Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Programme title HND

Assessor Internal
Verifier
Unit 03: Professional Practice
Unit(s)
Professional practice
Assignment title
M.B. Ansaf
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 Y/N
student work?

Has the work been assessed

accurately? Y/N
Is the feedback to the student:
Give details:
• Constructive?
• Linked to relevant assessment criteria? Y/N
• Identifying opportunities for improved Y/N
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

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 Remedial action taken
Give details:

Assessor signature Date

Internal Verifier
Date
signature

Programme Leader Date

signature (if required)

Higher Nationals - Summative Assignment Feedback Form

Student Name/ID M.B. Ansaf- MAT/A-008093

Unit Title Unit 03: Professional Practice

Assignment Number 1 Assessor

Date
Submission Date Received 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 M1 D1

Descripts

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

Pass, Merit & Distinction P2 M2 D2

Descripts

LO3 Discuss the importance and dynamics of working within a team and the impact of team working
in different environments
Pass, Merit & Distinction P3 M3 D3
Descripts

LO4 Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higher level learning
Pass, Merit & Distinction P4P5M4D4
Descripts

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 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.

Pearson Higher Nationals in

Computing
Unit 03: Professional Practice Assignment
01

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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.

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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.

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 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.

[email protected] 01.08.2021
Student’s Signature: Date:
(Provide E-mail ID) (Provide Submission Date)

Higher National Diploma in Business

Assignment Brief
Student Name /ID Number M.B. Ansaf- MAT/A-008093

Unit Number and Title Unit 3: : Professional Practice

Academic Year 2020/21

Unit Tutor

Assignment Title Work Related Learning Report : Design and Deliver

Training Programme

Issue Date

Submission Date

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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:

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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:

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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.

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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.

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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.

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Contents
Task 1 ................................................................................................................................................................................... 17
1.1 Introduction to the training program . ................................................................................................ 18
1.1.1 About the Audience .............................................................................................................
18
1.1.2 Planning of the event. .............................................................................................................................. 18
1.1.2.1 Assigning roles to members of the group.........................................................................
18
1.1.2.2 Application form. ..............................................................................................................
19
1.1.2.3 Introduce team members .................................................................................................
21
1.1.2.4 Proposed projects titles ....................................................................................................
23
1.1.2.5 Final topic and why our team choose it? ..........................................................................
24
1.1.2.5 Budget. ..............................................................................................................................
24
1.1.2.6 Training session notices. ...................................................................................................
28
1.1.2.7 Lecture hall notice. ...........................................................................................................
29
1.1.2.9 Tute of the training session. .............................................................................................
30
1.1.2.9 Fundraiser. ........................................................................................................................
33
1.1.3 Explain how the project was conducted. .............................................................................
36
1.1.3.1 Time durations. .................................................................................................................
36
1.1.3.2 Feedback collection. .........................................................................................................
43
1.1.3.3 Awards distribution. .........................................................................................................
45
1.2 What is a professional schedule? ...........................................................................................
47

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 1.2.1 What is a professional schedule in your training session? ..................................................
47
1.2.2 Contingencies. .....................................................................................................................
48
1.2.3 Justifications of the time allocation. ....................................................................................
49
1.2.4 Team communication ..........................................................................................................
50
1.2.4.1 Non-Verbal communication. ............................................................................................
51
1.2.4.2 Verbal communication. ....................................................................................................
52
1.2.5 Time manage .......................................................................................................................
54
1.2.6 Gantt chart ...........................................................................................................................
54
1.3 Interpersonal skills ..................................................................................................................
56
Verbal communication .................................................................................................................
57
Non-verbal communication ..........................................................................................................
57
Listening skills ...............................................................................................................................
58 Task 2
................................................................................................................................................................................. 59
2.1 Problem-solving. .....................................................................................................................
60
2.1.1 Problems are during in designing the program ...................................................................
61
2.1.1.1 Selecting a topic. ...............................................................................................................
61
2.1.1.2 Deciding the gifts for the exam winners ...........................................................................
62
2.1.2 Problems occurred during the delivery of the program and problem solving ....................
62
2.1.2.1 The medium that the program present. ...........................................................................
62
2.1.2.2 Time management. ...........................................................................................................
63

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 2.2 Critical reasoning ....................................................................................................................
63
2.2.1 Why is CCTV installation selecting the topic? ......................................................................
63
2.2.2 While deciding the fundraising event ..................................................................................
64
2.2.3 While deciding the gifts for the exam winners ....................................................................
64
2.3 During the delivery of the program ........................................................................................
64

Task 3 .................................................................................................................................................................................. 66
3.1 Importance of the team working ............................................................................................
66
3.2 Members engaging other team members. .............................................................................
67
3.2.1 Non-Verbal communication. ...............................................................................................
67
3.2.2 Verbal communication. .......................................................................................................
69
3.3 Effective team working. ..........................................................................................................
70
3.4 Goals. ......................................................................................................................................
71
3.4.1 Short term goal in the project .............................................................................................
71
3.4.2 Long term goal in the project. .............................................................................................
72
3.5 Team roles and Team dynamic. ..............................................................................................
73
3.6 The practical situation of the team members when engaging in team working ....................
79
3.7 Effectiveness of achieving shared goals with the context of teamwork ................................
80
3.8 Own role of the project ..........................................................................................................
81

Task 4 ................................................................................................................................................................................... 83

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 4.1 Continuing Professional Development (CPD) .........................................................................
84
4.1.1 What is CPD? ........................................................................................................................
84
4.1.2 Important of CPD .................................................................................................................
84
4.1.3 CPD contribution and benefits ............................................................................................
84
4.2 Motivation theory. ..................................................................................................................
85
4.2.1 Compare and contrast different motivational theories. .....................................................
86
4.3 Their impact on the performance of the workplace environment. .......................................
87
4.4 Skills Audit. ..............................................................................................................................
87
4.4.1 Goals. ...................................................................................................................................
88
4.4.2 Skill Audit. ............................................................................................................................
89
4.5 Peer Evaluation. ......................................................................................................................
91

References ................................................................................................................................................
98

Figure 1 Application form .............................................................................................................

19
Figure 2 Filled Application 1 ..........................................................................................................
20
Figure 3 Filled Application 2 ..........................................................................................................
20
Figure 4 Team members ...............................................................................................................
23
Figure 5 Bill 1 .................................................................................................................................
25
Figure 6 Bill 2 .................................................................................................................................
26

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Figure 7 Bill 3 .................................................................................................................................
26
Figure 8 Bill 4 .................................................................................................................................
27
Figure 9 Prizes ...............................................................................................................................
27
Figure 10 Training session notices ................................................................................................
28
Figure 11 Lecture hall notice .........................................................................................................
29
Figure 12 Tute of the training session ...........................................................................................
30
Figure 13 Tute of the training session ...........................................................................................
31
Figure 14 Tute of the training session ...........................................................................................
32
Figure 15 T-Shirt Design ................................................................................................................
33
Figure 16 formal meeting fund raise discuses. .............................................................................
34
Figure 17 WhatsApp group chat ...................................................................................................
34
Figure 18 fund raise notice ...........................................................................................................
35
Figure 19 1st session .....................................................................................................................
37
Figure 20 2st session .....................................................................................................................
37
Figure 21 3st session .....................................................................................................................
38
Figure 22 Giving breakfast ............................................................................................................
38
Figure 23 Examination ..................................................................................................................
39
Figure 24 Exam paper Part – A ......................................................................................................
39
Figure 25 exam paper page 01 ......................................................................................................
39
Figure 26 Exam paper Part – B ......................................................................................................
40

