live comfortably (Indeed, 2022).
Importance of feedback in CPD
This engaging and effective continuing education training will offer students all the
building blocks professionals need to design a customized professional development plan.
This talent is developed during the term of a person's career by consultants, team leaders,
teachers, and trainers. For effective information sharing among teams and organizations,
feedback must be given as well as received. The audience's reaction to the particular job
will be more clearly understood by the presenter. In handling a task professionally, the
audience's impression is always a crucial aspect. An important indicator of the task's
effectiveness, the audience's utility in the activity, and the audience information obtained
from it is the audience's impression. Examining its value in greater detail will help us
understand how to deliver it more effectively. As a complete class, educators can put the
idea of peer feedback into practice to effectively motivate students to take charge of their
own education and growth (Slideshare, 2021).
The presenter can confirm whether or not the learner met their objectives as a result of the
experience. If the goal has been met, the presenter will feel content and driven to deliver
greater performance at his forthcoming engagements. Furthermore, even if the presenter
falls short of the desired results, the person may still be motivated and do better in the
future.
Method of feedback
Methods of providing and receiving feedback are known as feedback methods. The term
feedback refers to helpful constructive criticism on a person's activities and behaviours.
Feedback is given to another individual or group so they can use it to change and if
necessary, improve their actions, performance, and behaviour in the future.
Peer feedback
Peer feedback is observations provided by one student to another regarding that other's
work, conduct, or performance. Students will base their decision on a previous set of

evaluation standards. The children won't have to grade one another in peer evaluation,
which is a difference. The interaction among students that can result in a better method of
learning will be the focus.
Formal feedback
A planned and timed method of discussing an employee is formal feedback. An annual

performance review, for example, is an example of a report that covers a certain time
period and constitutes formal feedback. Make sure your official feedback follows the
format that your organization requires before providing any additional thoughts in any
fashion. Formal feedback is excellent for discussing long-term objectives and for new
hires.
Informal feedback
Informal feedback happens any time people unprompted make a comment. As soon as it
occurs to you, tell your employee this in person or write them a concise email. For the
sake of clarity, it's ideal to save informal feedback for workers you have a good
relationship with. Informal feedback is effective in pointing up minor issues or mistakes
that are simple to fix.
Appreciation feedback
An insight that is provided in a positive and forward-looking manner is known as

appreciative feedback. Instead of blaming the past, the focus is on improving efficiency
and productivity in the future.
There are some obvious advantages to appreciative feedback. It does this in two ways.
First, it lessens defensiveness, which enables people including you to fully receive the
insights that are provided. Giving criticism in the form of blame and shame is never
beneficial. When we receive feedback like that, many of us begin to compile a litany of

justifications for our behaviour, which only serves to reinforce the undesirable behaviour
and maybe deteriorate the relationship. You can avoid this kind of defensive reaction with
the aid of appreciative feedback.
Effectiveness of CPD in the training event
Evaluation Throughout the training, a crucial skill was continuous professional

development. The analysis of skills and talents after the training event has been done
extremely well using continuous professional development. Additionally, a majority of
the team members regarded ongoing professional development as a crucial component
during the event since it gives a better impression of the team's capabilities and
presentation abilities. Because it provides a clear understanding of both teamwork and
presenting skills, team members also saw continued professional development as a key
aspect throughout the event.
Considering the student has used continuing professional development techniques to

recognize and apply a number of distinctive skills Throughout the training event, the
student experienced great success with the CPD technique. The student acknowledges and
nurtures the numerous skills he possesses. In order to identify various skills and grow in
accordance with them, the student also wishes to apply CPD analysis. In the end, team
members used continual professional development analysis so that members may grow
their talents to the best of their ability, one step at a time. The most effective strategy to
identify and classify team members' skill performance throughout the training event is
through CPD. The primary factor in concluding the training session successfully is
continuing professional development.
Peer feedback for the training event
The document below is peer feedback from a training event from an assessed learner. The
SOS village students completed a peer assessment form for the aforementioned training
event to evaluate the learner's skills and abilities. The learner sees this criticism as crucial
and uses it to correct upcoming errors.

