Communication Skills Assignment 2022

1620 assignment on
professional practice
Professional Communication
FPT University
72 pag.
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Higher Nationals in Computing
Unit 03: Professional Practice
ASSIGNMENT 1
Learner’s name: Nguyễn Thanh Khương
ID: GCS190858
Class: GCS0805_NX
Subject code: 1620
Assessor name: PHAN MINH TAM
Assignment due: Assignment submitted:
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ASSIGNMENT 1 FRONT SHEET
Qualification BTEC Level 5 HND Diploma in Computing
Unit number and title Unit 3: Professional Practice
Submission date Date Received 1st submission
Re-submission Date Date Received 2nd submission
Student Name Nguyễn Thanh Khương Student ID GCS190858
Class GCS0805_NX Assessor name Phan Minh T
Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagi
making a false declaration is a form of malpractice.
Student’s signature
Grading grid
P1 P2 P3 P4 M1 M2 M3 D1 D2
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 Summative Feedback:  Resubmission
Feedback:
Grade: Assessor Signature: Date:
Signature & Date:
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ASSIGNMENT 1 BRIEF
Qualification BTEC Level 5 HND Diploma in Computing
Unit number Unit 3: Professional Practice
Assignment title Planning a training Event
Academic Year 2020 – 2021
Unit Tutor Phan Minh Tam
Issue date 21 – Sep - 2020 Submission
date
IV name and date
Submission format
Part 1: Requirements
The submission is in the form of a completed individual portfolio folder, including the tasks set out in the
Assignment Brief. This assignment involves group work but each student should submit an individual
portfolio folder.
Part 1: A four-day training schedule (using project management software) and a training package to
include a range of activities, seminars, workshops, team-building activities and break-out sessions.
Part 2: Ten-minute Microsoft® PowerPoint® style presentation with interactive links to suitable sites and
an activity sheet (Your research should be referenced using the Harvard referencing system. The
recommended word limit is 500 words, including speaker notes, although you will not be penalized for
exceeding the total word limit).
Part 3: A written evaluation of your performance in this task and your contribution to the team. You are
required to make use of headings, paragraphs, subsections and illustrations as appropriate, and all work
must be supported with research and referenced using the Harvard referencing system. The
recommended word limit is 500–1,000 words, although you will not be penalized for exceeding the total
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word limit.
Assignment Brief and Guidance
You have been asked to support your training and development manager with the planning and
implementation of a professional development event targeted at internal employees within the
organization that you work in.
The training event is scheduled over a four –days (4) period at a nearby residential center, and will include
a number of workshops, coaching sessions and team-building activities. The center requires a schedule
of the types of activities proposed so that plans can be finalized. In addition, any guest speakers or
motivational coaches will also require a minimum of three weeks’ notice for all bookings.
You have also been asked to design and deliver a workshop as part of the training event based on the
dynamics of team working.
Working in small groups (3-4 per group):
1. Produce a professional event schedule (using project management software) and WBS (work
breakdown structure) that identifies planning and resourcing prior to the four-day event. In addition,
design a training pack to include a range of activities, seminars, workshops, team- building activities and
break-out sessions.
2. Design ten minutes workshop session based on ‘team dynamics’ to include a presentation, interactive
links to suitable sites and an activity sheet that will require delegates to take part in some form of team-
building task.
Working individually:
3. Following the event, your training and development manager has asked you to provide some
feedback. Produce a written team evaluation of the effectiveness and application of
interpersonal skills during the design and delivery process. You should also include a self-
evaluation of your performance in this project and your contribution to the team you worked in.
Explain what kind of skills and qualities you gain from this project and what values you added to
your personal development plan.
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4. Identify the problems may have and produce a report on discussing problem-solving and its
importance in planning and running an event. 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.
Part 3: Learning outcomes: LO1, LO2
Assessment Criteria
Pass Merit Distinction
LO1: Demonstrate a range of interpersonal and transferable communication skills to a target audience
P1 Demonstrate, using different
communication styles and formats, that
you can effectively design and deliver a
training event for a given target
audience.
P2 Demonstrate that you have used
effective time management skills in
planning an event.
M1 Design a professional
schedule to support the
planning of an event, to
include contingencies and
justifications of time
allocated.
D1 Evaluate the effectiveness
and application of
interpersonal skills during
the design and delivery of a
training event.
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
P3 Demonstrate the use of different
problem-solving techniques in the design
and delivery of an event.
M2 Research the use of
different problem-solving
techniques used in the design
and delivery of an event.
D2 Critique the process of
applying critical reasoning to
a given task/activity or event.
P4 Demonstrate that critical reasoning
has been applied to a given solution.
M3 Justify the use and
application of a range of
solution methodologies.
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Table of Contents
Table of Contents
......................................................................................................................................................... 1
Unit 03: Professional Practice ASSIGNMENT 1 ................................................................................ 1
A. INTRODUCTION ....................................................................................................................... 9
B. DEMONSTRATE, USING DIFFERENT COMMUNICATION STYLES AND FORMAT, THAT YOU
CAN EFFECTIVELY DESIGN AND DELIVER A TRANING EVENT FOR A GIVEN TARGET AUDIENCE
(P1) 10
1. Definition and the importance of communication skill ..................................................... 10
1.1. Definition .................................................................................................................... 10
1.2. Communication Skills ................................................................................................. 11
1.3. How to Improve Your Communication Skills .............................................................. 13
1.4. Communicating Effectively In The Workplace ............................................................ 14
2. Verbal communication ....................................................................................................... 15
2.1. What Is Verbal Communication .................................................................................. 15
2.2. Opening Communication ............................................................................................ 16
2.3. Effective Speaking and Listening ................................................................................ 16
2.4. Reinforcement ............................................................................................................ 17
2.5. Questioning ................................................................................................................ 18
2.6. Reflecting and Clarifying ............................................................................................. 18
2.7. Closing Communication .............................................................................................. 19
3. Non-verbal communication ............................................................................................... 21
3.1. Definition .................................................................................................................... 21
3.2. The significant of Non-Verbal Communication .......................................................... 22
3.3. Types of Non-Verbal Communication ........................................................................ 22
4. Communication in my group ............................................................................................. 24
4.1. What Is A Group Communication? ............................................................................. 24
4.2. Verbal and Non-Verbal Group Communication ......................................................... 24
4.3. Why quality Group Communication is Important ...................................................... 25
C. DEMONSTRATE THAT YOU HAVE USED EFFECTIVE TIME MANAGEMENT SKILLS IN
PLANNING AN EVENT (P2) ............................................................................................................ 25
1. Definition and the importance of time management skill ................................................ 25
1.1. What Are Time Management Skills? .......................................................................... 25
1.2. The Importance of Time Management ...................................................................... 25
2. Planning a training event (group work) ............................................................................. 26
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2.1. Name of the Training program: .................................................................................. 26
2.2. Goals of the Training program: ................................................................................... 26
2.3. Participants: ................................................................................................................ 26
2.4. Time: ........................................................................................................................... 26
2.5. Place: ........................................................................................................................... 26
2.6. Agenda: ....................................................................................................................... 26
2.7. GANTT chart: (time frame to prepare for the event) ................................................. 28
D. DESIGN A PROFESSIONAL SCHEDULE TO SUPPORT THE PLANNING OF AN EVENT, TO
INCLUDE CONTINGENCIES AND JUSTIFICATIONS OF TIME ALLOCATED. (M1) ............................. 28
1. Design a professional schedule to support the planning of an event ............................... 28
2. Contingencies In Event ....................................................................................................... 30
E. EVALUTE THE EFFECTIVENESS AND APPLICATION OF INTERPERSONAL SKILLS DURING THE
DESIGN AND DELIVERY OF TRAINING EVENT (D1) ........................................................................ 32
F. DEMONSTRATE THE USE OF DIFFERENT PROBLEM SOLVING TECHNIQUES IN THE DESIGN
AND DELIVERY OF AN EVENT (P3) ................................................................................................. 33
1. Definition and the importance of problem solving ........................................................... 33
1.1. Definition .................................................................................................................... 33
1.2. Importance of problem-solving skills ......................................................................... 33
2. Some techniques and tools for the problem solving ......................................................... 33
2.1. I – Identify The Problem. ............................................................................................ 34
2.2. D – Define An Outcome .............................................................................................. 34
2.3. E – Explore Possible Strategies. .................................................................................. 35
2.4. A – Anticipate Outcomes & Act .................................................................................. 35
2.5. L – Look And Learn ...................................................................................................... 35
3. Problems and solutions in the training event .................................................................... 36
3.1. The frantic pace of personnel planning ...................................................................... 36
3.2. A distributed workforce .............................................................................................. 36
3.3. Different learning habits ............................................................................................. 37
3.4. Lack of commitment ................................................................................................... 37
3.5. Training that is not relevant ....................................................................................... 38
3.6. Expenses, expenses, and expenses ............................................................................ 38
G. DEMONSTRATE THAT CRITICAL REASONING HAS BEEN APPLIED TO A GIVEN SOLUTION (P4)
39
1. Definition and the importance of critical reasoning .......................................................... 39
1.1. Definition .................................................................................................................... 39
1.2. The importance of critical reasoning .......................................................................... 39
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2. Apply to a given solution ................................................................................................... 40
2.1. Evaluating Online Information. .................................................................................. 40
2.2. Choosing a Career Path .............................................................................................. 40
H. RESEARCH THE USE OF DIFFERENT PROBLEM-SOLVING TECHNIQUES USED IN THE DESIGN
AND DELIVERY OF AN EVENT (M2) ............................................................................................... 40
I. JUSTIFY THE USE AND APPLICATION OF A RANGE OF SOLUTION METHODOLOGIES (M3). 44
1. SWOT Analysis.................................................................................................................... 44
1.1. Definition .................................................................................................................... 44
1.2. Example of SWOT analysis .......................................................................................... 45
2. 5 Why? ............................................................................................................................... 46
2.1. Definition .................................................................................................................... 46
2.2. Example of the 5 Whys ........................................................................................... 47
3. Six thinking hats ................................................................................................................. 47
3.1. Definition .................................................................................................................... 47
3.2. Example using the Six Thinking Hats .......................................................................... 48
4. The Six Step Problem Solving Model ................................................................................. 51
4.1. Definition .................................................................................................................... 51
5. Root reason examination ................................................................................................... 56
5.1. Definition .................................................................................................................... 56
5.2. The Root Cause Analysis Process ................................................................................ 57
J. CRITIQUE THE PROCESS OF APPLYING CRITICAL REASONING TO A GIVEN TASK/ACTIVITY OR
EVENT (D2) .................................................................................................................................... 59
K. PERFORMANCE EVALUATION ............................................................................................... 61
1. Team member’s roles (4 members) ................................................................................... 61
2. My contribution ................................................................................................................. 61
L. CONCLUSION ......................................................................................................................... 61
Reference: ..................................................................................................................................... 62
Table Of Figure
Figure 1: Communication .............................................................................................................. 10
Figure 2: Communication Skills ..................................................................................................... 11
Figure 3: Verbal Communication .................................................................................................. 16
Figure 4: Non-verbal communication ........................................................................................... 21
Figure 5: Group Communication................................................................................................... 24
Figure 6: GANTT chart ................................................................................................................... 28
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Figure 7: IDEAL .............................................................................................................................. 34
Figure 8: The six-step problem solving loop ................................................................................. 41
Figure 9: Drill Down Technique ..................................................................................................... 42
Figure 10: The Cynefin Framework ............................................................................................... 43
Figure 11: SWOT Analysis ............................................................................................................. 45
Figure 12: Example of 5 Why ........................................................................................................ 47
Figure 13: Six thinking hats ........................................................................................................... 48
Figure 14: Example using the Six Thinking Hats............................................................................ 50
Figure 15; Six-Step Problem Solving Model .................................................................................. 51
Figure 16: Step 1 ........................................................................................................................... 52
Figure 17: Step 2 ........................................................................................................................... 52
Figure 18: Step 3 ........................................................................................................................... 53
Figure 19: Step 4 ........................................................................................................................... 54
Figure 20: Step 5 ........................................................................................................................... 55
Figure 21: Step 6 ........................................................................................................................... 56
Figure 22: The Root Cause Analysis Process ................................................................................. 57
List Of Table
Table 1: Professional Planning Schedule ...................................................................................... 30
Table 2: Contingency Plan ............................................................................................................. 32
Table 3: SWOT example ................................................................................................................ 46
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ASSIGNMENT 1 ANSWERS
A. INTRODUCTION
In this project, I will exhibit the style and organization of correspondence that I have been
utilizing in my gathering for leading a viable preparing program occasion. Throughout everyday
life, work and relations.