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Figure 27 Answers .........................................................................................................................
41
Figure 28 Answers .........................................................................................................................
41
Figure 29 Written question paper Part – A ...................................................................................
41
Figure 30 Written question paper Part – B ...................................................................................
41 Figure 31 Written question paper Part – B
................................................................................... 42
Figure 32 Written question paper Part – A ...................................................................................
42
Figure 33 feedback form design ....................................................................................................
43
Figure 34 feedback forms .............................................................................................................
44
Figure 35 feedback forms .............................................................................................................
44
Figure 36 feedback forms .............................................................................................................
44
Figure 37 feedback forms .............................................................................................................
44
Figure 38 1st place ........................................................................................................................
45
Figure 39 2nd place. ......................................................................................................................
46
Figure 40 3rd place. .......................................................................................................................
46
Figure 41 Contingencies. ...............................................................................................................
48
Figure 42 2st session .....................................................................................................................
49
Figure 43 3st session .....................................................................................................................
50
Figure 44 Team members prepare equipment for practical training ...........................................
50
Figure 45 Non-Verbal communication (WhatsApp) .....................................................................
51
Figure 46 Non-Verbal communication (WhatsApp) .....................................................................
51

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Figure 47 Non-Verbal communication (WhatsApp) .....................................................................
52
Figure 48 Non-Verbal communication (WhatsApp) .....................................................................
52
Figure 49 Verbal communication (Formal Discussion) .................................................................
52
Figure 50 Verbal communication (Formal Discussion) .................................................................
52
Figure 51 Verbal communication (Informal Discussion) ...............................................................
53
Figure 52 Verbal communication (Informal Discussion) ...............................................................
53
Figure 53 Meetings – Attendance .................................................................................................
53
Figure 54 Problem solving skills. Thomas J. D’Zurilla. (1988) .......................................................
60
Figure 55 Team members prepare equipment for practical training ...........................................
67
Figure 56 Giving breakfast ............................................................................................................
67
Figure 57 Non-Verbal communication (WhatsApp) .....................................................................
68
Figure 58 Non-Verbal communication (WhatsApp) .....................................................................
68
Figure 59 Non-Verbal communication (WhatsApp) .....................................................................
68
Figure 60 Non-Verbal communication (WhatsApp) .....................................................................
68
Figure 61 Verbal communication (Formal Discussion) .................................................................
69
Figure 62 Verbal communication (Formal Discussion) .................................................................
69
Figure 63 Verbal communication (Informal Discussion) ...............................................................
70
Figure 64 Verbal communication (Informal Discussion) ...............................................................
70
Figure 65 Meetings – Attendance .................................................................................................
70
Figure 66 Team members prepare equipment for practical training ...........................................
71

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Figure 67 Giving breakfast ............................................................................................................
71
Figure 68 WhatsApp group chat ...................................................................................................
73
Figure 69 Team members prepare equipment for practical training ...........................................
79
Figure 70 Giving breakfast ............................................................................................................
80
Figure 71 WhatsApp group chat ...................................................................................................
81
Figure 72 Motivation theory .........................................................................................................
85

Task 1

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1.1 Introduction to the training program.

According to the Professional Practice Subject, we had the opportunity to do a practical

group project.

Our group was decided accordingly to provide selected students with a knowledge of
some aspects of modern technology. then Our team decided to do one-day training
programs on CCTV. We consulted with our subject teacher and obtained permission to
conduct a training session on CCTV.

The location, date, and time of our training session were determined. The selected place
for the training session is the Matara ESOFT institution. Once we get permission from that
institution. Applications were called for the selection of students attendings a training
session.

For students attending the training session, CCTV history, CCTV related technical
information, and how to mount CCTV, the future of CCTV, was discussed under the
heading.

1.1.1 About the Audience

In deciding on the audience, the teams decided that those who wanted to learn about
CCTV could participate in the CCTV training session. We printed the applications and
delivered them to the Matara E Soft Institute. We then proceeded to conduct this training
session for a select group of people who sent us applications. Applications provided by
the team will be verified and the first twenty applicants will be contacted by phone to
confirm the date of the training session. If they say they cannot attend at the time of the
phone call, the next applicant will be given the opportunity.

The team members decided to hold a training session on the Esoft Matara metro campus.
Because everyone likes to attend a training session in a comfortable environment.

1.1.2 Planning of the event.

1.1.2.1 Assigning roles to members of the group.

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To make our training session more efficient. The work of our team projects has been
distributed to all members. We used Belbin’s theory.

In this theory, nine characters are introduced. These nine characters receive one character,
depending on the member's abilities and skills. Each member of our team decides what to
do. We shared those functions. Therefore, all the members of the team will do their best to
complete the project successfully. And these 9 characters are intertwined with each of the
characters. So, this is a good theory.

We had 13 members of the group, first to gain insight into their capabilities. Our team
members were briefed on their skills and abilities. We decided on the role of our project to
each member. There we asked them if they would like to play the role. If they refused to
play the role, we decided to give them another role.

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1.1.2.2 Application form.

Figure 1 Application form

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Figure 2 Filled Application 1 Figure 3 Filled Application 2

1.1.2.3 Introduce team members

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Image Name and Role in the project.

Mohamed Fahad.
A plant (PL)

Sanduni Tharaka Weerawarna.

Monitor evaluator (ME)

Nipuna Manusha Dalumuragama.

Coordinator (CO)

T.N Gunawardana.
Resource Investigator (RI)

Hoshini Udathari.
Implementer (IMP)

Hasindu Dilushka.
Implementer (IMP)

Mohamed Ansaf.
Completer Finisher (CF)

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 Kavindu Rangana.
Completer Finisher (CF)

Rosiru Dinuth.
Team worker (TM)

Naflan Saleem.
Team worker (TM)

Thanuji Liyanapathiranage.
Shaper (SH)

Anuda Basitha Hewawitharana.

Shaper (SH)

Thusitha Dushan.
Specialist (SP)

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 Figure 4 Team members

1.1.2.4 Proposed projects titles

Before we started the project, we discussed the training sessions we could have as a group.
The suggested topics are listed below.

• HTML

• CCTV

• MS Photoshop

• Microsoft office package

• Hardware components of the computer.

1.1.2.5 Final topic and why our team choose it?

Among these topics, we decided, with the consent of the group and the subject teacher, to
conduct a training session on CCTV. The reasons for this are given below.

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 • CCTV is a new technology tool for Sri Lanka and is now widely used in Sri Lanka and
many places in the world. This has led to many cases of theft and crime.

• What are the CCTVs that should be installed in a home or business location?

• How to choose a good CCTV camera

• To provide you with current up-to-date information on CCTV

• According to the above, our teacher and team members thought it was best to have
a training session on CCTV.

Time Session Content Presenters

9.00 am/9.30 am 01 Introduction to CCTV Sanduni Tharaka

History and evolution

9.30 am/10.00 am 02 of CCTV Kavindu Rangana

10.00 am/10.300 Install CCTV and Thusitha Dushan

am 03 provide practical and
& knowledge on it. Kavindu Rangana
11.00am/1.00pm perera.
1.1.2.5 Budget.
We have often organized informal and formal meetings to prepare the necessary budget for
the implementation of our training session. There we made a note of the materials required
for our project. that

• Providing Breakfast to all participants.

• Provide descriptive notes on CCTV.

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 • Preparation of the question paper for the short examination after the CCTV training
session.

• Printing the required question paper.

Breakfast

Name Price

30 rolls (40 x 30) = Rs.1200

30 pastry (40 x 30) = Rs.1200

30 milos (45 x 30) = Rs.1350

Total = Rs.3750
• Preparation and printing of applications
for the project.

Name Price • On
the
Energizer power Rs.4900
bank

64 GB pen Rs.1900
rewards for the 1,2,3 places in the short
32 GB pen Rs.1600
examination.
Total = Rs,8400
Amounts expected to be provided for breakfast.
Rs. 12780 rupees to provide breakfast for the participant, prizes for the exam winners, and
stationery.

