Unit 03 - Professional Practice Assignment

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

INTERNAL VERIFICATION – ASSESSMENT DECISIONS
Programme title HND Programming
Assessor Ms. Shanika Dilrukshi Internal Verifier
Unit(s) Unit 03: Professional Practice
Assignment title Work Related Learning Report : Design and Deliver Training
Programme
Student’s name K. A. Damith Sriyantha Karunathilake
List which assessment criteria Pass Merit Distinction
the Assessor has awarded.
INTERNAL VERIFIER CHECKLIST
Do the assessment criteria awarded match

those shown in the assignment brief? Y/N
Is the Pass/Merit/Distinction grade awarded

justified by the assessor’s comments on the Y/N
student work?
Has the work been assessed
Y/N
accurately?
Is the feedback to the student:
Give details:
• Constructive? Y/N
• Linked to relevant assessment criteria? Y/N
• Identifying opportunities for Y/N
improved performance?
• Agreeing actions? Y/N
Does the assessment decision need

Y/N
amending?
Assessor signature Date
Internal Verifier signature Date

Programme Leader signature (if required)
Date
Confirm action completed

Remedial action taken
Give details:
Assessor signature Date
Internal Verifier
Date
signature
K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 1

Programme Leader
Date
signature (if required)
Higher Nationals - Summative Assignment Feedback Form

Student Name/ID K. A. Damith Sriyantha Karunathilake / GAM/A-008724
Unit Title Unit 03: Professional Practice
Assignment Number 1 Assessor

Date Received
Submission Date
1st submission
Date Received 2nd
Re-submission Date
submission
Assessor Feedback:
LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience
Pass, Merit & Distinction P1 P2 M1 D1
Descripts
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios

Pass, Merit & Distinction P3 P4 M2 M3 D2
Descripts
LO3 Discuss the importance and dynamics of working within a team and the impact of team working
in different environments
Descripts
LO4 Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higher level learning
Descripts
Grade: Assessor Signature: Date:
Resubmission Feedback:
Grade: Assessor Signature: Date:
Internal Verifier’s Comments:
Signature & Date:
* Please note that grade decisions are provisional. They are only confirmed once internal and external moderation has taken place and
grades decisions have been agreed at the assessment board.

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

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

General Guidelines
1. A cover page or title page should be attached to your assignment. Use page 1 of this
assignment brief as your cover page and make sure all details are accurately filled.
2. The entire assignment brief should be attached as the first section of your assignment.
3. The assignment should be prepared using a word processing software.
4. The assignment should be word processing in an A4 sized paper.
5. Allow 1” margin on top, bottom and right sides of the paper and 1.25” on the left side (for
binding).
Word Processing Rules
1. The font size should be 12 point, and should be in the style of Time New Roman.
2. Set line spacing to 1.5. Justify all paragraphs.
3. Ensure that all headings are consistent in terms of size and font style.
4. Use footer function on the word processor to insert your name, unit, assignment no, and
page number on each page. This is useful if individual sheets get detached from the
submission.
5. Use the spell check and grammar check function of the word processing application to
review the use of language on your assignment.

Important Points:
1. Carefully check carefully the hand in date and the instructions given with the assignment.
Late submissions will not be accepted.
2. Ensure that sufficient time is spent to complete the assignment by the due date.
3. Do not wait till the last minute to get feedback on the assignment. Such excuses will not be
accepted for late submissions.
4. You must be responsible for efficient management of your time.
5. If you are unable to hand in your assignment on time and have valid reasons such as illness,
you may apply (in writing) for an extension.
6. Failure to achieve at least a PASS grade will result in a REFERRAL grade.
7. Non-submission of work without valid reasons will lead to an automatic REFERRAL. You will
then be asked to complete an alternative assignment.
8. If you use other people’s work or ideas in your assignment, it must be properly referenced,
using the HARVARD referencing system, in your text or any bibliography. Otherwise, you’ll
be found guilty of committing plagiarism.
9. If you are caught plagiarising, your grade will be reduced to a REFERRAL or at worst, you
could be excluded from the course.