Figure 39: Presentation Feedback form

Figure 40: Filled feedback form 1

Figure 41: Filled feedback form 2
4.1.5 Evaluating continuing professional development
Producing a personal development plan
Table 14: Personal professional development plan

Name: Current position: Date started:
Suthakaran Sajipragas HND in Software Engineering 01/01/2022
Career mission statement: Making software successful in the corporate sector is my main objective.
Major career goals:
Goal: Completing HND in Software Engineering Target Date: July 2023

Successfully
Goal: Completing Bachelor’s Degree in Software Target Date: September 2024

Engineering
Goal: Completing MSc Target Date: November 2025
Goal: Move abroad to develop a Career Target Date: January 2026
Goal: Starting my own software development company. Target Date: August 2026
A- I have accomplished this skill. I demonstrate high competence.
B- I have this skill competency, but some improvements could be made.
C- I need to improve this skill competency.
D- I need to put in considerable work to develop this skill competency.
E- I need to acquire this skill to develop this competency.
Skill / Competency Ranking
Now 4 Months 8 Months 12 Months
Good communication C B B A
Managing challenges D C B A
Good team working D D B A
Giving Motivational support E D C B
Interpersonal Awareness D D B B
Thinking skills C B A A
Building collaborative relationship C C B A

Coach others and develop others C C C B
Learning new skills and knowledge C B A A
Critical thinking C C B B
Time management D C B A
The learner is presently enrolled at the Jaffna, ESOFT Metro Campus. A Higher National
Diploma (HND) in Software Engineering is being pursued by the learner. The learner has
a variety of goals for the future, offering a broad range of knowledge in both academics
and the workplace. The student is anticipated to have a variety of distinctive experiences
in the near future. On January /1/2022, the student at ESOFT Metro Campus began his
HND. In July 2023, the learner hoped to successfully complete my HND.
The learner sincerely hopes to successfully complete my bachelor’s top-up degree in

Engineering in September 2023 after completing the HND. The learner views earning his
bachelor's degree as a significant professional turning point. The learner is aware of how
important it is to simultaneously pursue a bachelor's degree and a solid career. The learner
believes that in that circumstance having some web development work experience is
crucial. An excellent job history, in the learner's opinion, will be a crucial benefit in
advancing in their profession. The learner plans to finish his undergraduate studies in
September 2024.
In addition to acquiring professional web development skills, the learner wants to earn a
master's degree in computer science. The learner has set these goals to start learner’s
master's degree in November 2024 and complete it in November 2025. A master's degree,
in the learner's opinion, can be a great advantage and help in professional advancement.
The learner hopes to use this to land a better job abroad. The learner is planning to go
abroad by January 2026 to start a new life after the successful completion of his master's
degree. The learner wants to progress gradually in the work. To advance his career, the
learner wants to relocate to another country for a new work environment. The learner also
believes that he may launch a software development company to establish himself and

pursue more objectives swiftly. The learner makes an effort to fully commit to living as a
decent citizen with strong leadership skills. To increase learner talents within the time
frame learner have specified, such as improving my spoken English comprehension,
developing my ability to think critically, reading books on related intellectual topics,
learning how to manage my time effectively now and in the future, improving my social
skills, etc. establishing positive relationships with peers and other people.
4.2 Motivational theories and their impact on CPD

4.2.1 Motivation
Motivation is a crucial element that inspires people to provide their best effort and aids in
achieving organizational goals. Employee productivity will grow with strong positive
motivation, while it will decrease with strong negative motivation. Motivation is a crucial
component of staff management. The essence of management, in the words of Likert,
shows that every human being offers a sense of worth in face-to-face groups which are
most significant to person. A manager should make an effort to treat people with respect
and acknowledge their worth (Studyand, 2020).
Figure 42: Motivation

4.2.2 Motivational theories
4.2.2.1 Maslow’s need Hierarchy theory
Maslow first proposed his theory of human motivation in the year 1943. This hypothesis
of motivation for people is one that is widely accepted and cited. The Hierarchy of
Human Needs serves as the basis for Maslow's thesis. Maslow contends that a person's
needs determine how they behave. In accordance with the needs that must be met, it is
altered. Maslow defined five different categories of human needs and organized them in a
hierarchy of their importance and priority in his hierarchy of needs theory of motivation.
The conclusion is a driving element disappears when a certain set of demands is met.
After that, the following set of requirements in the hierarchy of needs takes its place.
The hierarchy of needs can be shown as a pyramid. Basic or physiological wants, which
are universal in nature, make up the first set of demands at the most fundamental level.
Then, there will be other sets of requirements (Humanresource, 2019).
Figure 43: Maslow's Hierarchy of needs
Physiological needs - These requirements are essential to a person's survival and