I additionally present the successful time usage that have utilized While conveying a
preparation occasion, and in customary life.
At that point I will utilization of variety critical thinking methods in the plan and conveyance of
an occasion and in my gathering.
At long last, I applied basic deduction for various issues in day by day life and in conveying an
occasion.
By utilizing these procedures and adjust your deduction into various expert practices and
applied it to work with your group and convey a preparation occasion, you will improve as an
and more expert.
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B. DEMONSTRATE, USING DIFFERENT COMMUNICATION
STYLES AND FORMAT, THAT YOU CAN EFFECTIVELY
DESIGN AND DELIVER A TRANING EVENT FOR A GIVEN
TARGET AUDIENCE (P1)
1. Definition and the importance of communication skill
Figure 1: Communication
1.1. Definition
Having the option to convey viably is perhaps the main fundamental abilities to learn.
Correspondence is characterized as moving data to create more noteworthy arrangement. It
tends to be done vocally (through verbal trades), through composed media (books, sites, and
magazines), outwardly (utilizing diagrams, outlines, and maps) or non-verbally (non-verbal
communication, signals, pitch of voice, and tone). These methods for correspondence are
fundamental Soft Skills that are essential for a fruitful Career.
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1.2. Communication Skills
Listening
Being a decent audience is perhaps the most ideal approaches to be a decent communicator.
Nobody likes speaking with somebody who thinks often just about offering her feedback and
doesn't set aside the effort to tune in to the next individual. In case you're not a decent
audience, it will be difficult to understand what you're being approached to do.
Set aside the effort to rehearse undivided attention. Undivided attention includes giving close
consideration to what the other individual is saying, posing explaining inquiries, and rewording
what the individual says to guarantee seeing ("So, what you're saying is… "). Through undivided
attention, you can all the more likely comprehend what the other individual is attempting to
say, and can react properly.
Nonverbal Communication
Your non-verbal communication, eye to eye connection, hand signals, and manner of speaking
all shading the message you are attempting to pass on. A casual, open position (arms open, legs
loose), and an agreeable tone will cause you to seem receptive and will urge others to talk
transparently with you.
Eye to eye connection is additionally significant; you need to look at the individual without
flinching to show that you are centered around them and the discussion. (Notwithstanding, be
certain not to gaze at the individual, which can make that person awkward.)
Additionally, focus on others' nonverbal signs while you are talking. Regularly, nonverbal
Figure 2: Communication Skills
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prompts pass on how an individual is truly feeling. For instance, if the individual isn't looking at
you without flinching, the person may be awkward or concealing reality.
Clearness and Concision
Great verbal correspondence implies saying barely enough – don't blabber or excessively little.
Attempt to pass on your message in as couple of words as could really be expected. Say what
you need unmistakably and straightforwardly, regardless of whether you're addressing
somebody face to face, on the telephone, or by means of email. On the off chance that you
babble, your audience will either block you out or will be uncertain of precisely what you need.
Tip: Think about what you need to say before you say it. This will assist you with abstaining
from blabbering or confounding your crowd.
Friendliness
Through an amicable tone, an individual inquiry, or just a grin, you will urge your associates to
take part in transparent correspondence with you. It's critical to be respectful in the entirety of
your work environment interchanges. This is significant in both vis-à-vis and composed
correspondence.
At the point when you can, customize your messages to associates and additionally
representatives – a fast "I trust all of you had a decent end of the week" toward the beginning
of an email can customize a message and cause the beneficiary to feel more appreciated.
Confidence
It is essential to be sure about your cooperation with others. Certainty shows your associates
that you put stock in the thing you're saying and will finish. Oozing certainty can be just about
as basic as visually connecting or utilizing a firm however cordial tone. Try not to offer
expressions sound like inquiries. Obviously, be mindful so as not to sound presumptuous or
forceful. Be certain you are continually tuning in to and identifying with the other individual.
Empathy
Utilizing phrases as basic as "I comprehend where you are coming from" show that you have
been tuning in to the next individual and regard their conclusions. Undivided attention can help
you check out what your conversational accomplice is thinking and feeling, which will, thus,
make it simpler to show compassion.
Significant: Even when you can't help contradicting a business, colleague, or worker, it is
significant for you to comprehend and regard their perspective.
Open-Mindedness
A decent communicator ought to go into any discussion with an adaptable, receptive outlook.
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Be available to tuning in to and understanding the other individual's perspective, instead of
essentially making yourself clear. By being willing to go into an exchange, even with individuals
with whom you dissent, you will actually want to have more legit, useful discussions.
Respect
Individuals will be more open to speaking with you in the event that you pass on regard for
them and their thoughts. Straightforward activities like utilizing an individual's name, visually
connecting, and effectively listening when an individual talks will cause the individual to feel
appreciated. On the telephone, keep away from interruptions and remain fixed on the
discussion.
Pass on regard through email by setting aside the effort to alter your message. On the off
chance that you send a carelessly composed, befuddling email, the beneficiary will imagine that
you don't regard her enough to thoroughly consider your correspondence with her.
Feedback
Having the option to give and get input fittingly is a significant correspondence expertise.
Administrators and directors ought to ceaselessly search for approaches to furnish workers
with useful input, be it through email, calls, or week after week announcements.
Note: Giving criticism includes giving recognition too – something as straightforward as saying
"great job" or "a debt of gratitude is in order for dealing with that" to a representative can
incredibly expand inspiration.
Additionally, you ought to have the option to acknowledge and even energize criticism from
others. Tune in to the input you are given, pose explaining inquiries in the event that you are
uncertain of the issue, and put forth attempts to carry out the criticism.
Picking the Right Medium
A significant correspondence expertise is to just understand what type of correspondence to
utilize. For instance, some genuine discussions (cutbacks, acquiescence, changes in
compensation, and so on) are quite often best done face to face.
You ought to likewise consider the individual with whom you wish to talk, on the off chance
that they are an extremely bustling individual (like your chief, maybe), you should pass on your
message through email. Individuals will see the value in your smart methods for
correspondence and will be bound to react decidedly to you.
1.3. How to Improve Your Communication Skills
a) Listening
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To turn into a decent communicator, it is imperative to be a decent audience. It is critical to
practice undivided attention – give close consideration to what others are saying and explain
ambiguities by rewording their inquiries for more prominent arrangement.
b) Conciseness
Pass on your message in as couple of words as could really be expected. Try not to utilize filler
words and come to the heart of the matter. Meandering aimlessly will make the audience block
out or be uncertain of what you are discussing. Abstain from talking exorbitantly and don't
utilize words that may befuddle the crowd.
c) Body language
It is imperative to rehearse great non-verbal communication, use eye to eye connection, use
hand signals, and watch the tone of the voice when speaking with others. A casual body
position with an agreeable tone will help in making you look congenial by others.