Student Declaration
I hereby, declare that I know what plagiarism entails, namely to use another’s work and to present
it as my own without attributing the sources in the correct form. I further understand what it
means to copy another’s work.
1. I know that plagiarism is a punishable offence because it constitutes theft.

2. I understand the plagiarism and copying policy of Edexcel UK.
3. I know what the consequences will be if I 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 Edexcel UK.
6. I understand that my assignment will not be considered as submitted if this document is not
attached to the assignment.
kadamith@gmail.com
Student’s Signature: Date:

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

Higher National Diploma in Computing
Assignment Brief
Student Name /ID Number K. A. Damith Sriyantha Karunathilake / GAM/A-008724
Unit Number and Title Unit 3: : Professional Practice
Academic Year 2017/18
Unit Tutor
Assignment Title Work Related Learning Report : Design and Deliver

Training Programme
Issue Date
Submission Date
IV Name & Date
Submission format
The submission is in the form of an individual written report about. This should be written in a
concise, formal business style using single spacing and font size 12. You are required to make use
of headings, paragraphs and subsections as appropriate, and all work must be supported with
research and referenced using the Harvard referencing system. Please also provide an end list of
references using the Harvard referencing system. Please note that this is an activity-based
assessment where your document submission should include evidences of activities carried out
and of team working. To carry out activities given on the brief, you are required to form groups,
comprising not exceeding 15 individuals.
The recommended word count is 4,000–4,500 words for the report excluding annexures. Note
that word counts are indicative only and you would not be penalised for exceeding the word
count.
Unit Learning Outcomes:
LO1 Demonstrate a range of interpersonal and transferable communication skills

to a target audience.
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios.
LO3 Discuss the importance and dynamics of working within a team and the
impact of team working in different environments.
LO4 Examine the need for Continuing Professional Development (CPD) and its role
within the workplace and for higher-level learning.
Assignment Brief and Guidance:

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

assigned to project groups, to be placed under a training and development
executive and are required to produce documentation in the form of reports of
their activities. Management trainees are required to provide evidence to the
top management that they have been able to demonstrate interpersonal skills
and have identified the need for continuous professional development (CPD) on
a report titled “Work Related Learning Report”.
Take following in to consideration when developing the “Work Related

Learning Report” :
 You have been asked to support your training and development executive
with the planning and implementation of a professional development
event targeted at a suitable audience to develop their soft skills and/or
Information Technology related skills. Assume that you have to complete
the design and delivery within a period of three months.
 The training event you are to design can be scheduled to be delivered
over a single or multiple sessions based on the requirements given by the
target audience at a location agreeable to the target audience.
 The training programme you develop can include a number of workshops,
coaching sessions and team-building activities. The institution/audience
you are planning to conduct the programme for would require a schedule
of the types of activities proposed so that plans can be finalised.
Working in small groups (Not exceeding 15 individuals per group):
Produce a professional schedule (preferably using a project management

software) that identifies planning and resourcing prior to the event. In addition,
design a training pack to include a range of activities, and breakout sessions. It is
expected that you will be having considerable number of individuals attending.
Please make sure that the location have necessary facilities.
Working individually:
 Following the event, your training and development executive has asked
you to provide some feedback and include it in your “Work Related
Learning Report”. In the report, produce a written evaluation of the
effectiveness and application of interpersonal skills during the design and
delivery process. You should also include an evaluation of your
performance in this project and evaluate your contribution to the team
you worked with. Further, assume that you have been asked by the
training and development executive to produce evidence in the report
that you have designed and delivered the training event based on the
dynamics of team working.
 The report you produce also should have section allocated to discussing
problem solving and its importance in planning and running the event you
have conducted. Your report should include a discussion of various
problem-solving techniques and justify the solution methodologies used
during your project. You should also include a critique of the application
of critical reasoning and your experiences of it.
 Having completed the Training Event Management project, you now need
to reflect on your experience and consider your Continuous Professional
Development (CPD) needs add a section on the to your “Work Related
Learning Report” containing following subsections.
a. Consider your personal and/or career goals and identify your CPD
needs and what actions would put you in a position to achieve
these goals. Produce a development plan outlining your future
goals and identifying how these can be realised.
b. Conduct some research into motivational theories and how they
can be used to improve employee performance. Compare a
number of theories and report on them.
c. Write a section on the usage of CPD within organisations and what
evidence would be required to measure how effective this CPD is in
helping employees achieve their goals while using their time and

resources effectively.