constitute their basic necessities. To go up the hierarchy, the physiological needs of air,

drink, food, and sleep must be satisfied. If these wants are unmet, the person will be
extremely driven to address them first, while the remaining levels of requirements will
just slightly motivate a person.
Safety needs - The other demands become significant if the physiological or basic needs
are met. The requirements for safety or security follow next. People start to experience
the need for safer living conditions, such as housing, a secure area, stable employment,
etc. As a result, at this point, the desire for self-preservation, or the need to be out of
harm's way physically, manifests.
Social needs - People often advance and attempt to fulfil their social needs after the first
two demands in the hierarchy are addressed. A want to belong and be accepted by
everyone exists in humans because they are social animals that live in society. At this
point, a yearning for love, affection, and belonging manifests itself. In this way, this level
is where relationships are formed.
Esteem needs - Following the satisfaction of the aforementioned needs, a person works to
meet their esteem needs, which include things like self-respect, self-confidence, a sense of
being special, social acceptance, personal value, etc. When these needs are met, a person
feels empowered and in control and grows more self-assured.
Self-actualization - The desire for self-actualization is the next to last need on Maslow's
hierarchy of needs. It speaks to the requirement to realize one's full potential. These
requirements relate to the growth of an individual's innate abilities, which can be applied
in a variety of scenarios in real life. A desire to become what one is capable of becoming
is another way to put it.
So, in accordance with this view, a person's behavior is determined by his or her strongest
needs, i.e., a person is motivated to satisfy the unmet needs.
Maslow’s theory report on the training

Table 15: Maslow's theory report on the training
Factors Individual execution Group execution

Physiological 1. A room with the correct 1. For our participants,

temperature was a venue with
selected so that the excellent ventilation and the
presentation area was right temperature was found.
freely ventilated. 2. The member receives tasty,
2. Soft drinks and healthy nutritious snacks and drinks.
snacks were readily
accessible.
Safety 1. Keeping computer, 1. Ensuring the team is safely

projector, transported to the event
Soundsystem and location and doing practical
similar items safe. rehearsals.
2. ensuring constant safety 2. Electricity and electronic
when using electrical and equipment handling are
electronic equipment. restricted to team members
with both electronics and
electrical competence.
Social 1. A good bond and 1. Better communication among

understanding between group members and better
friends were observed. explanations to students.
2. Volunteer assistance to 2. It was noticeable that the
team members in need. group had a helping attitude
toward one another.
Esteem 1. To maintain selfesteem 1. The group worked to meet his

and selfconfidence in esteem needs, which included
the learner. self-esteem, selfconfidence, a
sense of

2. Attempts to achieve specialness, social

personal attention and
recognition, and personal
appreciation are
successful. worth.
2. Maintained good team spirit and
behavior.
Self- actualization 1. Full commitment was 1. The team members exchanged

made on a personal the motivations needed to
level throughout the make the event a success.
training event. 2. The team members were fully
dedicated to making the
2. Individually each
presentation conducted by us
individual strives to
excellent.
achieve individual
goals and objectives
Our team also decided to examine the motivational drivers prior to and during the training
event using Maslow's Need Hierarchy Theory. The impulse analysis shocked everyone on
the team, including them. This studied graphic served as an excellent tool for the team to
better comprehend its development. avert potential issues. With the aid of this analysis
chart, the team will improve its performance in the next competitions, positioning the
event presentation appropriately.
4.2.2.2 Herzberg’s motivation hygiene theory
The Herzberg theory, sometimes referred to as the dual-factor theory, the two-factor
theory, or Herzberg's motivation-hygiene theory, contends that some workplace factors
promote job satisfaction while others promote job discontent. Herzberg created the idea to
help us better understand a worker's attitude, motivation, and level of job satisfaction
(Indeed, 2021).