Eye to eye connection is significant in correspondence – look at the individual without flinching
to show that you are centered around the discussion. Yet, try to not gaze at the individual as it
can make that person awkward.
d) Confidence
Be sure about what you say and in your correspondence cooperation with others. Being certain
can be pretty much as simple as keeping in touch, keeping a casual body position, and
conversing with concision. Make an effort not to offer expressions sound like inquiries and
abstain from attempting to sound forceful or disparaging.
e) Open-mindedness
In circumstances where you can't help contradicting what another person needs to say,
regardless of whether it be with a business, a colleague, or a companion, it is essential to feel
for their perspective as opposed to just attempt to make yourself clear. Regard the assessment
of others and never resort to belittling the individuals who disagree with you.
f) Respect
Regarding what others need to say and recognizing them is a significant part of
correspondence. Being aware can be pretty much as basic as focusing on what they need to
say, utilizing the individual's name, and not being diverted. By regarding others, the other
individual will feel appreciated, which will prompt a more fair and useful discussion.
g) Using the right medium
There are a few distinct types of correspondence to utilize – it is essential to pick the correct
one. For instance, imparting face to face about genuine issue (cutbacks, compensation changes,
and so on) is more proper than sending an email with respect to the matter.
1.4. Communicating Effectively In The Workplace
While there are a few relational abilities you will use in various situations, there are a couple of
ways you can be a viable communicator at work:
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a) Be Clear And Concise.
Causing your message as simple to devour as conceivable diminishes the opportunity of
mistaken assumptions, speeds up tasks and helps other people rapidly comprehend your
objectives. Rather than talking in since quite a while ago, nitty gritty sentences, work on
diminishing your message down to its center significance. While giving setting is useful, it is
ideal to give the most essential data when attempting to impart your thought, guidance or
message.
b) Practice compassion.
Understanding your associate's sentiments, thoughts and objectives can assist you when
speaking with them. For instance, you may require help from different divisions to kick an
undertaking off. On the off chance that they are not able to help or have concerns, rehearsing
compassion can help you position your message such that tends to their fear.
c) Assert Yourself.
Now and again, it is important to be emphatic to arrive at your objectives whether you are
requesting a raise, looking for project openings or opposing a thought you don't think will be
valuable. While giving certainty is a significant piece of the working environment, you ought to
consistently be aware in discussion. Keeping an even tone and giving sound motivations to your
statements will help other people be responsive to your contemplations.
d) Be Calm And Consistent.
When there is a conflict or struggle, it tends to be not difficult to bring feeling into your
interchanges. It is imperative to resist the urge to panic when speaking with others in the
working environment. Know about your non-verbal communication by not folding your arms or
feigning exacerbation. Keeping up reliable non-verbal communication and keeping an even
manner of speaking can help you arrive at a resolution calmly and gainfully.
e) Use And Read Body Language.
Non-verbal communication is a critical piece of interchanges in the working environment. Give
close consideration to the messages individuals are sending with their looks and developments.
You ought to likewise give close consideration the manner in which you may be imparting
(purposefully or not) with your own non-verbal communication.
2. Verbal communication
2.1. What Is Verbal Communication
The Verbal Communication is a type of oral communication wherein the message is transmitted
through the spoken words. Here the sender gives words to his feelings, thoughts, ideas and
opinions and expresses them in the form of speeches, discussions, presentations, and
conversations.
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Figure 3: Verbal Communication
2.2. Opening Communication
In numerous relational experiences, the initial couple of moments are critical. Initial feelings
altogether affect the accomplishment of further and future correspondence.
At the point when you initially meet somebody, you structure a moment impression of them, in
light of what they look like, sound and act, just as anything you may have caught wind of them
from others.
This initial feeling guides your future correspondences, at any rate somewhat.
For instance, when you meet somebody and hear them talk, you structure a judgment about
their experience, and likely degree of capacity and comprehension. This may well change what
you say. On the off chance that you hear an unfamiliar complement, for instance, you may
conclude that you need to utilize easier language. You may likewise understand that you should
listen all the more cautiously to guarantee that you comprehend what they are saying to you.
Obviously your initial feeling might be reexamined later. You ought to guarantee that you
deliberately 'update' your reasoning when you get new data about your contact and as you
become more acquainted with them better.
2.3. Effective Speaking and Listening
Effective Speaking
Includes three fundamental regions: the words you pick, how you say them, and how you build
up them with other non-verbal correspondence.
All these influence the transmission of your message, and how it is gotten and perceived by
your crowd.
It merits thinking about your selection of words cautiously. You will most likely have to utilize
various words in various circumstances, in any event, while examining a similar subject. For
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instance, what you say to a nearby partner will be totally different from how you present a
subject at a significant gathering.
How you talk incorporates your manner of speaking and speed. Like non-verbal correspondence
all the more for the most part, these send significant messages to your crowd, for instance,
about your degree of interest and responsibility, or whether you are apprehensive about their
response.
Active Listening
At the point when we convey, we will in general burn through definitely more effort thinking
about the thing we will say than tuning in to the next individual.
Effective listening is indispensable for acceptable verbal correspondence. There are various
ways that you can guarantee that you listen all the more adequately. These include:
• Be arranged to tune in. Focus on the speaker, and not on how you will answer.
• Keep a receptive outlook and try not to make decisions about the speaker.
• Concentrate on the principle heading of the speaker's message. Attempt to see
extensively the thing they are attempting to say generally speaking, just as the detail of
the words that they are utilizing.
• Avoid interruptions assuming there is any chance of this happening. For instance, if
there is a great deal of foundation commotion, you may recommend that you head off
to some place else to talk.
• Be objective.
• Do not be attempting to think about your next question while the other individual is
giving data.
• Do not harp on a couple of focuses to the detriment of others. Attempt to utilize the
general picture and all the data that you have.
• Do not generalization the speaker. Do whatever it takes not to let biases related with,
for instance, sexual orientation, nationality, emphasize, social class, appearance or dress
meddle with what is being said
2.4. Reinforcement
Support is the utilization of empowering words close by non-verbal motions, for example, head
gestures, a warm look and keeping in touch.
All these assistance to fabricate affinity and are bound to build up receptiveness in others. The
utilization of support and uplifting feedback can:
• Encourage others to take an interest in conversation (especially in bunch work);
• Show interest in what others need to say;
• Save the path for improvement or potentially support of a relationship;
• Allay fears and give consolation;
• Show warmth and transparency; and diminish timidity or apprehension in ourselves as
well as other people.
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2.5. Questioning
Addressing is comprehensively how we acquire data from others on explicit subjects.
Addressing is a fundamental method of explaining regions that are hazy or test your agreement.
It can likewise empower you to expressly look for help from others.
On a more friendly level, addressing is likewise a valuable method to begin discussions, bring
somebody into a discussion, or essentially show interest. Successful addressing is accordingly a
fundamental component of verbal correspondence.
We utilize two primary sorts of inquiry:
Close Questions
Shut inquiries will in general look for just a couple of word answer (frequently basically 'yes' or
'no'). They subsequently limit the extent of the reaction. Two instances of shut inquiries are:
"Did you travel via vehicle today?" and
"Did you see the football match-up yesterday?"
These sorts of inquiry permit the examiner to stay in charge of the correspondence. This is
regularly not the ideal result when attempting to support verbal correspondence, such
countless individuals attempt to zero in on utilizing open inquiries all the more frequently. All
things considered, shut inquiries can be valuable for centering conversation and getting clear,
brief answers when required.
Open Questions
Open inquiries request further conversation and elaboration. They consequently expand the
degree for reaction. They incorporate, for instance,
"How was the traffic today?"
"What do you feel you might want to acquire from this conversation?"
Open inquiries will take more time to reply, however they give the other individual undeniably
more extension for self-articulation and support association in the discussion.
2.6. Reflecting and Clarifying
Reflecting is the way toward taking care of back to someone else your comprehension of what
has been said.
Reflecting is a particular ability frequently utilized inside guiding, yet it can likewise be applied
to a wide scope of correspondence settings and is a helpful expertise to master.
Reflecting regularly includes summarizing the message conveyed to you by the speaker in your
own words. You need to attempt to catch the substance of current realities and sentiments
communicated, and impart your agreement back to the speaker. It is a valuable expertise in
light of the fact that:
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You can watch that you have perceived the message obviously.
The speaker gets input about how the message has been gotten and would then be able to
explain or extend on the off chance that they wish.
It shows interest in, and regard for, what the other individual needs to say.
You are exhibiting that you are thinking about the other individual's perspective.
2.7. Closing Communication
The manner in which a correspondence is shut or finished will, at any rate to some degree,
decide the manner in which a discussion is recollected. Individuals utilize both verbal and non-
verbal signs to end a discussion. Verbal signs may incorporate expressions, for example,
"Indeed, I should get going," and
"Thank you kindly, that is truly useful."
Non-verbal ends may incorporate beginning to keep away from eye to eye connection, standing
up, dismissing, or practices like taking a gander at a watch or shutting scratch pads or books.
These non-verbal activities demonstrate to the next individual that the initiator wishes to end
the correspondence.
Individuals regularly utilize a combination of these, however will in general beginning with
the non-verbal signs, particularly eye to eye. On the phone, obviously, verbal signs are
fundamental.
Shutting a cooperation also unexpectedly may not permit the other individual to 'adjust' what
the person in question is saying so you ought to guarantee there is the ideal opportunity for
twisting up. The conclusion of a collaboration is a fun opportunity to make any future game
plans. Last, yet not least, this time will most likely be joined by various socially satisfactory
splitting signals.
Examples of Verbal Communication Skills:
Here are some examples of effective workplace verbal communication skills employed in
different workplace contexts.
Verbal Communications for Supervisors : The best supervisors don’t merely tell their
subordinates what to do and expect them to listen. Instead, they employ active listening
skills to understand employee needs and perspectives, engage in verbal negotiation to address
and defuse issues, and capitalize upon opportunities to praise individual and team
achievement.
• Advising others regarding an appropriate course of action
• Assertiveness
• Conveying feedback in a constructive manner emphasizing specific, changeable
behaviors
• Disciplining employees in a direct and respectful manner
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• Giving credit to others
• Recognizing and countering objections
• Showing an interest in others, asking about and recognizing their feelings
• Speaking calmly even when you’re stressed
• Terminating staff
• Training others to carry out a task or role
• Using affirmative sounds and words like “uh-huh,” “got you,” “I understand,” “for sure,”
“I see,” and “yes” to demonstrate understanding
• Using self-disclosure to encourage sharing
Verbal Communications for Team Members : Open and constant lines of communication
are vital to team success, particularly when completing quality- and deadline-critical projects.