Figure 5 Bill 1
Stationery

Name Price

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 Print outs Rs.250

Photocopies Rs.380

Total = Rs,630
The total cost of training session = Breakfast cost + Prizes cost + Stationery cost
= 3750 + 8400 + 630
= Rs.12780

Figure 6 Bill 2 Figure 7 Bill 3

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Figure 8 Bill 4 Figure 9 Prizes

30 shirts were sold by team members.

The cost to create a t-shirt = Rs.700

Total t-shirts cost = (700 x 30)
= Rs.21000

The amount of the t-shirt sold = Rs.1100

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 All proceeds from the sale of the t-shirts = (1100 x 30)
= Rs.33000

Net proceeds from t-shirts sales = (All proceeds from the sale of the t-shirt) – (Total t-shirt
cost)
= 33000 – 21000
= Rs.12000

But, the income was not enough to conduct the training session. It required another
Rs.780 (Total cost of the training session – Income). The team members then discussed
and donated the required amount for the training session.

The amount is given by one member = Rs.60

The total amount is given by team members = (60 x 13)
= Rs.780
The top three recipients will be given a power bank as 1st prize, 64 GB pen drive as 2nd
prize, and 32 GB pen drive as 3rd prize.
Amount expected to be spent on the prize.

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1.1.2.6 Training session notices.

Figure 10 Training session notices

1.1.2.7 Lecture hall notice.

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Figure 11 Lecture hall notice
1.1.2.8 Tute of the training session.

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Figure 12 Tute of the training session

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Figure 13 Tute of the training session

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 Figure 14 Tute of the training session

1.1.2.9 Fundraiser.
We talked about developing a fundraiser plan to raise money to make the CCTV training
session a success. The suggestions made by our members are as follows.

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 • Car wash and raise money.
• Raise money by designing and selling t-shirts.
• Raising money by running a film festival.
• Raising money by running a Food festival.

As the best idea of them all, we chose the members of our group who thought it best to
make money by selling a T-shirt. We discussed this with the subject teacher and printed on
the T-shirt

T-shirt making place

The cost of the T-shirt
T-shirt Selling Price
T-shirt size
Who is the Team Member of the responsible for T-shirt design

Figure 15 T-Shirt Design

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Figure 16 formal meeting fund raise discuses.

Figure 17 WhatsApp group chat

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We created an ad to sell our T-shirt and put it on display. The notice is given below.

Figure 18 fund raise notice

1.1.3 Explain how the project was conducted.
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 1.1.3.1 Time durations.

Date Time Session Content Presenter

9.00 am – 9.30 am 01 Introduction of Sanduni

the CCTV Tharaka

21.02.2020

02 History and Kavindu

9.30 am – 10.00 am evolution of Rangana
CCTV

10.00 am – 10.30 am 03 Install CCTV and Thusitha

provide practical Dushan
&
knowledge
&
11.00 am – 1.00 pm
Kavindu
Rangana

The CCTV training session took place on 02/21/2020. The training session started at 9 am
and consisted of three sessions.

The 1st session was led by Sanduni Tharaka. This was from 9:00 a.m. to 9:30 a.m. In this
session, Sanduni Tharaka taught the basic introduction of CCTV and basic concepts. This
session aimed to provide participants with a basic understanding of CCTV.

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 Figure 19 1st session
The second session was led by Kavindu Rangana. This was from 9.30 a.m. to 10.00 a.m. In
this session, the history of CCTV was taught. In this session, students were taught why
CCTV came into the world. This session was intended to provide a basic understanding of
the history of CCTV.

Figure 20 2st session

The third session was led by Thusitha Dushan and Kavindu Rangana. This was from 10:00
to 10:30 and from 11:00 to 13:00. During this session, fairly extensive knowledge and
practice about CCTV was provided. CCTV images were used to conduct this session. It was
expected to provide a good understanding and practical training on CCTV.

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 Figure 21 3st session

The rest of the training session lasted from 10.30 am to 11.00 am. During the break, team
members provided breakfast to the participants.

Figure 22 Giving breakfast

At the end of the training session, half an hour test was conducted to check the participants’
knowledge level about the CCTV.

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 Figure 23 Examination

Through the training session, a short test was conducted to check how well the students
participated. The question paper prepared for a short examination is given below.

Figure 24 Exam paper Part – A

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Figure 26 Exam paper Part – B

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Figure 27 Answers Figure 28 Answers

Figure 29 Written question paper Part – A Figure 30 Written question paper Part – B

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 Figure 32 Written question paper Part – A Figure 31 Written question paper Part – B

1.1.3.2 Feedback collection.

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To provide feedback to students attending the training session. We provided the feedback
forms we created. Below is a feedback form provided to them.

Figure 33 feedback form design

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 Figure 36 feedback forms
Figure 37 feedback forms

Figure 35 feedback forms Figure 34 feedback forms

1.1.3.3 Awards distribution.
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The students who passed the short examination, the three highest-scoring students were
rewarded. They are Power bank for 1 place
64GB pen for 2 places
32GB pen for 3 places
Was granted.

First place.

Figure 38 1st place

Second place.

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 Figure 39 2nd place.

Third place.

Figure 40 3rd place.

1.2 What is a professional schedule?

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Professional programming is defined as the responsibility to organize one's work schedule
to better accomplish the responsibilities of the position and meet the needs of constituents,
while achieving a balance of professional and personal time that is productive and healthy
for the organization and the individual.

1.2.1 What is a professional schedule in your training session?

If the lecher is unable to attend the training session, another lecher is ready. Details are given
below.

Date Subject area Time Time Lectured by Backup Lecturer

in out

Introduction of the 9.00 9.30 Sanduni Tharaka Manusha

CCTV am am Dalumuragama
2020.02.21 (Theory part)

History and Kavindu Rangana Thanuji

evolution of CCTV 9.30 10.00 Liyanapathiranage
am am
(Theory part)

Install CCTV and Thusitha Dushan

provide practical 10.00 1.00 and T.N Gunawardana
knowledge am pm
Kavindu Rangana
(Practical part)

1.2.2 Contingencies.

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The project proposal could not be submitted on time. The reason is that a member of our
group, the Rosiru Dinuth’s. grandmother death. Dinuth is of our classmate. So we had to go
to Kandy on the day the project proposal was to be submitted. Therefore, the project
proposal was postponed until 2020/1/4.

Figure 41 Contingencies.

As suggested for the training session, the t-shirt was designed and sold, and all the
members were very dedicated. Our problem was that we were unable to sell the t-shirt the
day before the training session. Because therefore, of the inadequacy of the fundraise, all
members purchased the t-shirt and had to collect 1500 from all members to make the
project a success.

The training session was held on February 21, 2020. The training session was scheduled to
start on February 21 at 8:00 am. However, since attendance was low, the training session
had to be postponed for an additional hour. The team members began the training session
at 9:00 am. The training session was scheduled to end at noon, but the start time had been
postponed, so the training session ended at 1:00 p.m. With the help of team members, the
challenges were overcome and the training session was completed successfully

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 1.2.3 Justifications of the time allocation.

When learning the CCTV subject, a basic understanding of what CCTV is and how it works is
essential. This session is easy to understand and provides the basic foundation for CCTV.
The session also seeks to increase the interest of the CCTV topic in the participants. This
session is very important for someone who is in the CCTV field. But there are only a few
basic things to learn in CCTV. They are also very easy to understand. Therefore, the team
members decided to finish the training session in one hour.