Grading Rubric
Grading Criteria Achieved Feedback
LO1 Demonstrate a range of interpersonal and

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.

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.
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.
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.
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.

Acknowledgement
I would like to thanks for our lecture Ms. Shanika Dilrukshi and Ms. Nalini Basnayake. And
also I would like to thank my parents and all of my friends who gave hand to make
Professional Practice assignment in a successful way.

Table of Contents
Activity 01................................................................................................................................ 23
Activity 1.1........................................................................................................................... 23
1.1.1. Our objective ...................................................................................................... 23
1.1.2. Means of conducting the session ....................................................................... 23
1.1.3. Time durations ................................................................................................... 23
1.1.4. Learning methods............................................................................................... 23
1.1.5. Meals and refreshment ....................................................................................... 24
1.1.6. Evaluation .......................................................................................................... 24
1.1.7. Resource person ................................................................................................. 24
Activity 1.2........................................................................................................................... 25
1.2.1. Contingency Plan ............................................................................................... 25
1.2.1. Professional Schedule ........................................................................................ 27
Activity 1.3........................................................................................................................... 29
Activity 02................................................................................................................................ 30
2.1. What are the problem-solving skills? ........................................................................ 30
3.1.1 Brainstorming .................................................................................................... 31
3.1.2 SWOT Analysis ................................................................................................. 31
3.1.3 5 Why Analysis .................................................................................................. 33
3.1.4 Drill down technique.......................................................................................... 34
Activity 03................................................................................................................................ 35
Activity 3.1........................................................................................................................... 35
3.3.1 What is team dynamic? ...................................................................................... 35
Activity 3.2........................................................................................................................... 36
3.2.1 Member roles ..................................................................................................... 36
Activity 3.3........................................................................................................................... 38
3.3.1 My skills............................................................................................................. 38
Activity 04................................................................................................................................ 39

Activity 4.1........................................................................................................................... 39
4.1.1 Importance of CPD ............................................................................................ 39
Activity 4.2........................................................................................................................... 40
4.2.1 What is Motivation Theory? .............................................................................. 40
4.2.2 Motivation theory available for the project ....................................................... 40
Activity 4.3........................................................................................................................... 42
Feedback forms ........................................................................................................................ 43
Group Images ........................................................................................................................... 56
Gantt chart ................................................................................................................................ 59
Bibliography............................................................................................................................. 60

List of Figures
Figure 1: SWOT Analysis (SWOT analysis) ........................................................................... 32
Figure 2: 5 Why method (mindtools) ....................................................................................... 33
Figure 3: Drill Down Technique .............................................................................................. 34
Figure 4: Feedback form 1 ....................................................................................................... 43
Figure 10: Feedback form 7 ..................................................................................................... 49
Figure 13: Feedback form 10 ................................................................................................... 52
Figure 17: A person sitting in the room ................................................................................... 56
Figure 18: A group of people in a room................................................................................... 56
Figure 19: A group of people sitting at table in a room ........................................................... 57
Figure 20: A group of people sitting at a table ........................................................................ 57
Figure 21: A group of people standing of a room .................................................................... 58

List of Tables
Table 1: Contingency plan ....................................................................................................... 26
Table 2: Professional Schedule ................................................................................................ 28
Table 3: Team Dynamic ........................................................................................................... 37

Activity 01
Activity 1.1
We selected the Gampaha Divisional Secretariat for the team project. Under this, there are
101 sub-rural divisions and revenue licenses, birth certificates, development projects and
death certificates can be obtained from this place. The Secretariat will also have Grama
service officer, Economic Development Officers and Samurdhi officers. Ms. H. D. K. G.
Hewage, Administrative Officer, Gampaha Secretariat will also be present.
Our program here is as follows.
1.1.1. Our objective
Educate audiences with knowledge of Microsoft Office tools such as Microsoft Word,
Microsoft Excel and Microsoft PowerPoint and facilitate their day-to-day operations.
1.1.2. Means of conducting the session
The trainers of the team performed their explanations through the mic and displayed all the
contents using a projector. The content was organized in a proper flow and a slide show was
performed.
1.1.3. Time durations
 Microsoft Excel: 45 – 55 minutes

 Microsoft Word: 30 minutes
 Microsoft PowerPoint: 35 minutes
1.1.4. Learning methods
Laptops were provided.