One of the most important team-building skills, strong verbal communications help to ensure
that issues will be spotted and resolved in formative stages, averting costly escalation.
• Conveying messages concisely
• Encouraging reluctant group members to share input
• Explaining a difficult situation without getting angry
• Explaining that you need assistance
• Paraphrasing to show understanding
• Posing probing questions to elicit more detail about specific issues
• Receiving criticism without defensiveness
• Refraining from speaking too often or interrupting others
• Requesting feedback
• Stating your needs, wants, or feelings without criticizing or blaming
Verbal Communications with Clients : If a large part of your work involves one-on-one
communications with customers, it’s helpful to have a “gift of gab” – particularly if you are a
sales professional. Keep in mind, though, that your conversations need to be focused upon
identifying and addressing your clients’ needs; using your verbal talents to encourage
consultative dialogues will ensure positive client relations.
• Anticipating the concerns of others
• Asking for clarification
• Asking open-ended questions to stimulate dialogue
• Calming an agitated customer by recognizing and responding to their complaints
• Emphasizing benefits of a product, service, or proposal to persuade an individual or
group
• Noticing non-verbal cues and responding verbally to verify confusion, defuse anger, etc.
Verbal Communications for Presenters : Public speaking is a talent that is honed both through
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practice and through formal training. Speaking articulately and persuasively to a live audience
involves:
• Enunciating each word you speak clearly
• Introducing the focus of a topic at the beginning of a presentation or interaction
• Planning communications prior to delivery
• Projecting your voice to fill the room
• Providing concrete examples to illustrate points
• Restating important points towards the end of a talk
• Selecting language appropriate to the audience
• Speaking at a moderate pace, not too fast or too slowly
• Speaking confidently but with modesty
• Summarizing key points made by other speakers
• Supporting statements with facts and evidence
• Tailoring messages to different audiences
• Telling stories to capture an audience
• Using humor to engage an audience
3. Non-verbal communication
3.1. Definition
• Non-verbal correspondence incorporates looks, the tone and pitch of the voice, motions
showed through non-verbal communication (kinesics) and the actual distance between
the communicators (proxemics).
• These non-verbal signs can give hints and extra data and importance far beyond spoken
(verbal) correspondence. In fact, a few appraisals propose that around 70 to 80% of
correspondence is non-verbal!
Figure 4: Non-verbal communication
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3.2. The significant of Non-Verbal Communication
Non-verbal correspondence helps individuals to:
a) Reinforce or change what is said in words.
For instance, individuals may gesture their heads overwhelmingly when saying "Yes" to stress
that they concur with the other individual. A shrug of the shoulders and a pitiful articulation
when saying "I'm fine, much obliged" may really suggest that things are not actually fine by any
stretch of the imagination!
b) Convey data about their passionate state.
Your look, your manner of speaking, and your non-verbal communication can regularly tell
individuals precisely how you feel, regardless of whether you have scarcely said a word.
Consider how frequently you have said to somebody,
"It is safe to say that you are OK? You look a clenched down."
We realize how individuals feel from their non-verbal correspondence.
c) Define or build up the connection between individuals.
In the event that you have at any point watched a couple sitting talking, you may have seen
that they tend to 'reflect' each other's non-verbal communication. They stand firm on their
hands in comparable situations, they grin simultaneously, and they go to confront each other
all the more completely. These developments support their relationship: they expand on their
compatibility, and assist them with feeling more associated.
d) Provide input to the next individual.
Grins and gestures tell somebody that you are tuning in and that you concur with what they are
saying. Development and hand motions may show that you wish to talk. These unpretentious
signs give data delicately yet obviously.
e) Regulate the progression of correspondence
There are various signs that we use to tell individuals that we have completed the process of
talking, or that we wish to talk. An earnest gesture, and firm shutting of the lips shows that we
don't have anything more to say, for instance. Visually connecting with the seat of a gathering
and gesturing somewhat will show that you wish to talk.
3.3. Types of Non-Verbal Communication
There are various kinds of non-verbal correspondence. They include:
• Body developments (kinesics) for instance, hand motions or gesturing or shaking the
head, which are regularly the simplest component of non-verbal correspondence to
control;
• Posture, or how you stand or sit, regardless of whether your arms are crossed, etc…
• Eye contact, where the measure of eye to eye connection frequently decides the degree
of trust and reliability;
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• Para-language, or parts of the voice separated from discourse, like pitch, tone, and
speed of talking;
• Closeness or individual space (proxemics), which decides the degree of closeness, and
which fluctuates particularly by culture;
• Facial articulations, including grinning, grimacing and squinting, which are exceptionally
difficult to control deliberately. Curiously, the wide looks that show compelling feelings,
like dread, outrage, and satisfaction, are something very similar all through the world;
and
• Physiological changes, for instance, you may perspire or squint more when you are
apprehensive, and your pulse is additionally liable to increment. These are practically
difficult to control deliberately and are accordingly a vital pointer of mental state.
Examples Nonverbal Communication Skills :
Want to brush up on your skills? Review this list of nonverbal skills and work on any areas
where you think you could improve.
• Avoid slouching. Sit with your back straight up against the chair or lean slightly forward
to convey engagement.
• Steer clear of smiles or laughter when messages are serious.
• Display some animation with your hands and facial expressions to project a dynamic
presence. (But avoid talking with your hands excessively, which can appear
unprofessional and unpolished.)
• Don’t bring your phone, a drink, or anything else that could distract you during an
interview or meeting.
• Eliminate fidgeting and shaking of limbs.
• Establish frequent but not continuous or piercing eye contact with interviewers.
• Focus on the conversation.
• In a group interview, shift eye contact to the various speakers.
• Introduce yourself with a smile and a firm handshake. Be sure that your palms are dry.
• Keep your hands away from your face and hair.
• Listen carefully, and do not interrupt.
• Maintain open arms—folded arms can convey defensiveness.
• Modulate your vocal tone to express excitement and punctuate key points.
• Nod to demonstrate understanding.
• Observe the reaction of others to your statements.
• Read the nonverbal signals of others. Provide clarification if they look confused, and
wrap up if they have heard enough.
• Refrain from forced laughter in response to humor.
• Avoid looking at the clock, your phone, or displaying any other signs of disinterest.
• Respect the amount of personal space preferred by your communication partners.
• Rotate eye contact with various speakers in group interviewing or networking situations.
• Shake hands firmly without excessive force.
• Show that you’re interested in what the interviewer is telling you.
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• Smile to indicate that you are amused or pleased with the conversation.
• Stay calm even when you’re nervous.
• Steer clear of monotone delivery.
• Wait until the person is done talking to respond.
4. Communication in my group
4.1. What Is A Group Communication?
Gatherings likewise characterize the personal satisfaction of an individual from numerous
points of view. A gathering may emphatically impact a person. Additionally, the activities taken
by bunches characterize a considerable lot of the choices molding the world. Individuals are
affected by gatherings with the end goal that they encounter and comprehend the world.
Group communication is the foundation of cooperation that at last empowers any association
to work. Gatherings help us connecting with one another and making our self-personalities.
Group communication is collaboration and trade of data between socially, topographically or
phonetically similar individuals who are an individual from a gathering.
In an association, it very well might be characterized as the mode by which the workers and
bosses, colleagues speak with one another.
Figure 5: Group Communication
4.2. Verbal and Non-Verbal Group Communication
The communication can be both verbal just as non-verbal.
Both the methods of imparting are similarly significant in light of the fact that it is through this
correspondence that gathering individuals can take part in deciding objectives, settling on
choices and taking care of issues.
For instance in my gathering:
In the presentation, a ref utilizes the two his words and hand motions to impart the slide
regulator to move to precisely slides at different places of time.
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4.3. Why quality Group Communication is Important
Group communication is important because it is through messages that groups make decisions,
manage conflict, and build the rapport that is necessary to keep the group going in difficult
circumstances. The exchange of messages shapes what the group will be and what the group
can accomplish. The way in which, for example, a family exchanges messages about pending
choices shapes important features, such as how members understand each other, whether they
will respect each other, and whether they will be motivated to make the decision happen.
Link video Communication in my group:
https://drive.google.com/file/d/1_9685aZWzrWerDh0R91qm8-
OIMVZSXvR/view?fbclid=IwAR2FtyEZHn9Z1GbwZ03We-
P8aXDgjWxXM1TMhHNu8cQl4PDGhKpHG3dYn-s
https://drive.google.com/file/d/17QCw6EItNJfSGf8DWE-
ePnYkFbOjPqz4/view?fbclid=IwAR0DbR4yxppKbL2S9kM5w5OfdckFlGBDTHA1zv9fVlgrXxESMUvt
ZZpgWm8
C. DEMONSTRATE THAT YOU HAVE USED EFFECTIVE TIME
MANAGEMENT SKILLS IN PLANNING AN EVENT (P2)
1. Definition and the importance of time management skill
1.1. What Are Time Management Skills?
Time management is the ability to use your time productively and efficiently. You could also
think of it as the art of having time to do everything that you need, without feeling stressed
about it. It sounds simple, but it is much harder in practice. This page explains some of the
principles behind good time management
1.2. The Importance of Time Management
Time management skills are essential because few, if any, of us ever have enough time to do
everything that is asked of us, or that we want to do.
Time management is defined as using your time productively and efficiently—but what about
when you are working as productively as possible, and you still can’t get everything done? It
may be better to think about time management as a combination of working productively and
prioritising your time.
In other words, people who are good at time management are good at getting on and doing
things. They are also, however, better at prioritising, and working out what really needs doing—
and then discarding the other things.
They can do this because they understand the difference between urgent and important.