Figure 42 2st session

When learning about CCTV it is essential to have a basic understanding of the history of
CCTV. This session taught the participants the topic of how CCTV was discovered in the
world and why it was introduced to the world. The session also showed how the CCTV
subject has evolved so far. To become a CCTV expert, participants must have a basic
understanding of the history of CCTV. But since the topic of CCTV is a recently discovered
topic, there is very little to learn. They are not rational. This is easier for the participants to
understand. Therefore, the team members decided to finish the training session in one
hour.

One of the most important training sessions is for someone who is considering installing
CCTV cameras for work. This training session provides participants with hands-on training
on CCTV cameras. Participants who complete this session will gain new knowledge about
CCTV installations and practical problems and solutions for CCTV installation. The topics in
this session are difficult compared to the Introduction of the CCTV session and the History
and Evolution of the CCTV session. CCTV cameras cannot be installed unless the subject is

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deeply understood. Because of this, the team members discussed and devoted two and a
half hours to this session.

Figure 43 3st session

Figure 44 Team members prepare equipment for practical training

1.2.4 Team communication

There was good communication between the group members, often meeting and
communicating with each other. But sometimes we use other forms of communication to
communicate. For example

• Verbal communication.
• Non-verbal communication.
1.2.4.1 Non-Verbal communication.
Nonverbal communication includes facial expressions, tone and tone of voice,
gestures shown through body language, and physical distance between
communicators. E.g. WhatsApp, Viber, IMO, Telegram

Below are the topics discussed in our WhatsApp group called HND 20.

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Figure 45 Non-Verbal communication (WhatsApp) Figure 46 Non-Verbal communication (WhatsApp)

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 Figure 48 Non-Verbal communication (WhatsApp)

1.2.4.2 Verbal communication.

Figure 47 Non-Verbal communication (WhatsApp)

The formal meeting was held on various occasions and members sharing ideas. Below are
photos we took of those occasions.

Formal Discussion

The team members held formal meetings several times.

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 On December 8, 2020, from 4:00 p.m. to 5:00 p.m., the team members discussed the topic of
CCTV.

On December 15, 2020, from 1:00 p.m. to 2:00 p.m., and on December 19, 2020, from 1:00
p.m. to 2:00 p.m., the team members discussed the fundraising.

Figure 49 Verbal communication (Formal Discussion) Figure 50 Verbal communication (Formal Discussion)
Informal Discussion

On December 7, 2020, from 4:00 p.m. to 5:00 p.m., the team members finalized the topic
after the discussion. The roles of the team members were also reserved that day.

An informal meeting was held on December 16, 2020, from 2:00 p.m. to 3:30 p.m. The
awards and the questionnaire were discussed.

On December 20, 2020, from 1:00 p.m. to 3:00 p.m., the team members had an informal
meeting. How to conduct a training session was discussed.

Figure 51 Verbal communication (Informal Discussion) Figure 52 Verbal communication (Informal Discussion)

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 Figure 53 Meetings – Attendance

1.2.5 Time manage

“Time management” is the process of organizing and planning how to divide your time
between specific activities. Good time management lets you work smarter, not harder, so
you can get more done in less time, even when time is tight and pressures are high. Not
managing your time hurts your effectiveness and causes stress.

In the team project, the team members took great care in time management. Therefore, the
team members create a short syllabus for the lesson.

1st session (Sanduni Tharaka)

• CCTV basic introduction.

• Purpose of the program.

2nd session (Kavindu Rangana)

• How video surveillance technology has evolved?

• Germany uses CCTV technology to monitor weapons during world war 2.
• Security for the crown, police work, and the beginnings of home surveillance.
• Digital recording paves the way for the future.

3rd session (Thusitha Dushan And Kavindu Rangana)

• About CCTV camera and installation.

• Camera lens and lighting concept.
• CCTV camera faults and repairing solutions.
• CCTV camera online (Networking).

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The following examples from a time when team members used time management
successfully. At the end of the second session, there was little time left. The team members
then showed the participants a video on the history of CCTV. The participants had finished
eating five minutes before the end of the rest period. The team then showed a video of the
CCTV installation for the remaining five minutes.

1.2.6 Gantt chart

Below are the time management Gantt chats we created.

D D D J J J J F F F
E E E A A A A E E E
C C C N N N N B B B
E E E U U U U R R R
N M M M A A A A U U U
Activity
o B B B R R R R A A A
E E E Y Y Y Y R R R
R R R Y Y Y
4 4 1 1
7 7 1 7 8 1 1 2
5 5 8 1
0 Identifyin
1 g the
Team
Members
Identifyin
0 g the
2 Group
member’s
Jobs
0 Select the
3 place for
our event.
Discussed
0 to choose
4 the
training
event
(CCTV)

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 Design the
presentati
0 on for
5 getting the
approval
from the
Esoft
Metro
Campus

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 Designed
0 the
6 presentati 1.3
on &
document
s for the
training
session
0 Start
7 fundraise
We
0 finalized
8 the
program
date
End
0 fundraise
9
We
1 conducte
0 d the
program
Interpersonal skills

“Interpersonal communication is the process of face-to-face exchange of thoughts, ideas,

feelings, and emotions between two or more people. This includes both verbal and
nonverbal elements of personal interaction.” (, 2020)

“Interpersonal skills are the skills we use every day when we communicate and interact
with other people, both individually and in groups. They include a wide range of skills, but
particularly communication skills such as listening and effective speaking. They also
include the ability to control and manage your emotions” (SkillsYouNeed, 2020)

When working with a group, all team members must have interpersonal skills. Otherwise,
the member is unable to work with the group and he is isolated from the group. Therefore,
individuals must develop interpersonal skills. Mainly there are nine interpersonal skills.
Such as,

• Verbal communication
• Non-verbal communication
• Listening skills
• Problem-solving
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 • Negotiation
• Empathy
• Decision-making
• Assertiveness
• Patience (Lombardo, 2020) 1.3.1 Verbal communication

1.3.1.1 While designing.

In designing the program, the team has practiced verbal communication as an

interpersonal skill. Verbal communication took place both face-to-face and over the phone.
Of these two methods, face-to-face verbal communication was the most suitable method for
the team because, in order to get the team to meet in one place with this means of
communication, something can be said very easily and quickly.

Using this means of communication, team members were able to express their views very
clearly and in a way that was well understood by each other. Using this method, group
members can look at each other and recognize any facial expressions, and agree or disagree
with other members' ideas easily.
But verbal communication alone is not enough to get the correct opinion of another person.
To help with these various images, team members used to express their ideas.

1.3.1.2 While delivering.

In delivering the program, the team members used this interpersonal skill as the primary
means of communication. Using this interpersonal skill, a good relationship was
established between the lecturer and the listener. The listener has resolved their doubts
with the teachers through verbal communication.

But the speaker couldn't give the listener a better understanding by using this
interpersonal skill in communication. Because of this, the lecturers used various
instruments, photographs, and videos to deliver the lecture.

1.3.2 Non-verbal communication

1.3.2.1 While designing.

In designing the program, the team has practiced non-verbal communication as an

interpersonal skill. Non-verbal communication can be done in two ways. Like non-verbal
communication through images or videos, non-verbal communication through software.
Team members used various pictures to plan the program and tried to express their ideas
about the program to others. Also, on days when team members do not meet in one place,
they use this interpersonal skill to express their ideas to other members through various
programs (Ex - WhatsApp, Viber, IMO, Telegram). The advantage of using this method was
P a g e 66 | 114
that team members were able to express their ideas to each other even if they were not
gathered in one place.

But, the downside of using this interpersonal skill is that when one's idea is expressed
through software, one must express one's idea without a proper relationship with others.
That is, because the faces of the team members are invisible, they cannot get an idea from
the facial expressions in their comments.

1.3.2.2While delivering.