1.1.5. Meals and refreshment
 Bun
 Roll
 Drink
1.1.6. Evaluation
Overall, we did a very good job and do not seem to have much significant issues.
1.1.7. Resource person
Ms. H. D. K. G. Hewage and Administrative office at Gampaha Divisional Secretariat.

Activity 1.2
1.2.1. Contingency Plan
Event Likelihood of event Impact of the Solution to deal How Date Team Member
occurring (High, event (High, with the event
Medium, Large) Medium, Large)
Technical Medium High Extra laptops and We used an extra laptop 2018-10-28 Members of the
projectors and projector in case of team
technical defects.
Power Medium High Extra power bank We can buy power bank 2018-10-30 Member of the
interrupts for this. team
Absence of a Large High Another standby We trained three 2018-11-02  Trainers lead
trainer trainer members for the lecture. by Dulanjali
 Samuditha
 Amod
 Sandali
Schedule of Medium High Getting ready one We completed the 2018-11-06 Members of the
training week before the schedule and practiced team
scheduled date. it.
Exceeding Medium High Bring excess Making ready some 2018-11-08 Team members

the number equipment and extra laptops, charges  Matheesha
of trainees materials. and other training  Thushan
materials.
Exceeding Medium High We re-budgeted Money was used for the 2018-10-26 Trainers
the budgeted the cost program.
cost eliminating all
additional costs.
Table 1: Contingency plan

1.2.1. Professional Schedule
Task Start Date Completed Date Resource required Responsible Justification if

person failed to meet the
Planned Actual Planned Actual
deadline planned
Select the topic 01 day 01 day 02 week 02 week Information Members of the
for the this 2018-09-08 2018-09-08 2018-09-22 2018-09-22 team
program
Select the suitable 02 day 02 day 02 day 02 day Information Select the suitable
location 2018-09-15 2018-09-22 2018-09-29 2018-09-29 location
Select the date 04 day 04 day 02 week 02 week Information Select the date
2018-09-29 2018-09-29 2018-10-13 2018-10-13
Select the tools 02 day 02 day 02 day 02 day Information and Select the tools
and devices 2018-09-15 2018-09-15 2018-09-29 2018-09-29 tools, devices and devices
Select the details 01 day 01 day 01 week 01 week Information Pubudu, Krishan
providers 2018-09-08 2018-09-08 2018-09-15 2018-09-15 and Dulanji
Select the 03 day 03 day 01 week 01 week Information Ruwindya and
feedback form 2018-09-22 2018-09-22 2018-10-13 2018-10-13 Sandaru
creator
Select the 03 day 03 day 02 week 01 month Information and Pubudu and Amod Our resource
appointing person 2018-09-22 2018-09-22 2018-10-06 2018-10-27 letters person was not
to meet the available.

representative
Setting up of the 06 day 06 day 03 week 01 month Information Members of the Couldn’t finalize a
training 2018-10-13 2018-10-13 2018-10-03 2018-10-10 team place.
environment.
Select the trainees 03 day 03 day 01 week 01 week Information Dulanji
to the program. 2018-09-22 2018-09-22 2018-09-29 2018-09-29
Select the 01 day 01 day 01 week 01 week Information Dulanji
supporters of this 2018-09-08 2018-09-08 2018-09-15 2018-09-15
program.
Table 2: Professional Schedule