• ‘Urgent’ tasks demand your immediate attention, but whether you actually give them
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that attention may or may not matter.
• 'Important' tasks matter, and not doing them may have serious consequences for you or
others.
2. Planning a training event (group work)
2.1. Name of the Training program:
Since the program will be focusing on the design of database, it is named “Database Design
Training”.
2.2. Goals of the Training program:
The training program offers the new university students knowledge on:
• Database
• Normalization in Database
• Transact-SQL
• Microsoft SQL Server: How to create a database and extract data from it
2.3. Participants:
The program will include first year IT students of Greenwich University as the main participants
2.4. Time:
The program starts on 14 June 2021 and ends on 17 June 2021 (4 days total).
2.5. Place:
The program will borrow a Greenwich University’s classroom for training.
2.6. Agenda:
Day 1: Introduction to Database and Normalization
Morning (8:00 AM – 11:30 AM):
+ Database definition
+ Facts about database
+ Database components: Hardware, Software, Data, Procedure, Database Language (DDL,
DML, DCL, and TCL)
+ Types of databases: Relational, Object-Oriented, NoSQL, Graph, Cloud, …
+ Types of database design: Conceptual, Logical, and Physical
+ Practical examples of database in organizations
Afternoon (1:30 PM – 5:00 PM):
+ What is Normalization?
+ Reasons for Normalization
+ Database relations, keys, and constraints
+ Functional Dependencies
+ First Normal Form (1NF)
+ Second Normal Form (2NF)
+ Third Normal Form (3NF)
+ The Importance of Design Review
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Day 2: Introduction to Transact-SQL and Microsoft SQL Server
Morning (8:00 AM – 12:00 PM):
+ T-SQL definition
+ T-SQL features
+ T-SQL principles
+ T-SQL variables and examples
+ T-SQL data types and examples
+ T-SQL predicates and examples
+ T-SQL comments and examples
+ T-SQL functions and examples
Afternoon (1:30 PM – 5:30 PM):
+ What is Microsoft SQL Server?
+ Microsoft SQL Server features
+ Why use Microsoft SQL Server?
+ Benefits and Drawbacks
+ Practical use of Microsoft SQL server
+ Perform DDL on data and tables in Microsoft SQL Server
+ Perform DML on data and tables in Microsoft SQL Server
Day 3: Advanced Queries – Nested Queries - Stored Procedures – Triggers
Morning (8:00 AM – 12:00 AM):
+ Query operators
+ WHERE clause
+ GROUP BY clause
+ ORDER BY clause
+ Joining tables
+ Nested queries (combining advanced queries together)
+ Afternoon (1:30 PM – 5:30 PM):
+ Stored procedures: purpose; create, modify, and drop stored procedures; nested stored
procedures – with examples
+ Triggers: Inserted Table, Deleted table, After Triggers and Instead Of Triggers – with
examples
Day 4: Practice with Microsoft SQL Server
Morning (8:00 AM – 12:00 PM):
+ Exercise: Design an Entity Relationship Diagram (ERD) and create a personalized test
database based on it with all the knowledge acquired.
Afternoon (1:30 PM – 5:30 PM):
+ Exercise: Extract data from the created database using DML queries and test for
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exceptions.
2.7. GANTT chart: (time frame to prepare for the event)
Figure 6: GANTT chart
D. DESIGN A PROFESSIONAL SCHEDULE TO SUPPORT THE
PLANNING OF AN EVENT, TO INCLUDE CONTINGENCIES
AND JUSTIFICATIONS OF TIME ALLOCATED. (M1)
1. Design a professional schedule to support the planning of an event
Task Start End Duration
Program Training for Database Design 14/6/2021, 7:45
AM
17/6/2021, 5:45
PM
4 Day
Day 1: Introduction to Database and Normalization (14 – 6 – 2021)
Morning (8:00 AM – 11:30 AM):
• Database definition
• Facts about database
• Database components: Hardware,
Software, Data, Procedure, Database
Language (DDL, DML, DCL, and TCL)
• Types of databases: Relational, Object-
Oriented, NoSQL, Graph, Cloud, …
• Types of database design: Conceptual,
Logical, and Physical
8:00 AM 11:30 AM 3.5
hours
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• Practical examples of database in
organizations
Noon (Break time) 11:30 AM 1:30 PM 2 hours
Afternoon (1:30 PM – 5:00 PM):
• What is Normalization?
• Reasons for Normalization
• Database relations, keys, and constraints
• Functional Dependencies
• First Normal Form (1NF)
• Second Normal Form (2NF)
• Third Normal Form (3NF)
• The Importance of Design Review
14/6/21, 1:30 PM 14/6/21, 5:00 PM 3.5
hours
Day 2: Introduction to Transact-SQL and
Microsoft SQL Server (15 – 6 – 2021)
Morning (8:00 AM – 12:00 PM):
• T-SQL definition
• T-SQL features
• T-SQL principles
• T-SQL variables and examples
• T-SQL data types and examples
• T-SQL predicates and examples
• T-SQL comments and examples
• T-SQL functions and examples
8:00 AM 12:00 PM 4 hours
Noon (Break time) 12:00 PM 1:30 PM 1.5
hours
Afternoon (1:30 PM – 5:30 PM):
• What is Microsoft SQL Server?
• Microsoft SQL Server features
• Why use Microsoft SQL Server?
• Benefits and Drawbacks
• Practical use of Microsoft SQL server
• Perform DDL on data and tables in
Microsoft SQL Server
• Perform DML on data and tables in
Microsoft SQL Server
1:30 PM 5:30 PM 4 hours
Day 3: Advanced Queries – Nested Queries - Stored Procedures – Trigger (16 – 6 – 2021)
Morning (8:00 AM – 12:00 AM):
• Query operators
• WHERE clause
• GROUP BY clause
• ORDER BY clause
• Joining tables
• Nested queries (combining advanced
queries together)
8:00 AM 12:00 PM 4 hours
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Noon (Break time) 12:00 PM 1:30 PM 1.5
hours
Afternoon (1:30 PM – 5:30 PM):
• Stored procedures: purpose; create,
modify, and drop stored procedures;
nested stored procedures – with
examples
• Triggers: Inserted Table, Deleted table,
After Triggers and Instead Of Triggers –
with examples
1:30 PM 5:30 PM 4 hours
Day 4: Practice with Microsoft SQL Server (17 – 6 – 2021)
Morning (8:00 AM – 12:00 PM):
• Exercise: Design an Entity Relationship
Diagram (ERD) and create a personalized
test database based on it with all the
knowledge acquired.
8:00 AM 12:00 PM 4 hours
Noon (Break time) 12:00 PM 1:30 PM 1.5
hours
Afternoon (1:30 PM – 5:30 PM):
• Exercise: Extract data from the created
database using DML queries and test for
exceptions.
1:30 PM 5:30 PM 4 hours
Event Completed 17/6/2021, 5:45
PM
Table 1: Professional Planning Schedule
2. Contingencies In Event
Contingency planning is an important aspect of any event management activity. Even the best-
executed plans cannot guarantee that nothing will go wrong. When a major problem occurs,
event organizers must be able to react quickly and appropriately. This responsiveness stems
from predicting emergencies, accidents and problems, developing plans, and training
employees on what to do.
Some problems are reasonably foreseeable, even predictable. These include:
Problem Cause/Contingency Plan
Failure of public address
sound systems
Cause:
May be caused by people tripping over wires, faulty equipment,
faulty electrical connections, missing components.
Contingency plans:
• Have a back up sound system
• Include people with skills to fix such equipment in event
management team
Inclement weather Cause:
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Particularly affects outdoor events.
Contingency plans:
• In the event of a sudden downpour ensure there is
adequate shelter for all otherwise people will start going
home and won't come back even if the skies clear
• Make plans to relocate activities to sheltered areas or to
alter the event programme to salvage the day if possible.
• Have contingency insurance for your event if there is much
at stake financially
Event staff who go missing Cause:
There is always likely to be occurrences of event staff that go
missing temporarily from their station. Causes might include a
chance meeting with an old friend, treatment of an injury,
confusion over times and places where they are supposed to
be, and toilet and refreshment breaks.
Contingency plans:
• Have a person designated in the event management team
as a "Troubleshooter" whose job is to continually move
about the venue looking for such problems.
• Roster more staff than are actually needed so that there
are a few "spares" that can be assigned to positions
anywhere.
Breakages and other losses Cause:
Breakages and losses could include competition equipment,
electrical equipment and lighting, trophies, event paperwork,
canteen equipment and supplies, keys, money and many other
items.
Contingency plans:
• Keep spares and back-up systems
• Roster on a "troubleshooter" who detect these
problems as early as possible
• Roster on other surplus staff whose job it is to contact
supplies, run out to stores and/or move about the venue to
find items
Time Over-runs: Cause:
The participant can spend more time than scheduler to choosing
team, move to another place of event, especially in discussion
section, we do not know how long the Answer and Question
continue.
Contingency plans:
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Always keep some margin, as some of the presenters will take
beyond their allotted time. If that happens make sure that the
performers to follow are able to wait as they may also have to go
elsewhere. If the dinner is likely to be delayed because of the over-
run, inform the caterer. Also consider if it impacts any transport
arrangements you may have made.
Table 2: Contingency Plan
E. EVALUTE THE EFFECTIVENESS AND APPLICATION OF
INTERPERSONAL SKILLS DURING THE DESIGN AND
DELIVERY OF TRAINING EVENT (D1)
In order to organize a successful training event, good communication skills are needed to avoid
risks in a training event. Great relational abilities help to give a fruitful preparing occasion, here
are 3 relational abilities if I believe are expected to plan and give a preparation occasion:
Communicate with the crowd:
The best occasion coordinators have sharp verbal and composed relational abilities, passing on
data with certainty, lucidity and regard. Furthermore, they are not just acceptable at passing on
their own vision - they are likewise incredible audience members, quick to comprehend their
crowd, what they need and need.