In delivering the program, the team members used this interpersonal skill. Team members
made it easier for students to understand the complexities of the lecture by providing
various images, videos, and various equipment. Using this interpersonal communication
skill, students could easily understand complex parts.

But this interpersonal communication skill alone could not give students a better
understanding. Therefore, the team members thought they were complexities orally.

1.3.3 Listening skills

1.3.3.1 While designing.

In designing the program, the team has practiced listening as an interpersonal skill. Using
this interpersonal skill, everyone had to listen to the opinions of the team members.
Because of this, many suggestions were made in planning the program. It was an advantage
to plan the program. But in practice, this interpersonal skill took a long time for team
members to discuss and plan the program, as each team member listened to their ideas.

1.3.3.2 While delivering.

In delivering the program, the team members used this interpersonal skill. Using this
interpersonal skill, the teachers were able to find out if the students had a good
understanding of what was being taught by listening to their ideas while teaching the
subject. This allowed the lecturer to know his problems. But here the time to teach the
subject is increased by listening to the opinions of all the students. Due to this, the team
members were unable to complete the training session on time.

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Task 2

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 2.1 Problem-solving.

Figure 54 Problem solving skills. Thomas J. D’Zurilla. (1988)

2.1.1 Problems are during in designing the program

The following is a list of some of the problems that occurred while designing the program
and how we solved them.

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 • Selecting a topic.
• Deciding team roles.
• Decide fundraising Events.
• Deciding the audience.
• Design the gift for the Participants.
• Deciding the treats for the participants.

The team members resolved these problems as follows,

2.1.1.1 Selecting a topic.

In selecting the project, the members presented a variety of topics, one of which was to
choose from. Below are the topics they suggested.

• HTML

• CCTV

• MS Photoshop

• Microsoft office package

• Hardware components of the computer.

Among all the proposals, the CCTV title was discussed by the team members and selected as
a project.

While all proposals are important, CCTV is a timely topic. Because people are technically
finding safety these days. Learning the topic of CCTV properly can also be work. Another
benefit of learning this topic is that someone else can install your CCTV system at home
without paying money.

The team members chose the CCTV topic because the team members thought that this topic
was important to compare it with other topics.
Thus, the team members solved the problem.

2.1.1.2 Deciding the gifts for the exam winners

Team members proposing different options. After discussions with team members, the
following suggestions were made.

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 • 1st price – Power bank, Gaming keyboard, Portable hard
• 2nd price – 64GB pen drive, Headphone
• 3rd price – 32GB pen drive, Gaming mouse

Team members discussed and decided to give away the most valuable and essential things
as a student. The next thing is that the gifts,

• 1st price – Power bank

• 2nd price – 64GB pen drive
• 3rd price – 32GB pen drive

2.1.2 Problems occurred during the delivery of the program and

problem solving

Team members had to face the following problems during the execution of the program.

• Finalizing the team members dress-code.

• The medium that the program present.
• Time management.

2.1.2.1 The medium that the program present.

In selecting the medium, the members presented a variety of mediums, one of which was
to choose from. Below are the means they suggested.

• English medium
• Sinhala medium
• English & Sinhala medium

Among all the proposals, the Sinhala medium was discussed by the team members and
selected as a project. Because by giving lectures in Sinhalese, any student can easily
understand even a complex topic. Because of this, the team members chose the Sinhalese
medium. Once the team members unanimously decided, the program was held in the
Sinhalese environment. It was not a problem for the participants either.

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 2.1.2.2 Time management.

The third lecturer took more time to explain the complex topics to the students. The
following suggestions were made after discussions with team members and participants.

• Teaching to reduce subject matters.

• Extending the time of the 3rd session by another hour and a half.
• Teach quickly without clarifying the subject.

The team members discussed and decided to extend the time of the third session by
another hour and a half. The reason the team members unanimously chose this proposal
was to fully explain the complexities of the topic to the participants. It was commented in
the debate that it would also be very valuable for their future. Members discussed and
extended the 3rd session an hour and a half more and continued the program.

2.2 Critical reasoning

Critical reasoning involves the ability to actively and skilfully conceptualizing, analyse,
question, and evaluate ideas and beliefs. (Wikieducator, 2015) Critical reasoning is about
arguments: their construction, analysis, and evaluation.

2.2.1 Why is CCTV installation selecting the topic?

CCTV is a hot topic. Because people are technically finding safety these days. because
today people think that safety is an important character. CCTV footage can be used as
evidence when something goes wrong. Properly learning the topic of CCTV can also be
work. Another benefit of learning this topic is that someone else can install your

CCTV system at home without paying money. Team members are actively involved in
nurturing this theme. The team members had key knowledge and practices. But CCTV
poisoning is not an easy subject. Because of this, the other team members also had to
receive additional training from the CCTV knowledgeable member.
2.2.2 While deciding the fundraising event

Team members can hand over manufacturing to a specialist. The net income is higher by
choosing this and the effort is less. Another reason for choosing this was that team
members could raise money for the program in a few days. But the t-shirt printing
company couldn't deliver the t-shirts on time. This resulted in dragging the project
further

2.2.3 While deciding the gifts for the exam winners

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The team members discussed and decided to give away the most valuable and essential
things as a student. But the team members did not have enough income to buy these
valuable gifts. Therefore, the team members unanimously decided to donate Rs. 780.

• 1st price - Power bank

• 2nd price: 64GB Pen drive
• 3rd price: 32GB Pen drive

2.3 During the delivery of the program

2.3.1 While deciding the medium that the program present

By lecturing in Sinhalese, any student can easily understand even a complex topic.
Furthermore, the participants can easily tackle the problems. Because of this, the team
members chose the Sinhalese medium.

2.3.2 While doing the program

The reason the team members unanimously chose this proposal was to fully explain the
complexities of the topic to the participants. It was commented in the debate that it would
also be very valuable for their future.

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Task 3

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 3.1 Importance of the team working

When working with team members, accuracy and speed are higher than when working
individually. If a mistake is made while working alone, there is no one to point it out. But if
there is a mistake in working with team members, there are other team members to point
it out. Planning the training session, the team members discussed the topic of the training
session. Various suggestions were made and it was possible to choose a better topic for the
training session. If one person did this alone, he wouldn’t be able to choose a better title
because it is only his opinion. Team members discussed raising funds for the training
session. Various suggestions were made and it would have been difficult to make a more
appropriate decision if such a thing had been done alone.

While the CCTV training session was being carried out, one member of the group provided
lectures to the students while another group member helped to prepare the equipment.
Another group of members distributed the note to the students who attended the training
session. some team members provided food to the participants. At the end of the training
session, a group of other team members worked to check their answers given by the
students for the short exam we conducted. By dividing up the various tasks in this way,
working as a team made it possible to manage a lot of time.

Figure 55 Team members prepare equipment for practical training

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 Figure 56 Giving breakfast

3.2 Members engaging other team members.

There was good communication between the group members, often meeting and
communicating with each other. But sometimes we use other forms of communication to
communicate. For example

• Verbal communication.
• Non-verbal communication.

3.2.1 Non-Verbal communication.

Nonverbal communication includes facial expressions, tone and tone of voice, gestures
shown through body language, and physical distance between communicators. Eg.
WhatsApp, Viber, IMO, Telegram

Below are the topics discussed in our WhatsApp group called HND 20.

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Figure 57 Non-Verbal communication (WhatsApp) Figure 58 Non-Verbal communication (WhatsApp)

Figure 59 Non-Verbal communication (WhatsApp) Figure 60 Non-Verbal communication (WhatsApp)

3.2.2 Verbal communication.

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 The formal meeting was held on various occasions and members sharing ideas. Below are
photos we took of those occasions.

Formal Discussion

The team members held formal meetings several times.