Activity 1.3
Communication is the sharing of information with other people. The ability to carry
information effectively is the life skill of the communicator. Communication skills are one of
the key skills required in a training event. I used my communication skills effectively to assist
trainees to understand and apply what the trainer is teaches.
Intelligence involves controlling one’s emotions and understanding the feelings of others. I
used my intellect to work together and collaborate with team members. In the meanwhile, if
there was any problem or misunderstanding, I was able to decide the appropriate solution to
the problem. In addition, I used my membership attributes whenever appropriate to assist my
team.
We had some problems and I used my problem solving skills to the fullest to solve them. We
faced many problems as a team. My team and I used problem-solving skills to provide
solutions to many such problems.
Apart from the above-mentioned skills, team skills such as conflict management were used to
protect the unity and other skills. Time management skills were also involved in scheduling
the training event.
Impact skills were used to ensure that trainees were satisfied with the session.

Activity 02
2.1. What are the problem-solving skills?
Problem solving skills can help you determine the source of a problem and find an effective
solution. Although problem solving is often identified as a separate skill of its own, other
associated skills contribute to this ability.
When employers talk about problem-solving skills, they often focus on the ability to handle
difficult or unexpected situations in the workplace, as well as complex business challenges.
Organizations rely on individuals who can assess both cases and calmly identify solutions.
Problem-solving skills are traits you can do with it. Problem-solving skills are valued by
employers and can be very useful in other areas of life, such as building relationships and
making everyday decisions.
(indeed, 2020)
Problem solving will increase the success of our program. The following are the most
common problem-solving skills that can be put into practice.
 Overview
 Creativity
 Team building
 Communication skills
In addition, we added additional tools and methods to this project to solve problems.
 Brainstorming
 SWOT Analysis
 5 Why Analysis
 Drill down Technique

3.1.1 Brainstorming
Brain processing is a method used by design teams to generate ideas to solve clearly defined
design problems. In a controlled and free-thinking environment, groups get into trouble with
questions such as “How can we be?” They produce a large number of ideas and make
connections between them to find potential solutions.
(interaction-design)
After selecting a topic, we presented each other’s project proposals and implemented a
brainstorming methodology that justifies with proper logic, and we were able to select a topic
that was appropriate for the audience by considering what they presented.
3.1.2 SWOT Analysis
SWOT Analysis (Strengths, Weaknesses, Opportunities and Threat Analysis) is a framework

for identifying and analysing internal and external factors that may affect the viability of a
project, product, location or individual. SWOT analysis is often used by business
organizations. However, it is also used by non-profit organizations, at least for personal
assessment. In addition, it can be used to evaluate initiatives, products or projects.
Elements of SWOT Analysis

 Strengths: Internal qualities and resources that support a successful outcome
 Weaknesses: Internal qualities and resources that work against a successful outcome
 Opportunities: External factors that can benefit or be used for the project
 Threats: External factors that may threaten the success of the project
(Rouse)

Figure 1: SWOT Analysis (SWOT analysis)
We also did a SWOT analysis of how our team chose the topic.
Strength:
 Have members with knowledge of computer basics and Microsoft Office.
Weaknesses:
 Inability to manage time properly
 Knowledge of English is not at a satisfactory level.
Opportunities:
 Meet people with minimal ideas about Microsoft Office.
Treats:
 Granting permission for the program
 Project activities of other institutions and universities

3.1.3 5 Why Analysis
5 Why Analysis is one of the most effective tools for root cause analysis in thin management.
Every team faces roadblocks in their day-to-day activities. However, the use of five Why
helps to find the root cause of any problem and to protect the process from recurring errors
and failures.
(kanbanize)
Figure 2: 5 Why method (mindtools)
In the beginning, we were rejected from time to time. We took the five Why methodology to
analyse the reason for this and we were able to find the root cause of the problem.