Communicate in taking care of issues in an occasion:
Everybody can profit with having great critical thinking abilities since we as a whole experience
day by day issues. A portion of these issues are clearly more genuine or complex than others.
It is extraordinary to have the option to take care of all issues adequately and expeditiously
without trouble, sadly, despite the fact that it is extremely unlikely to take care of the relative
multitude of issues.
Communicate in exchanges:
After some time, at whatever point individuals are together, clashes and conflicts will emerge.
Individuals have various requirements, wants, objectives and convictions and once in a while
they conflict.
Negotiation is an interaction that can be utilized to determine and resolve conflicts among
individuals and to discover shared view.
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F. DEMONSTRATE THE USE OF DIFFERENT PROBLEM
SOLVING TECHNIQUES IN THE DESIGN AND DELIVERY OF
AN EVENT (P3)
1. Definition and the importance of problem solving
1.1. Definition
Problem-solving skills will help you pinpoint problems in your workplace and effectively solve
them in a timely fashion. It is among the most important skills employers are looking for in
applicants today. Individuals with problem-solving skills are often self-reliant and will identify
an underlying workplace issue and implement an effective solution.
Problem-solving is often considered a personal strength (soft skill) rather than a hard skill that
can be acquired through training and education. You can sharpen your problem-solving skills by
familiarizing yourself with common problems in your industry and learning from other more
experienced employees in your company.
1.2. Importance of problem-solving skills
Obviously, every organization has problems and every individual has problems too. For this
reason, the ability to solve problems is of great importance to individuals and organizations.
Some of the benefits include:
• Make the impossible possible. Knowledge alone is not the key to solving problems but
rather, complimenting it with systematic problem solving approaches makesthe
difference. This helps individuals and organizations overcome perilous challenges.
• Makes you a stand out. People are trained to do the usual. They have acquired skills
and knowledge in what they do. However, people can hardly solve problems when they
are unexpected or unprecedented ones. If you become a regular problem solver at your
workplace, you are easily noticed, recognized, and appreciated.
• Increased confidence. No matter where you work or what your profession is, having the
ability to solve problems will boost your confidence level. Because you are sure of your
ability to solve problems, you don’t spend time worrying about what you will do if a
problem should arise.
2. Some techniques and tools for the problem solving
In 1984, Bransford and Stein published one of the most popular and well-regarded problem-
solving methods. It’s used both in industry and in education to help various learners establish a
problem, generate solutions, and move forward quickly and efficiently. By teaching your learner
each step of the IDEAL model, you can provide them with a set of steps to approach a problem
with confidence.
The IDEAL Problem-Solving Method includes:
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Figure 7: IDEAL
2.1. I – Identify The Problem.
There’s no real way to create a solution to a problem unless you first know the scope of the
problem. Encourage your learner to identify the issue in their own words. Outline the facts and
the unknowns. Foster an environment where your learner is praised and supported for
identifying and taking on new problems.
Examples of identifying problems:
“I have a math quiz next week and don’t know how to do the problems.”
“I can’t access my distance learning course website.”
“The trash needs to be taken out, and I can’t find any trash bags.”
2.2. D – Define An Outcome
The second step in the IDEAL problem-solving process is to define an outcome or goal for
problem-solving. Multiple people can agree that a problem exists but have very different ideas
on goals or outcomes. By deciding on an outlined objective first, it can speed up the process of
identifying solutions.
Defining outcomes and goals may be a difficult step for some diverse learners. The results don’t
need to be complicated, but just clear for everyone involved.
Examples of defining outcomes:
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“I want to do well on my math quiz.”
“I get access to the course website.”
“The trash gets taken out before the trash pickup day tomorrow.”
2.3. E – Explore Possible Strategies.
Once you have an outcome, encourage your learner to brainstorm possible strategies. All
possible solutions should be on the table during this stage, so encourage learners to make lists,
use sticky notes, or voice memos to record any ideas. If your learner struggles with creative
idea generation, help them develop a plan of resources for who they might consult in the
exploration stage.
Examples of possible strategies to solve a problem:
“I review the textbook; I ask for math help from a friend; I look up the problems online; I email
my teacher.”
“I email my teacher for the course access; I ask for help from a classmate; I try to reset my
password.”
“I use something else for a trash bag; I place an online order for bags; I take the trash out
without a bag; I ask a neighbor for a bag; I go shopping for trash bags.”
2.4. A – Anticipate Outcomes & Act
Once we generate a list of strategies, the next step in the IDEAL problem-solving model
recommends that you review the potential steps and decide which one is the best option to use
first. Helping learners to evaluate the pros and cons of action steps can take practice. Ask
questions like, “What might happen if you take this step?” or “Does that step make you feel
good about moving forward or uncertain?”
After evaluating the outcomes, the next step is to take action. Encourage your learner to move
forward even if they may not know the full result of taking action. Support doing something,
even if it might not be the same strategy, you might take to solve a problem or the ‘best’
solution.
2.5. L – Look And Learn
The final step in the IDEAL problem-solving model is to look and learn from an attempt to solve
a problem. Many parents and teachers forget this critical step in helping diverse learners to
stop and reflect when problem-solving goes well and doesn’t go well. Helping our students and
children learn from experience can make problem-solving more efficient and effective in the
future. Ask questions like “How did that go?” and “What do you think you’ll do differently next
time?
Examples of Look and Learn statements:
“I didn’t learn the problems from looking at the textbook, but it did help to call a friend. I’ll start
there next time.”
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“When I didn’t have access to the course website, resetting my password worked.”
“I ran out of trash bags because I forgot to put them on the shopping list. I’ll buy an extra box of
trash bags to have them on hand, so I don’t run out next time.”
3. Problems and solutions in the training event
The most common education and training issues can have a significant impact on the return on
investment (ROI) of your training. But the good news is that they are not too difficult to
mitigate. Here is a brief guide to solving five of the biggest workplace challenges in education
and training:
3.1. The frantic pace of personnel planning
If work, family life and a number of other demands reduce employee energy, there is a risk that
training will only cause more stress. Worse still, interfering with employees’ personal time with
training sessions is a sure way to approach (and even annoy) training.
The solution:
• Avoid classroom training on weekends or after work and limit travel needs for training.
• Consider using a microlearning approach and providing useful and relevant content in
the form of blocks in small pieces. Short videos, checklists, computer graphics, and even
gifs are simple micro-training formats that make training easier to use.
• Communicate several concepts at once with smart graphics. They save learners valuable
time and provide a welcome break from reading emails, reports and newsletters.
• Give priority to short and simple evaluations wherever possible. This allows employees
to quickly obtain feedback on their learning progress.
• Optimize your training for mobile phones. Mobile features allow learners to access the
LMS and training material anywhere, anytime even on the train to work or during lunch
breaks. This makes training much more comfortable.
3.2. A distributed workforce
The constant increase in teleworking and the decentralization of the workforce have created
new challenges in education and training.
Training can be very difficult for geographically dispersed employees: Misunderstandings are
common and cultural differences can even lead to inconsistent training. For example, some
cultures are less comfortable in online forums than others.
The solution
• Use social tools to unify your dispersed team. Videoconferencing, webinars and online
forums are simple and practical tools to promote trust and empathy among team
members across the country (or around the world).
• Use training to clarify communication: Forums and webinars can be used as a safe place
to raise questions and concerns or share experiences.
• Clarify your training objectives clearly from the beginning. All team members need to
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know exactly what is expected of them during the training and how their learning will be
useful to them in their work. Consider setting up a “training agreement” that describes
these expectations and ask each learner to sign it as a commitment to the learning
process.
3.3. Different learning habits
Whether you are training 20 or 2,000 learners, it is essential to take into account the learner’s
preferences and habits in order to avoid any further training problems.
The current workforce includes at least three generations, all of whom have a radically different
relationship with technology. Thus, your training will necessarily be less effective if all
employees are expected to have the same technical knowledge or levels of knowledge and
learning habits.
The solution
• Conduct an in-depth needs analysis that focuses on identifying your audience’s learning
preferences (especially in terms of comfort with technology). Use the results to inform
the design of your training.
• Choose software with a simple and user-friendly interface (UI). The transparent user
experience is good for all learners, not just those struggling with technology. For
example, pausing a video or downloading a paper should always be simple and easy.
• Open communication channels (including technical support). Use tools such as
discussion forums to make it easier for all learners to ask questions and receive both
content and technical advice.
• Incorporate different types of content, such as videos, written notes and graphics, to
meet different learning preferences.
3.4. Lack of commitment
Engagement is important at three levels: cognitive, emotional and behavioral. In the absence of
these three elements, low knowledge retention, passive learning and lack of engagement
contribute to the challenges of training and development.
Moreover, behavior change is impossible without a commitment to learning. In addition, when
training does not seem relevant or necessary, most learners mentally and emotionally “check”
and resist engagement.
The solution
• Include practical learning activities such as case studies, scenarios, role plays and
concrete examples in your training. These activities involve learners in active problem
solving and contribute to better cognitive engagement.
• Use discussion forums and other informal online spaces to allow learners to interact
informally. This encourages learners to engage emotionally with other learners and with
the training process.
• Establishing a culture of active learning and making all employees feel part of this
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culture can stimulate emotional engagement. This emotional investment leads to
increased learning.
• Communicate learning outcomes upstream to increase behavioural engagement. More
learners are likely to participate in learning activities if they understand the underlying
objective.
3.5. Training that is not relevant
Many training programs are too generic and not customized enough for specific roles or skills.
Unfortunately, generic training can strain learners’ time and patience by forcing them to
engage in content that is simply not relevant to them. You can bet that this leads to other
training challenges.
The solution
• Categorize learning outcomes into essential and enjoyable outcomes for each role
during training. Do not make essential training mandatory, but use other methods such
as play through rewards, badges, and points to encourage learners to engage with
content that is enjoyable to have.
• Take advantage of on-the-job training to update your skills or provide new information
when you need it most.
• Use relevant case studies and scenarios to strengthen the relevance of the training
program for employee jobs.