On December 8, 2020, from 4:00 p.m. to 5:00 p.m., the team members discussed the topic of
CCTV.
On December 15, 2020, from 1:00 p.m. to 2:00 p.m., and on December 19, 2020, from 1:00
p.m. to 2:00 p.m., the team members discussed the fundraising.

Figure 61 Verbal communication (Formal Discussion) Figure 62 Verbal communication (Formal Discussion)

Informal Discussion
On December 7, 2020, from 4:00 p.m. to 5:00 p.m., the team members finalized the topic
after the discussion. The roles of the team members were also reserved that day.

An informal meeting was held on December 16, 2020, from 2:00 p.m. to 3:30 p.m. The
awards and the questionnaire were discussed.

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 On December 20, 2020, from 1:00 p.m. to 3:00 p.m., the team members had an informal
meeting. How to conduct a training session was discussed.

Figure 63 Verbal communication (Informal Discussion) Figure 64 Verbal communication (Informal Discussion)

Figure 65 Meetings – Attendance

3.3 Effective team working.

In planning the training session, the team members discussed the topic of the training
session. Several suggestions were made and it was possible to choose a better topic for the
training session. If one person did this alone, they couldn't pick a better title because it's
just their opinion. Team members discussed fundraising for the training session. Various

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suggestions were made and it would have been difficult to make a more appropriate
decision if such a thing had been done alone.

Kavindu Rangana, a member of our team, helped Thusitha Dushan set up the equipment
while Thusitha Dushan did the practical training. This made it possible to manage time by
working as a team. If it's only Thusitha Dushan, it will be a waste of time. During the
training session, some team members provided food to the participants. This shows team
members that teamwork made it possible to manage a lot of time. During the training
session, some team members gave exams to the participants. This also shows team
members that it is easier to work as a team than to do it alone.

Figure 66 Team members prepare equipment for practical training

3.4 Goals.
Figure 67 Giving breakfast

There were 2 major goals as a group. Those are short term goals and long term goals.
Below are 2 of those goals.

• short term goals – (Fundraising program)

• long term goals – (CCTV training program)

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 3.4.1 Short term goal in the project

The short-term goal of the project may be to raise funds for the project. All members
actively provided their input to end a fundraising event, team members selected a t-shirt
project as a fundraiser.

• Thusitha Dushan designed a fundraising t-shirt and Nipuna Manusha designs the
fundraising poster.

• Thusitha Dushan has introduced a good place to print the t-shirt.

• Kavindu Rangana has delivered the shirt to the garment.

• Thanuji Liyanapathiranage, Sanduni Tharaka Weerawarna, Naflan Saleem, T.N

Gunawardana, Hoshini Udathari, Hasindu Dilushka, Mohamed Ansaf are actively
involved in the sale of T-shirts.

• Fundraising for the training session was raised by selling t-shirts in collaboration
with team members.

3.4.2 Long term goal in the project.

The training session can be considered as a long-term goal of the project. All members were
very supportive of conducting the training session. Sanduni Tharaka Weerawarna
delivered the first lecture. Your session is the introduction to CCTV. Kavindu Rangana gave
the second lecture. Your session is the history and evolution of CCTV. Tusitha Dushan gave
the third lecture. Your session consists of installing CCTV and providing practical
knowledge. T.N Gunawardana ordered and brought breakfast to the attending students.
Nipuna Manusha Dalumuragama, Thanuji Liyanapathiranage, Mohamed Fahad, Mohamed
Ansaf participated to check the response provided by the students for the short exam given
at the end of the training session.

They checked all the answers and selected the first three students who responded very
well. The group members had decided to present the awards to the three students. Hoshini
Udathari and Hasindu Dilushka organize the gifts they are given. Rosiru Dinuth, Naflan
Saleem, Anuda Basitha Hewawitharana investigated the problems students encounter

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during the training session. They also provided the students with notes for the training
session.

At the end of the training session, all the members together. Clean the room where the
training session was held. the room was prepared as before and delivered. The training
session was completed successfully.

Figure 68 WhatsApp group chat

3.5 Team roles and Team dynamic.

According to Belbin’s theory, team roles were assigned to team members.

A team can be defined as two or more people working together interdependently to meet a
specific goal or purpose. Outside of this, a team can be for the long term or come together
for a few hours. Group dynamics can be understood as how team member’s distinct roles
and behaviours impact other group members and the group as a whole. Team dynamics are
therefore the unconscious, psychological factors that influence the direction of a team’s
behaviour and performance. (DeakinCo., 2017)

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 Things did Things did
design the delivery the
Picture Name and role in Team dynamic
project project
the project

In this role, also Provide Provide great

Mohamed Fahad want to make innovative support by
Plant (PL) creative ideas and ideas, The distributing
make the right training session examination
decisions in case of was a great help question papers,
a problem in raising funds Distribution of

food to the
participants

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 Are task carried Advises team Provide great
Sanduni Tharaka out as planned, members with a support by
Weerawarna how is the team good distributing
Monitor performing at a understanding examination
evaluator (ME) given period, are of how the question papers,
there any project works, The Performed
unforeseen Presented examination of
consequences new ideas question papers,
and
that arise as a suggestions Served as a
result of these lecturer

tasks, what
are the elements of
the project that
needs changing,
what is the impact
of these changes,
Will these action
lead project to the
expected result

P a g e 84 | 114
 The role is to build Tasks were Keep an eye out
Nipuna Manusha a relationship assigned to for whether the
Dalumuragama among team team members, project is going
Coordinator (CO) members and created well, Distribution
delegate work question papers of food to the
participants
appropriately, Give and posters,
the best to build Prizes were
relationship brought to the
among team winners,
members and Question papers
delegate the work and leaflets
to the right person, were brought to
Help other team the participants

member’s work

Setup appropriates All funds were The Performed

T.N Gunawardana system for administered, examination of
Resource bookkeeping and presented new question papers,
Investigator (RI) payment, ensure ideas and Prizes were
suggestions, awarded to
accurate and
the
complete financial Food was participants
reporting, brought to the
participants,
maintaining
financial reports
and information,
fostering mutual
trust and
understanding

P a g e 85 | 114
 The implementer Presented new Provide great
Hoshini Udathari has turned ideas ideas and support by
Implementer into positive suggestions, The distributing
(IMP) action, Efficient venue of the examination
and self- training session question papers,
disciplined was set Distribution of
food to the
(Always relied on
participants
to deliver on
time), Motivated
by their loyalty to
the team
(Often take on job
everyone
avoids/dislikes)

The implementer Presented new Provide great

Hasindu Dilushka has turned ideas ideas and support by
Implementer into positive suggestions, The distributing
(IMP) action, Efficient venue of the examination
and self- training session question papers,
disciplined was set Distribution of
(Always relied on food to the
to deliver on participants,
time), Motivated Prizes were
by their loyalty to awarded to
the
the team participants
(Often take on job
everyone
avoids/dislikes)

P a g e 86 | 114
 Motivate the team Presented new Keep an eye out
and work is ideas and for whether the
Mohamed Ansaf
suggestions
Completer completed on time, project is going
Finalize the well
Finisher (CF)
teamwork,
searches out
errors and
omissions, Check
the quality control

Motivate the team Presented new Keep an eye out

and work is ideas and for whether the
Kavindu Rangana
suggestions
Completer completed on time, project is going
Finisher (CF) Finalize the well, Served as a
teamwork, lecturer

searches out
errors and
omissions, Check
the quality control

Work toward The venue of the The lecturers

resolving conflict training session were given the
Rosiru Dinuth
was set help they needed
Team worker or issues affecting
(TM) the team’s
dynamics, Team
workers are very
supportive of other
team members and
are thus popular
within the team