Figure 44: Herzberg's motivation hygiene theory
Motivating factors
Achievements - Achieving success at work is frequently what drives people who love
working alone, have a strong desire to create and achieve goals, are willing to take
calculated risks, and need regular feedback on their performance.
Recognition - Giving praise and recognition to employees not only helps them feel
successful and valued, but also reinforces excellent behavior and motivates them to keep
doing the things that lead to the performance. Employees are more likely to repeat these
behaviors and maintain their motivation at work if their actions are more frequently
positively acknowledged.
The work itself - Employees who feel motivated to perform well are more likely to think
their work matters and that their duties have value.
Job advancement opportunities - Providing employees with a clear understanding of

how their position will advance will inspire them to strive for a promotion, which will
ultimately boost productivity.

Growth opportunities - When there are many options for personal and professional
development, employees are frequently more motivated at work. Giving employees the
chance to develop their talents and become more effective in their jobs fosters a sense of
pride and success that serves as a powerful motivation for workers.
Hygiene factors
Relationship with peers - Greater job satisfaction may result from encouraging
teamwork among employees. Employees who are disruptive or inappropriate should
receive the appropriate discipline or be let go. Harassment should not be tolerated.
Physical workspace - If employees can work remotely, for example, and where the
workspace is located are two elements of your physical work environment. The size of the
workspace, the availability of physical separation, the presence of amenities like a gym
and modern furnishings and equipment, as well as the availability of these things are
additional considerations.
Working conditions - This component covers the official conditions of employment,

such as pay scale, employment contract, and workday duration.
Status - All personnel should remain in their current positions inside the organization.
Work that is meaningful can give one a sense of prestige.
Security - For employees, job stability is quite crucial. They ought to have the impression
that they are not continually in danger of being fired or let go.
Supervision - A prevalent issue at work is excessive supervision and micromanagement.

Employees should have as much freedom as they can.
Herzberg’s theory in the training event

Table 16: Herzberg's theory in the training event
Motivating factors Hygiene factors
The team members took calculated risks to To promote teamwork by assigning suitable
achieve the goal of making the event that was work to ineffective team members.
provided to us effectively.

Encouragement and motivation will be The lecturer gave us all the guidance we
provided by the lecture to increase the team needed.
member's performance.
Team members who feel motivated to perform When correctly preparing for the event,
well are more likely to feel that their duties in strategies that are redundant or inconclusive.
their work matter are valued.
The event is organized with thorough A suitable venue was found for our group
planning by a leader with good leadership rehearsal.
ability.
The team members worked with precise Some serious situations and deficiencies were
coordination for the presentation event. experienced as a result of not enough money
being raised for the event.
Excellent teamwork abilities, including good During the presentation of the event, certain
delegating and communication. team members had to face problems like lack
of time.
To share the best form of inspiration, the team There were occasionally misunderstandings
members worked on the event. among the team members, which lead to the
leader taking control of numerous issues.
In the training exercise, our team members correctly displayed the evaluated points in a
table and demonstrated how to analyze data using Herzberg's theory. The team member’s
perceptions of their strengths, shortcomings, and skills were improved thanks to this
report.
4.2.2.3 Comparison between Maslow’s need hierarchy theory and Herzberg’s

Motivation hygiene theory.
Table 17: Comparison between Maslow’s theory and Herzberg’s theory
Comparison Maslow’s need hierarchy theory Herzberg’s motivation
basis hygiene theory

Meaning The idea of meeting human needs is the Herzberg's idea is centred on the
foundation of Maslow's philosophy. usage of motivators, which
include success, acclaim, and
growth opportunities.
Nature The nature of Maslow's hypothesis or The Two Factor Theory or Model
model is descriptive. by Herzberg is directive in
character.
Essence This theory's basic tenet is that people The fundamental tenet of the
are motivated to labour because of unmet theory is that people perform
wants. better when their wants are met or
satisfied.
Applicability Maslow's theory of motivation is the An expansion of Maslow's idea of

most well-known, often used, and motivation is Herzberg's theory.
broadly applicable theory of motivation. On the other hand, it is applicable
It usually applies to underdeveloped and to wealthy and industrialized
underprivileged countries where money nations where money is a less
is still a major motivator. significant motivator.
Effect of Once a need is met, it no longer Herzberg's theory model states