3.1.4 Drill down technique
Drill bottom technology is an excellent problem solving method to get to the root of the
problem. Often, the problem that causes the company grief is obvious, but this problem can
only be effectively solved if the factors that cause this problem are determined. Drill down
technology will break the key problem into its elements and therefore a solution to this
problem can be found.
(accipio, 2020)
The drilling technique can be summarized as follows.
Drill Down Technique
Reveals the problem with more Give yourself a chance to solve

information. the underlying problems.
Figure 3: Drill Down Technique

Activity 03
Activity 3.1
3.3.1 What is team dynamic?
Workplace, social organizations, community groups, and sports all use teams to achieve
goals. The dynamics of the groups determine whether these objectives are effectively
achieved. Identifying group dynamics and understanding the positive and negative
consequences of dynamics can help you achieve team efforts.
(Williams, 2017)
Below are some of the importance of team dynamics in the success or failure of team
projects. We have done a lot to achieve the specific goal of providing a training program and
can be confirmed by the following facts.
 We were very excited at the beginning of the project. However, over time, that is
likely to change. When we decided what topic the team would use, everyone
exchanged ideas with each other but in the end, everyone left.
 When we found a place for a team project, we assigned team members to contact a
suitable location. Not everyone paid much attention to it, as many people were asked
to find contacts to find a place.
 All members shared presentation work. As a result, the session was very successful.
 When we attached the coaches to the session, we were especially aware of their
communication skills. We helped not only the coaches but also the extra coaches to be
very effective with their communication skills.

Activity 3.2
3.2.1 Member roles
 Krishan, Pubudu and Dulanji were the most wanted members of our team. They
conducted the training session very smoothly.
 Samudita, Amod, Sandali and Damith I was supportive of the projects and we had a
strong knowledge of the Microsoft package. Therefore, we were also trainers’
supporters.
 A member named Ruvindya prepared the feedback form and assisted the trainees.
 Matisha, Thushan, Gayan, Isuru, Sandaru and Mahesh supported all the trainees
during the session.
The various tasks performed by our team members are as follows.
Team Member’s Name Member Role Team Dynamics

Dulanji Kumari Trainer With effective
communication skills and
good leadership qualities
Amod Pathirana Supporter for the trainer Supportive and cooperative
Damith Sriyantha Supporter for the trainer Supportive and cooperative
Pubudu Tharaka Trainer With effective
Samuditha Dilanjan Supporter for the trainer Supportive and cooperative
Buddhi Krishan Trainer With effective
Ruwindya Pathirana Feedback form designing and Good communication skills
collecting
Sandaru Kavishwara Feedback form designing and Good communication skills
collecting
Thushan Manishka Supported the trainees Supportive

Pawara Matheesha Supported the trainees Supportive
Sandali Supporter for the trainer Supportive and cooperative
Gayan Sanjaya Supported the trainees Supportive
Isuru Supported the trainees Supportive
Mahesh Supported the trainees Supportive
Table 3: Team Dynamic

Activity 3.3
3.3.1 My skills
 I used my skills to the fullest to support the trainers.

 There will also be difficult times for a training, and I supported the coaches in a way
that they understood.
 Furthermore, I used my communication skills to explain to a person quite effectively
and I used this skill to help the trainees through that process.
 As a team, we have the ability to solve problems, as problems can arise at any time.
Although I used my ability to solve problems for our team, sometimes I gave them my
ideas.
 I also have a good ability to describe. I took on this task to assist the trainer, and if the
training had any difficulty, I covered that difficulty myself.
 I also had a good listening ability so I was able to understand what the training was
telling the training.

Activity 04
Activity 4.1
4.1.1 Importance of CPD
 Helps ensure that your project skills are up to date and relevant to current standards.
 This project gives you the knowledge and skills to provide the most efficient service
to your clients and customers.
 We will keep you informed of new trends in our field and give you an understanding
of the reasons for making any changes. This will enable you to solve the problems of
any future project more efficiently.
 It will help you develop your skills in leadership, coaching, mentoring and
management so that you can be a better project manager for your team.
 It gives you more experience in your field and makes you more interested in your
work.
 Helps you understand your project in a deeper way, such as the impact your project
has on other people.
 Increases your confidence and helps you become a better leader in your team for
greater productivity and productivity.
 It improves your quality of life as your business grows and earns more income in the
end.
(Jones, 2019)
Contribution to own learning

 Gets an idea of the strengths and weaknesses of team members. It also gives them a
chance to strengthen our weaknesses for our future careers.
 We identify all the skills we need to get our jobs done successfully. This also helps us
identify skills we do not have.
 CPD ensures that I meet the standards of the field I follow and that we keep up to date
with the latest trends.
 CPD gives me an understanding of living standards, the environment, sustainability,
property and the economy.