• Conduct post-training feedback surveys to find out what learners found most useful and
where the training program needs to be refined.
3.6. Expenses, expenses, and expenses
The animation, the equipment, the renting of the premises and the time costs of the
collaborators (these hours add up!) make the training an expensive business.
Training budgets are usually modest, while training needs are always high. What contributes
even more to the challenges of education and training is the fact that travel and software costs
must also be taken into account when budgets are tight.
The solution
• Postpone your training online. Online training saves travel and meeting costs and often
reduces moderation costs.
• Use a cost-effective and efficient LMS. This will make a big difference that your budget
can be extended if you train a large number of employees.
• Optimize your content development by focusing on the best formats for your money.
For example, short sections of text interspersed with feedback activities can reduce
development costs.
• Use webinars instead of face-to-face seminars as another way to limit travel and time
costs.
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G. DEMONSTRATE THAT CRITICAL REASONING HAS BEEN
APPLIED TO A GIVEN SOLUTION (P4)
1. Definition and the importance of critical reasoning
1.1. Definition
Critical thinking refers to the ability to properly conceptualize, apply, analyze, synthesize and
evaluate information till a valuable answer or solution is obtained.
It is an intellectual ability and a skillful way of thinking that enables a person to reason further
or deeper – than the average person does – with clarity and relevance, accuracy and precision
through the depths and breadths with sound evidence, good reasons and fairness. It is usually
based on evidence and logical reasoning.
Critical thinking goes beyond merely acquiring and retaining information; it treats and seeks out
information in a more careful and ambitious manner. Additionally, it goes beyond the mere
acquisition of skills but focuseson the continual or consistent usage of acquired skills.
In plain words, critical thinking is the ability to logically reason beyond the surface of
information, to make true and unbiased judgments that are otherwise not obvious to normal
thinkers. It is a consistent ability to use facts rather than allegations.
A critical thinker will always consider or focus on evidence rather sentiment. It is a skill that was
possessed by all the inventors the world has seen.
1.2. The importance of critical reasoning
Indisputably, any ability to think better than others do will be of great value. There are times
when problems with no obvious or proven solutions arise. In such situations, we have to find
our own ways of solving them, but this cannot be achieved without critically thinking through
problem. Some other benefits of critical thinking are:
• Critical thinking is helpful during stressful situations. Whiles stress may affect the
choices a person makes, a critical thinker may rely on his logical reasoning and decision
making skills to make the right decisions.
• Critical thinking will help you in your quest for higher academic achievement as well as
to actualize your professional or career goals.
• It also enhances your cognitive skills, which makes you a better thinker and solver of
problems, as well as facilitating intellectual self-improvement. This is so because of the
ability to consistently set aside your emotions or ego and to focus on working with facts
or evidence.
• It also helps you develop a creative or a more active brain. Consistently practicing deep
reasoning into matters is a brain exercise which improves your mind’s ability to reason.
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2. Apply to a given solution
2.1. Evaluating Online Information.
Counterfeit news, Twitter bots, adjusted pictures – how might we channel the commotion and
discover truth? With expanded admittance to data comes an expanded requirement for basic
reasoning abilities. As residents, buyers, and laborers, understudies need to address questions
like:
• Who distributed this?
• Why did they make it?
• What are their sources?
• What are their aims?
• Are they addressing themselves or another interest?
In any event, when we do discover sources that we consider dependable and solid, the
expanding fame of "local publicizing" or "supported substance" can leave believing perusers
fooled into perusing a brand's pitch as target publication content.
2.2. Choosing a Career Path
College or no College? Online courses from home? Part-time work? Startup, non-benefit, or
organization? There are advantages and downsides to every one of these alternatives.
Picking a vocation requires some serious energy. As it were, we should plan a contention for
every expected alternative. We should think about the setting of monetary, social, and expert
life. We should ask ourselves: Why is this the correct alternative for me?
In the wake of making a decision, we should extend the effect of that choice one, five, and ten
years into what's to come. Furthermore, that is before we unavoidably experience a point
where we may choose to change vocation ways. Everything takes some basic deduction to
settle on the correct profession.
H. RESEARCH THE USE OF DIFFERENT PROBLEM-SOLVING
TECHNIQUES USED IN THE DESIGN AND DELIVERY OF AN
EVENT (M2)
Critical thinking Technique
Six - Step Problem Solving Technique
This strategy is so basic and more dependable to Solve the issue. Six-venture critical thinking
procedures utilized a logical technique and a dependable strategy for tackling the issue.
They used to investigate the issue and attempt to discover the arrangement. This procedure is
utilized to discover the numerous difficulties which are come in that space where we work.
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Benefits of the Six-Step critical thinking strategy.
• This strategy's consistency assists everybody with understanding this technique to be
utilized.
• It urges individuals to cooperate.
• Using this technique interaction makes work simpler.
• It assists with eliminating the disarray of individuals while they utilizing diverse critical
thinking procedures on a similar issue.
Figure 8: The six-step problem solving loop
Identify the issue
In getting sorted out an occasion there's a ton of issues result so we need to recognize those
issues. For my situation the primary issue of my occasion that I needed to recognize are:
• Electricity Problem
• Too Many Crowd
Analyze the issue
In the wake of dissecting the issue, I found there's power remove at regular intervals, Due to
this task additionally shut down, Crowd makes commotions in view of this it required some
investment in the occasion.
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Explore Information and thoughts
Investigating every one of the issues I have so numerous thoughts where we could make rules
and guidelines for the group and the power issue we will reinforcement generator, inverter,
and so forth
Select the best thought
I have select plans to tackle my concern. I have chosen the reinforcement generator which
assists me with getting the power even the power cut off. At the point when Crowd makes
commotion, we will give him an admonition, at that point after we limited from the occasion.
Implement the thoughts
I have carried out every one of these thoughts on my preparation occasion which assist me with
leading preparing occasions so easily.
Evaluate the Outcome
I have assessed that time is squandering in occasions because of issues we confronted. To take
care of the issue, we have utilized a generator while power is cut off. Also, we have made
exacting guidelines and guidelines for the groups This assists us with finishing our occasion so
without any problem.
The Drill Technique
At the point when we are doing a preparation occasion, we need to deal with numerous issues
during occasions. Thus, we need to make an arrangement as of now for how we will manage
that difficult which permits us to get down the best answer for that issue. One such strategy for
critical thinking is known as the Drill Down Technique.
Figure 9: Drill Down Technique
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In the figure, we can see that Drill down strategy help to separate the enormous issue into little
pieces. At the point when we are dealing with a huge issue, at that point at the main stage, we
break an enormous issue into little pieces. In the preparation occasion, the huge issue is dealing
with every one of those things which are required in the preparation occasion. with the
assistance of the drill-down technique, we have separated this huge issue into little pieces by
making little groups and giving them jobs.
The Cynefin Framework
Doing an Event a portion of the issues which happen in the work environment need complex
arrangements, while others can be taken care of with the most fundamental of steps. The
difficulty which is a face in the occasion will fall somewhere close to those two limits.
Regardless, what issue we are looking at the occasion cynefin assists us with getting an
agreeable end. It is utilized to part the issue into five settings. At the point when the issue
happens in the work environment then we place it in one of these five settings and it assists
with getting a reasonable technique to take care of the issue.
Figure 10: The Cynefin Framework
Justification:
According to the Question I have utilized an examination about the critical thinking method for
my timetable. Critical thinking strategy is the method that helps to discover the issue and
arrangement. There are so numerous critical thinking procedures however I have utilized three
critical thinking strategies. They are the Six-venture critical thinking strategy, the Drill down
procedure, The Cynefin Framework. The six-venture critical thinking technique assists us with
tackling the issue by utilizing six stages. They are Identify the issue, Analyze the issue, Explore
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data and Ideas, Select the best thoughts, Implementation the thoughts, and Evaluate the
Outcome. It is so basic and simple technique. This way assists us with taking care of the issue all
the more rapidly. Another is the drill-down method. This device assists us with tackling the
issue by separating the huge issue into little pieces. For instance, in preparing occasion,
Managing the preparation occasion is a large issue. yet, with the assistance of the drill down
strategy, we have partitioned that issue into little pieces by making little groups. The last one is
the Cynefin work which is utilized to part the issue in five content. On the off chance that issue
happens, we place an issue in one of these five content and it will assist with getting the best
technique to tackle the issue.
Conclusion:
Getting the hang of fast critical thinking is a center skill for each occasion organizer.
Fortunately, it's not something you should be brought into the world with. You can develop the
abilities with some difficult work and experience.
I. JUSTIFY THE USE AND APPLICATION OF A RANGE OF
SOLUTION METHODOLOGIES (M3).
In this part, I will give some clarification of utilization and use of a scope of arrangement
procedures.
What is procedure for taking care of issue?
It is an investigation of anything in a precise manner or examination the hypothetical.
Technique is the investigation of issue by utilizing distinctive critical thinking strategy and tackle
the issue in brief timeframe. System isolated the critical thinking measure into two-stage they
are;
1. Identify the issue
2. Solution to the issue
Distinguish the issue is essential to look for the best critical thinking strategy. These stages
prerequisites to carry out information in ecological and association conditions that later are
dissected to decide whether execution is acceptable or not.
There are various sorts of methodologies for taking care of issue are as per the following:
1. SWOT Analysis
2. 5 Why
3. Six Thinking Hat
4. Six advances critical thinking model
5. Root reason examination
1. SWOT Analysis
1.1. Definition
A SWOT analysis is a compilation of your company's strengths, weaknesses, opportunities and
threats.
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The primary objective of a SWOT analysis is to help organizations develop a full awareness of all
the factors involved in making a business decision.
Figure 11: SWOT Analysis
1.2. Example of SWOT analysis
Bryan Weaver, a partner at Scholefield Construction Law, was heavily involved in creating a
SWOT analysis for his firm. He provided Business News Daily with a sample SWOT analysis
template and example that was used in the firm's decision to expand its practice to include
dispute mediation services. His SWOT matrix included the following:
STRENGTHS WEAKNESSES
Construction law firm with staff members
who are trained in both law and professional
engineering/general contracting. Their
experience gives a unique advantage.