motivates, in accordance with the that in order to encourage their
satisfaction of
Maslow's Theory model. workforce, managers must care
need
about their happiness.
Conclusion
The training event was a success. On June 17 at 5:00 p.m., the ESOFT Metro Campus
will gradually conduct an IT and soft skills training session in the SOS children’s village.
Presentations and activities make up the program's initial section. We also take a quick
break for lunch. The training program ended on time without the need for overtime. All of
the members were invited to the event as a result of their participation in it. Considering
this, instructors and students attended the meeting without any problems. The team in
charge of the presentation did an outstanding job of moving ahead with motivational
topics for IT and soft skills as well as visually appealing graphics. The student is very

happy to have also participated in this massive event. He wants to know that this entire
training event was a great experience. The student acquires additional knowledge and
experience. It is very good to be appreciated for the work done by the student. It was a
very different and creative environment for the students. The student wants to realize that
this is not an easy experience to remember. As a result of this successful training event,
the student also learned various additional skills. The learning student wishes to thank
everyone involved in the training event. The student wishes to thank all the speakers at
the ESOFT Metro Campus in Jaffna who were instrumental in the success of the event.
Without the proper guidance, learner don't think the apprenticeship training event would
have been a great success. The student firmly believes that the experience and skills
gained from the training will be very useful to the student in the future. The student hopes
to use these skills in further studies up to a career. The student hopes that this event will
be very useful in her career, which will lead to several opportunities on the professional
site. With the event in mind, our team fully agrees that this training event was an
excellent resource for the target audience. The student improved his capacity for
collaboration. We hope that the audience has learned a range of information about the
training event's theme. The team believes strongly that it is necessary to state that the
audience at the training event made no unfavorable remarks. However, the student wants
to acquire a range of crucial competencies and skills to plan a better group activity in the
future. In order to perform better at the upcoming activities, the student hopes to address
all of his issues and weaknesses. The student is required to push himself above his current
capabilities and progressively advance in a more professional manner.

Assignment Gantt Chart
Figure 45: Assignment Gantt Chart

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Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

BTEC Higher National Diploma in Computing

INTERNAL VERIFIER CHECKLIST

Is the Pass/Merit/Distinction grade

Has the work been assessed

Is the feedback to the student: Give

Assessor signature Date

Internal Verifier signature Date

Remedial action taken

Assessor signature Date

Programme Leader signature

Unit Title Unit 03: Professional Practice

1 Mr. Stephen Premnath

LO2 Apply critical reasoning and

Grade: Assessor Signature: Date:

Grade: Assessor Signature: Date:

Signature & Date:

Feedback: Student to Assessor

Assessor signature Date

Pearson Higher Nationals in

Student’s Signature: E006383@esoft.academy Date: 18.07.2022

Higher National Diploma in Business

Unit Number and Title Unit 3: Professional Practice

Academic Year 2021/22

Assignment Title Work Related Learning Report: Design and Deliver a

Issue Date 18.06.2022

Submission Date 18.07.2022

IV Name & Date

Unit Learning Outcomes:

• the skills required to make the event successful

Need to be thoroughly considered.

• Goal and objectives of the project

• Challenges/ problems identified and the plan to overcome them

Grading Criteria Achieved Feedback

LO1 Demonstrate a range of interpersonal and transferable

P1 Demonstrate, using different communication styles and

P2 Demonstrate that you have used effective time

M1 Design a professional schedule to support the planning

D1 Evaluate the effectiveness and application of

P3 Demonstrate the use of different problem-solving

P4 Demonstrate that critical reasoning has been applied to a

M2 Research the use of different problem-solving techniques

M3 Justify the use and application of a range of solution

LO3 Discuss the importance and dynamics of working

P5 Discuss the importance of team dynamics in the success

P6 Work within a team to achieve a defined goal.

D3 Provide a critical evaluation of your own role and

LO4 Examine the need for Continuing Professional

P7 Discuss the importance of CPD and its contribution to own

M5 Compare and contrast different motivational theories

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

HND in Software Engineering

ESOFT Metro Campus - Jaffna

1.1 Introduction ..............................................................................................................

S. SAJIPRAGAS PROFESSIONAL PRACTISE ID: E006383 Page 19 of 120

1.2 Communication ........................................................................................................

1.2.1 Types of Communication ..................................................................................

1.2.2 Communication styles in the training event ......................................................

1.3 Self-reflection of interpersonal skills .......................................................................

1.3.1 Interpersonal skill ..............................................................................................

1.3.2 Interpersonal skill examples ..............................................................................

1.3.3 Effectiveness of Interpersonal Skills in the Training Event ..............................