P a g e 87 | 114
 Work toward The venue of the The lecturers
resolving conflict training session were given the
Naflan Saleem
help they needed
Team worker or issues affecting was set, the
(TM) the team’s training session
dynamics, Team was a great help
in raising funds
workers are very
supportive of other
team members and
are thus popular
within the team

Taking action to The training The Performed

advance the session was a examination of
Thanuji
great help in question papers
Liyanapathiranag project, handing raising funds
e time management,
Shaper (SH) Not Distracting &
focusing on a
successful end,
Prevent
abandonment of
the project

Taking action to The Prizes were

advance the training
Anuda Basitha awarded to
session was
Hewawitharana project, handing a great help the
Shaper (SH) time management, in raising participants,
funds
Not Distracting & The lecturers
focusing on a were given the
successful end, help they needed

P a g e 88 | 114
 Prevent
abandonment of
the project

This role helps to The t-shirt was Served as a

lecturer
Thusitha Dushan provide knowledge designed, the
Specialist (SP) on the project team members
topic, were given
Responsibility to knowledge
provide the about CCTV,
necessary Equipment for
information in the the practical
project title session was
brought

3.6 The practical situation of the team members when engaging in team
working

In planning the training session, the team members discussed the topic of the training
session. Several suggestions were made and it was possible to choose a better topic for the
training session. If one person did this alone, they couldn't pick a better title because it's
just their opinion. Team members discussed fundraising for the training session. Various
suggestions were made and it would have been difficult to make a more appropriate
decision if such a thing had been done alone.

Kavindu Rangana, a member of our team, helped Thusitha Dushan set up the equipment
while Thusitha Dushan did the practical training. This made it possible to manage time by
working as a team. If it's only Thusitha Dushan, it will be a waste of time. During the
training session, some team members provided food to the participants. This shows team
members that teamwork made it possible to manage a lot of time. During the training
session, some team members gave exams to the participants. This also shows team
members that it is easier to work as a team than to do it alone.

P a g e 89 | 114
 Figure 70 Giving breakfast

3.7 Effectiveness of achieving shared goals with the context of

teamwork

Working with a team can accomplish a task much faster and with greater precision than
doing something alone. It is better to make decisions in consultation with a team than to
make decisions alone. The reason is that different people have different opinions and
suggestions, so if there is a problem with our decisions, someone else will understand it
better than us. Sharing work with a team reduces the amount of work each person has to
do rather than doing it alone. This allows more work to be done in less time. That is, more
efficiency when working as a team.

When working with a team, it is not possible to assume that all people are equally involved
in the project. As a result, some team members may have to work beyond their assigned
responsibilities. If team members work in this way, team efficiency will increase and if they
limit themselves to their work, team efficiency may decrease. For example, Rosiru Dinuth, a
member of the team, had classes and her work was shared by other members of our team.

P a g e 90 | 114
Due to the efficiency of teamwork, team members completed the training session. The
evidence for this is given below.

Figure 71 WhatsApp group chat

3.8 Own role of the project

P a g e 91 | 114
The author acted as the Completer Finisher (CF) of this project. Here the author has the
following responsibilities as the project Completer Finisher (CF). Such as,

• Ensure that there have been no errors or omissions and pay attention to the
smallest of details.

• Very concerned with deadlines and will push the team to make sure the job is
completed on time.

• Help other team member’s work

The author fulfilled these responsibilities in the project and went on to do the following in
the designing and delivery of the project.

In the design of the project, the author does these activities. Namely,

• Created question papers

• Conducting the 2nd lecture create the relevant slide show

In the delivery of the project, the author does these activities. Namely,

• Keep an eye out for whether the project is going well

• Conducting the 2nd lecture for the participants.

Another day, the author forgot an important file needed for the project. Due to this, the
project could not be completed that day and the work was delayed by a week. But then the
next week the author finished all the work and corrected the error.

P a g e 92 | 114
Task 4

4.1 Continuing Professional Development (CPD)

4.1.1 What is CPD?

P a g e 93 | 114
“CPD stands for Continuing Professional Development. It refers to the process of tracking
and documenting the skills, knowledge, and experience that gain both formally and
informally as work, beyond any initial training. It’s a record of what experience, learn, and
then apply.” (Jobs.ac.uk, 2019)

Continuing Professional Development (CPD) is the process of developing professional

skills and knowledge through interactive, participatory, or independent learning. It
enables students to proactively develop their professional skills through certified learning
or self-guided learning.

It involves setting goals for short and long-term progression with a structured and
specific goal plan. People who participate in CPD need to keep records of any knowledge
achieved and progress made in order to reflect on their learning and show skills, and
sometimes as evidence of having

4.1.2 Important of CPD

CPD is important as it helps to ensure that learning progresses in a structured, practical,

and relevant way to ensure there are learning efficiencies applied. CPD allows a person to
focus on the specific skills and knowledge that they require during a short-term period,
say 12 months, to be sure that there is a recognizable improvement within their
competence and abilities.

Many professions have established requirements for ongoing CPD, where it is necessary
for individuals to demonstrate that they are capable of meeting current essential
standards, legal, medical, and accounting roles. But beyond that, CPD helps people retain a
consistent set of relevant skills and high-quality knowledge throughout their professional
lives. The best part is that CPD puts students in a favourable position to demonstrate new
knowledge, work to impressive standards, and advance their careers.

4.1.3 CPD contribution and benefits

Refine personal skills and intellect and help bridge any knowledge gaps. Keeps academic
and practical grades up-to-date: Keeping skills relevant is integral to today's fast-moving
world, where rapid progression can quickly lead to previous learning becoming obsolete.

It opens pathways to career progression or possible redirection, including achieving

higher wages and better job security. Improve the ability to learn and improve regularly:
Learn faster as you become more familiar with the process and become a better
independent student.

P a g e 94 | 114
 Demonstrates ambition, aptitude and dedication to self-improvement to current and
potential employers and clients. Provides valuable examples and scenarios to showcase
professional achievement and CV growth, cover letters, and interviews. Reduce feelings of
uncertainty or concerns about change - the CPS offers a blueprint for future aspirations
and the ability to adapt easily.

4.2 Motivation theory.

“Motivation is a state-of-mind, filled with energy and enthusiasm, which drives a person
to work in a certain way to achieve desired goals. Motivation is a force that pushes a
person to work with a high level of commitment and focus even if things are against him.
Motivation translates into a certain kind of human behavior.” (Knowledgehut, 2020)

Figure 72 Motivation theory

Here are some motivation theories.

1. Maslow’s need hierarchy theory.

2. Herzberg’s motivation-hygiene theory
3. McClelland’s need theory
P a g e 95 | 114
 4. McGregor’s participation theory
5. Urwick’s theory Z
6. Argyris’s theory
7. Vroom’s expectancy theory
8. Porter and Lawler’s expectancy theory

4.2.1 Compare and contrast different motivational theories.

In Maslow's Need for Hierarchy, Maslow has established a five-level hierarchy of basic
needs. Beyond these needs, there are higher levels of needs. These include needs for
understanding, aesthetic appreciation, and purely spiritual needs. At the five basic needs
levels, the person is said to not feel the second need until the demands of the first have
been met, or the third until the second has been met, and so on.

According to this theory, if a person is not paid enough to meet their minimum
requirement, they will no longer be employed. According to this theory, this level is called
the physiological level. But, in Hertzberg's theory of hygiene, needs are divided into two
types. Namely, hygiene factors and motivating factors. According to this theory, an
employee must receive at least some hygiene factors to remain employed. Unlike Maslow's
need for hierarchy, this theory requires more considerations to retain the employee on the
job.

From the employee's point of view, Maslow's need for hierarchy is for the head of the
company to benefit more than the employee. The reason is that the employee can be
retained at the workplace if the minimum requirements set out here are met. Because of
this, the author believes that Hertzberg's hygiene theory is more advantageous to the
employee. That is, the employee works voluntarily in a workplace that follows Hertzberg's
theory of hygiene.