Activity 4.2
4.2.1 What is Motivation Theory?
Motivation is full of mind and energy and enthusiasm that motivate a person to work in some
way to achieve the desired goals. Motivation is a force that forces a person to act with a high
level of commitment and to focus on certain things against him. Motivation translates into a
kind of human behaviour.
4.2.2 Motivation theory available for the project
 Maslow’s hierarchy of needs

Abraham Maslow pointed out that when a person’s needs are met, he is motivated. The need
starts with the lower level basic needs and goes up as the lower level needs are met. The
hierarchy of requirements is as follows:
 Physical: Physical survival needs such as food, water and places.
 Security: Protection against threats and losses.
 Social: Relationships, Membership, and Friendships.
 Self-esteem: The need for respect and acceptance.
 Self-verification: Opportunity for personal development, learning and challenging
work. Self-verification is the highest level of human need.
The leader will have to understand the specific need of every individual in the team and
accordingly work to help fulfil his or her needs.
 Hertzberg’s two factor theory

Hertzberg categorized needs into two broad categories: hygienic factors and motivational
factors.
Sanitary factors are needed to ensure that an employee is not dissatisfied. Motivational
factors are needed to ensure employee satisfaction and employee motivation for high
performance. The presence of hygienic factors does not guarantee motivation and the
presence of motivational factors is not successful when there are no sanitary factors.

 McClelland’s theory of needs
McClelland assures us that we all have three motivated drivers and that it does not depend on
our gender or age. One of these drivers is at the forefront of our behaviour. Dominance
depends on our life experience.
 Vroom’s theory of expectancy

Victor Worm stated that people are highly productive and motivated if two conditions are
met. 1) People believe that their efforts will pay off, and 2) People believe that their success
will pay off.
People will be tempted to put in a higher level of effort when they believe that there is a
relationship between the efforts they put in, the performance they get and the results / benefits
they get.
 McGregor’s theory X and theory Y

Douglas McGregor formulated two clear ideas about man based on the participation of
workers. The first is basically negative and is labelled as Theory X and the other is basically
positive and is labelled as Theory Y. They should be managed according to their nature.
 Theory X: The traditional view of the workforce is that workers are not inherently
lazy, selfish and ambitious. Therefore, the appropriate management style is strong,
top-down control.
 Theory Y: According to this view, workers are instinctively motivated and eager to
take responsibility. An appropriate management style is to create an effective work
environment and focus on positive benefits and reinforcements.
(knowledgehut)

Activity 4.3
Evaluation is a mandatory component of CPD. It connects the session with the initial
requirements assessment and learning outcomes. Here are some questions that can be used to
assess CPD.
 Did the content meet the requirements you learned?
 Are learning outcome objectives clearly stated?
 Have learning outcomes met the objectives?
 Is at least 25 per cent set aside for interactive learning?
 Is Teaching and Support Effective?
 What topics would you like to hear in future events?
 What changes do you intend to make based on what you have learned?
 What additional learning do you intend to pursue?

Feedback forms
Figure 4: Feedback form 1













Group Images
Figure 17: A person sitting in the room
Figure 18: A group of people in a room

Figure 19: A group of people sitting at table in a room
Figure 20: A group of people sitting at a table

Figure 21: A group of people standing of a room

Gantt chart
2020 November 10 – November 15

Description
10 11 12 13 14 15
Task 01 - Demonstrate a
range of interpersonal
and transferable
communication skills to
a target audience.
Task 02 - Apply critical
reasoning and thinking
to a range of problem-
solving scenarios.
Task 03 - Discuss the
importance and
dynamics of working
within a team and the
impact of team working
in different
environments.
Task 04 - Examine the
need for Continuing
Professional
Development (CPD) and
its role within the
workplace and for
higher-level learning.

Bibliography
1. accipio. (2020). Drill Down Technique. Retrieved November 12, 2020, from accipio.com:
https://www.accipio.com/eleadership/mod/wiki/view.php?id=1811
2. indeed. (2020, October 28). Problem-Solving Skills: Definitions and Examples. Retrieved
November 11, 2020, from indeed.com: https://www.indeed.com/career-advice/resumes-
cover-letters/problem-solving-
skills#:~:text=When%20employers%20talk%20about%20problem,situations%20and%20
calmly%20identify%20solutions.
3. interaction-design. (n.d.). What is Brainstorming? Retrieved November 11, 2020, from
interaction-design.org: https://www.interaction-design.org/literature/topics/brainstorming
4. Jones, R. (2019, March 22). Importance of Continuous Professional Development.
Retrieved November 14, 2020, from businessingmag.com:
https://businessingmag.com/7976/strategy/importance-of-continuous-professional-
development/
5. kanbanize. (n.d.). 5 Whys: The Ultimate Root Cause Analysis Tool. Retrieved November
11, 2020, from kanbanize.com: https://kanbanize.com/lean-management/improvement/5-
whys-analysis-tool
6. knowledgehut. (n.d.). Motivation Theories. Retrieved November 15, 2020, from
knowledgehut.com: https://www.knowledgehut.com/tutorials/project-
management/motivation-theories
7. mindtools. (n.d.). 5 Whys Getting to the Root of a Problem Quickly. Retrieved November
12, 2020, from mindtools.com:
https://www.mindtools.com/pages/article/newTMC_5W.htm
8. Rouse, M. (n.d.). SWOT analysis (strengths, weaknesses, opportunities and threats
analysis). Retrieved November 11, 2020, from searchcio.techtarget.com:
https://searchcio.techtarget.com/definition/SWOT-analysis-strengths-weaknesses-
opportunities-and-threats-analysis
9. SWOT analysis. (n.d.). Retrieved November 11, 2020, from
https://www.google.com/search?q=swot+analysis&sxsrf=ALeKk00SW3DK1OB_jy2qwJ
8dCMLIFhLHdQ:1605107538778&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj6-
bLF4_rsAhUKfX0KHbGCBGYQ_AUoAXoECA8QAw&biw=1366&bih=625#imgrc=f6
gK8elts_wuyM

10. Williams, K. L. (2017, June 13). What Is Team Dynamics? Retrieved November 13,
2020, from sportsrec.com: https://www.sportsrec.com/354170-what-is-team-
dynamics.html

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Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

Programme title HND Programming

Assessor Ms. Shanika Dilrukshi Internal Verifier

Unit(s) Unit 03: Professional Practice

INTERNAL VERIFIER CHECKLIST

Do the assessment criteria awarded match

Is the Pass/Merit/Distinction grade awarded

Does the assessment decision need

Assessor signature Date

Internal Verifier signature Date

Confirm action completed

Assessor signature Date

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 1

Higher Nationals - Summative Assignment Feedback Form

Unit Title Unit 03: Professional Practice

Assignment Number 1 Assessor

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

Grade: Assessor Signature: Date:

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

Signature & Date:

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 2

Feedback: Student to Assessor

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 3

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 4

Word Processing Rules

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 5

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 6

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

Student’s Signature: Date:

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 7

Unit Number and Title Unit 3: : Professional Practice

Academic Year 2017/18

Assignment Title Work Related Learning Report : Design and Deliver

IV Name & Date

Unit Learning Outcomes:

LO1 Demonstrate a range of interpersonal and transferable communication skills

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 8

Assignment Brief and Guidance:

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 9

Note on assumptions to be made: Organisation’s management trainees will be

Take following in to consideration when developing the “Work Related

Working in small groups (Not exceeding 15 individuals per group):

Produce a professional schedule (preferably using a project management

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 10

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 11

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 12

Grading Criteria Achieved Feedback

LO1 Demonstrate a range of interpersonal and

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

K. A. Damith Sriyantha Karunathilake Unit 03-Professional Practice Page 14

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

D2 Critique the process of applying critical reasoning to a