4.3 Their impact on the performance of the workplace environment.

Both theories more or less meet the minimum requirements of an employee, and an
employee is not averse to working in the workplace when the minimum requirements of an
employee are met. This also increases the efficiency of the employees. Therefore, as
workplace efficiency increases, the use of these theories will benefit the workplace.

P a g e 96 | 114
That is, the performance of the work environment will automatically increase as the
workplace legislation will increase the efficiency of the employees in such a way that the
basic needs of the employees can be met. This is inversely proportional and the more
employees work happily in the workplace, the higher the performance of the work
environment.

4.4 Skills Audit.

A - I have accomplished this skill/I demonstrate high competence

B - I have this skill/competency but some improvements could be made
C - I need to improve this skill/competency
D - I need to put in considerable work to develop this skill/competency E - I need to
acquire this skill/ develop this competency

Skill/ competency Rank

Adaptability B

Problem-solving C

Stress management D

Listening B

Communication B

Leadership and Influence C

Time management B

Creativity C

Conflict Management D

Effective communication D

Interpersonal skills E

Setting SMART Objectives C

Empathy B

P a g e 97 | 114
 Mentoring D

Coaching D

Positive mental attitude D

Learning new skills and knowledge. C

Multi-Tasking and prioritizing. C

Self-confidence B

Analytical skills C

Ethics B

Working with people B

4.4.1 Goals.

Name: M.B. Ansaf Current position: student Date: June 01, 2020

Career Mission Statement:

Be a Professional gamer, YouTuber and trader
Major Career Goals:
Goals Date
Successfully completing the Higher National Diploma in September 2021
Computer.
Study about stock market and crypto currency 2021
Be a professional YouTuber and gamer. 2021

4.4.2 Skill Audit.

P a g e 98 | 114
A - I have accomplished this skill/I demonstrate high competence
B - I have this skill/competency but some improvements could be made
C - I need to improve this skill/competency
D - I need to put in considerable work to develop this skill/competency
E - I need to acquire this skill/ develop this competency
Rank
Skill/ competency
Now 6 12 24 36
months months months months
Adaptability B A - - -

Problem-solving B A A - -

Stress management B A A A -

Listening A A A - -

Communication B A - - -

Leadership and Influence C B A - -

Time management B A - - -

Creativity C B A - -

Conflict Management D A A A -

Effective communication D B A A -

Interpersonal skills E B A A A

Setting SMART Objectives C B A - -

Empathy B A - - -

Mentoring D C B A -

Coaching D C B A -

P a g e 99 | 114
Positive mental attitude B A A A -

Learning new skills and B A A - -

knowledge.

Multi-Tasking and prioritizing. C B A - -

Self-confidence A A A - -

Analytical skills C B A -

Ethics B A - - -

Working with people B A A - -

P a g e 100 | 114
 4.5 Peer Evaluation.
Name: Mohamed Fahad.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. - 2 - -

Willing accepted assigned task. - 2 - -

Contributed work on time or made alternative - - 3 -

arrangement.
Helped with their work when need. 1 - - -

Did work accurately and completely. - 2 - -

Work well with other group members. - 2 - -

Contribute positively to group discussions. - 2 - -

Demonstrates communication skills. - 2 - -

Contributes significantly to the success of the project. - 2 - -

Sharing information’s. - 2 - -

Name: Sanduni Tharaka Weerawarna.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

P a g e 101 | 114
Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Nipuna Manusha Dalumuragama.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: T.N Gunawardana.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

P a g e 102 | 114
Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Hoshini Udathari.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2
Willing accepted assigned task. 2
Contributed work on time or made alternative 3
arrangement.
Helped with their work when need. 1
Did work accurately and completely. 2
Work well with other group members. 2
Contribute positively to group discussions. 2
Demonstrates communication skills. 2
Contributes significantly to the success of the project. 2
Sharing information’s. 2

Name: Hasindu Dilushka.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2
Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.

P a g e 103 | 114
Helped with their work when need. 1
Did work accurately and completely. 2
Work well with other group members. 2
Contribute positively to group discussions. 2
Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Mohamed Ansaf.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2
Willing accepted assigned task. 2
Contributed work on time or made alternative 3
arrangement.
Helped with their work when need. 1
Did work accurately and completely. 2
Work well with other group members. 2
Contribute positively to group discussions. 2
Demonstrates communication skills. 2
Contributes significantly to the success of the project. 2
Sharing information’s. 2

Name: Rosiru Dinuth.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

P a g e 104 | 114
 Contributed work on time or made alternative 3
arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Naflan Saleem.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2
Willing accepted assigned task. 2
Contributed work on time or made alternative 3
arrangement.
Helped with their work when need. 1
Did work accurately and completely. 2
Work well with other group members. 2
Contribute positively to group discussions. 2
Demonstrates communication skills. 2
Contributes significantly to the success of the project. 2
Sharing information’s. 2

Name: Thanuji Liyanapathiranage.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

P a g e 105 | 114
 Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Anuda Basitha Hewawitharana.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

P a g e 106 | 114
Contributes significantly to the success of the project. 2

Sharing information’s. 2

Name: Thusitha Dushan.

1 = Strongly agree 2 = Agree 3 = Disagree 4 = Strongly disagree

Attribute 1 2 3 4
Was dependable in attending group meeting. 2

Willing accepted assigned task. 2

Contributed work on time or made alternative 3

arrangement.
Helped with their work when need. 1

Did work accurately and completely. 2

Work well with other group members. 2

Contribute positively to group discussions. 2

Demonstrates communication skills. 2

Contributes significantly to the success of the project. 2

Sharing information’s. 2

P a g e 107 | 114
References
CMI, 2020. CMI. [Online]
Available at: https://www.managers.org.uk/knowledge-bank/problem-solving
[Accessed 21 5 2020].
DeakinCo., 2017. DeakinCo.. [Online]
Available at: https://www.deakinco.com/media-centre/news/6-strategies-for-
managingand-improving-team-dynamics [Accessed 6 5 2020].
guide, I. c., 2020. Indeed career guide. [Online]
Available at: https://www.indeed.com/career-advice/resumes-
coverletters/interpersonal-skills [Accessed 6 5 2020].
Jobs.ac.uk, 2019. Jobs.ac.uk. [Online]
Available at: https://career-advice.jobs.ac.uk/career-development/what-is-
continuingprofessional-development-cpd/ [Accessed 22 5 2020].
Knowledgehut, 2020. Knowledgehut. [Online]
Available at:
https://www.knowledgehut.com/tutorials/projectmanagement
/motivation-theories [Accessed 22 5 2020].
SkillsYouNeed, 2020. SkillsYouNeed. [Online]
Available at: https://www.skillsyouneed.com/ips/team-working.html [Accessed
22 5 2020].
SkillsYouNeed, 2020. SkillsYouNeed. [Online]
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[Accessed 20 5 2020].
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Valdellon, L., 2017. Wrike. [Online]
Available at: https://www.wrike.com/blog/problem-solving-techniques/
[Accessed 22 5 2020].
Wikieducator, 2015. Wikieducator. [Online]
Available at:
https://wikieducator.org/CR/Introduction_to_critical_reasoning#:~:text=Critical%20rea
soning%20involves%20the%20ability,of%20active%20thought%20or%20criticism.
[Accessed 4 5 2020].

P a g e 109 | 114
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.

110 | 114
D1 Evaluate the effectiveness and application of interpersonal
skills during the design and delivery of a training event.

Page

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.

P a g e 111 | 114
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.

P a g e 112 | 114
 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.

P a g e 113 | 114
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.

P a g e 114 | 114