Small (three employees) – can change and
adapt quickly.
No one has been a mediator before or been
through any formal mediation training
programs.
One staff member has been a part
of mediations but not as a neutral party.
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OPPORTUNITIES THREATS
Most commercial construction contracts
require mediation. Despite hundreds of
mediators in the marketplace, only a few
have actual construction experience.
For smaller disputes, mediators don't work as
a team, only as individuals; Scholefield staff
can offer anyone the advantage of a group of
neutrals to evaluate a dispute
Anyone can become a mediator, so other
construction law firms could open up their
own mediation service as well.
Most potential clients have a negative
impression of mediation, because they feel
mediators don't understand or care to
understand the problem, and rush to resolve
it.
Table 3: SWOT example
Resulting strategy: Take mediation courses to eliminate weaknesses and launch Scholefield
Mediation, which uses name recognition with the law firm, and highlights that the firm's
construction and construction law experience makes it different.
2. 5 Why?
2.1. Definition
The 5 Whys technique was developed in the 1930s by Sakichi Toyoda, the Japanese
industrialist, inventor, and founder of Toyota Industries. The 5 Whys technique is an iterative,
team-driven process that interrogates the problem by asking Why(?) a number of times, usually
5, thus driving the search to uncover the root cause of a problem.
Rather than using the phrase “solutions” once the root cause is found, the 5 Whys uses the
term “countermeasures.” A countermeasure is action-oriented and seeks to prevent the
problem from happening again, whereas a solution may just seek to deal with the symptoms.
Here is the 5 Why technique in a nutshell:
First, you must have a defined problem. Put together a team to address the problem. Then:
1. List: Using a white board, flip chart, butcher paper, or other visual display, list five
potential reasons for your problem.
2. Evaluate: Using data, subject matter experts, or experience, evaluate each of the five
potential reasons.
3. Select: Select the one reason that seems to be the most likely potential cause.
4. List again: Now list five potential reasons for the potential cause that you selected.
5. Evaluate again: Evaluate those five new potential reasons.
6. Select again: Again, select the one reason that seems to have the most potential as a
root cause.
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2.2. Example of the 5 Whys
Figure 12: Example of 5 Why
Here is an example of applying the 5 Whys.
Problem – We didn’t send the newsletter for the latest software updates on time.
1. Why didn’t we send the newsletter on time? Updates were not implemented until the
deadline.
2. Why were the updates not implemented on time? Because the developers were still
working on the new features.
3. Why were the developers still working on the new features? One of the new developers
didn’t know the procedures.
4. Why was the new developer unfamiliar with all procedures? He was not trained
properly.
5. Why was he not trained properly? Because CTO believes that new employees don’t need
thorough training and they should learn while working.
3. Six thinking hats
3.1. Definition
The six thinking hats is a method used to amplify creative conversations, by making sure that a
broad variety of viewpoints and thinking styles are represented. Using six roles (or "hats"), the
framework — developed by Dr. Edward de Bono — allows teams to more easily structure
abstract thinking for productive results.
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The six hats are:
• The white hat: This is the objective hat, which focuses on facts and logic
• The red hat: This is the intuitive hat, focusing on emotion and instinct
• The black hat: This is the cautious hat, used to predict negative outcomes
• The yellow hat: This is the optimistic hat, used to look for positive outcomes
• The green hat: This is the creative hat, where ideas are abundant and criticism spare
• The blue hat: This is the hat of control, used for management and organization
In product development, the six thinking hats are used to divide up the project team into
different groups (the white hat group, the red hat group, etc.). Each group talks about the
product from their hat's perspective, i.e., the logical components, the emotional components,
and so on. This allows for more focused collaboration among smaller groups that can later
rejoin with stronger ideas and goals.
Figure 13: Six thinking hats
3.2. Example using the Six Thinking Hats
A coffee house (let’s call them ‘coffee stop’) is getting a growing number of complaints
from customers as they are having to wait too long for their coffee – how can they solve
this problem?”
Joe, the current store manager has a team of eight people who work in a variety of roles. As the
shop is closed on a Sunday Joe has asked the team to come together for a problem-solving
exercise.
Joe introduces the team to six hats thinking before breaking them into two groups of four. He
mixes up the group to create some diversity in thinking.
Joe tells them that each group will undertake six 15-minute rounds of six hat thinking, wearing
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a different hat for each round. Joe has the groups where hats in a logical order so that
discussions flow toward a final outcome.
Joe facilitates the group through the six 15-minute discussions, considering the problem from
the perspective represented by their hat colour. They are asked to write their thoughts and
ideas on post it notes, keeping them for the end of the six sessions.
Once the groups have worn all the hats Joe facilitates the whole group to share their thoughts
for each of the hats, giving the team a full picture of the problem from all perspectives.
What the groups might have come up with in their sessions:
Blue Hat – when wearing the blue hat groups would be asking themselves things like:
➢ The problem is that there are complaints and continued customer dissatisfaction is not
good for repeat business and reputation
➢ We are trying to improve customer satisfaction and reduce complaints by improving the
speed at which we are able to make coffee
➢ The benefits of solving the problem are improved reputation and more business
➢ The most effective way to solve the problem could be to get a new, improved and faster
coffee machine, address the process for making coffee as it is currently inefficient etc.
White Hat – when wearing the white hat groups would be asking themselves things like:
➢ How many complaints are we getting that relate to the problem of waiting times and
the speed at which we can serve coffee?
➢ How long does it currently take to make a coffee?
➢ Can it be done quicker?
➢ Do solutions exist and if they do, what impact could they have on speed?
➢ What is the cost of possible solutions?
Green Hat – when wearing the green hat groups would be getting super positive and
innovative. They will be looking for fresh ideas that may be outside the box. They might try to
answer questions like:
➢ What are we missing? Can we fundamentally change the way we make coffee?
➢ Is there a coffee machine that can make coffee quicker than our current machine?
➢ Could we 5S ("sort", "set in order", "shine", "standardize", and "sustain") the workplace
to make us leaner and more efficient?
➢ What are other coffee shops doing and how can we do it better/different?
Yellow Hat – when wearing the yellow hat groups would be optimistic, thinking of all good
things that will arise from the solutions they uncovered in the previous green hat round. For
each idea, they might try to answer questions like:
➢ What are the ways in which this idea can improve our speed in making coffee?
➢ What are all the positive outcomes that can come from this idea, in addition to reducing
complaints and speeding up coffee production?
➢ What are the reasons why we should implement this idea?
Red Hat – when wearing the red hat groups will be throwing out all their negative gut
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feelings. For each green hat idea, they might try to answer questions like:
➢ What things could go wrong?
➢ What does my gut tell me about why this won’t work?
➢ Is this idea too expensive, too much work, already dismissed?
➢ Why don’t I like this idea?
Black Hat – when wearing the red hat groups will be using their logical brain (frontal lobe) to
consider negative aspects of ideas, but from a logical standpoint. For each green hat idea and
red hat negative, they might try to answer questions like:
➢ Will this go wrong in practice?
➢ Are there ways to mitigate the things that could go wrong?
➢ Is there any evidence to say that something will go wrong?
➢ Is the reason I have for not liking this idea a valid one?
Figure 14: Example using the Six Thinking Hats
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4. The Six Step Problem Solving Model
4.1. Definition
The 6-Step Process is the starting point for all projects on the I-70 Mountain Corridor, and it is
used to ensure collaboration. The 6-Step Process is consistent with Decision Science principles
and can be followed on all projects from corridor-wide planning to construction change orders.
Established plans, such as emergency plans, do not require that implementation decisions use
the 6-Step Process. These steps are intended to provide a clear and repeatable process that is
fair and understandable. The order of the steps is as important as the activities within each
step.
The Six Steps
1. Define the Problem
2. Determine the Root Cause(s) of the Problem
3. Develop Alternative Solutions
4. Select a Solution
5. Implement the Solution
6. Evaluate the Outcome
The process is one of continuous improvement. The goal is not to solve but to evolve, adjusting
the solution continually as new challenges emerge, through repeating the Six Step Process.
Figure 15; Six-Step Problem Solving Model
Step One: Define the Problem
Step One is about diagnosing the problem – the context, background and symptoms of the
issue. Once the group has a clear grasp of what the problem is, they investigate the wider
symptoms to discover the implications of the problem, who it affects, and how
urgent/important it is to resolve the symptoms.
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Figure 16: Step 1
At this stage groups will use techniques such as:
• Brainstorming
• Interviewing
• Questionnaires
As this step continues, the PS group will constantly revise the definition of the problem. As
more symptoms are found, it clarifies what the real problem is.
Step Two: Determine the Root Cause(s) of the Problem
Once all the symptoms are found and the problem diagnosed and an initial definition agreed,
the PS group begins to explore what has caused the problem. In this step the problem-solving
team will use tools such as:
• Fishbone diagrams
• Pareto analysis
• Affinity diagrams
These techniques help collate the information in a structured way, and focus in on the
underlying causes of the problem.This is called the root cause.
Figure 17: Step 2
At this stage, the group may return to step one to revise the definition of the problem.
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Step Three: Develop Alternative Solutions
Analytical, creative problem solving is about creating a variety of solutions, not just one. Often
the most obvious answer is not the most effective solution to the problem. The PS group
focuses on:
• Finding as many solutions to the problem, no matter how outlandish they may seem.
• Looking at how each solution relates to the root cause and symptoms of the problem.
• Deciding if different solutions can be merged to give a better answer to the problem.
Figure 18: Step 3
At this stage it is not about finding one solution, but eliminating the options that will prove less
effective at dealing with both the symptoms and the root cause.
Step Four: Select a Solution
In the fourth step, groups evaluate all the selected, potential solutions, and narrow it down to
one. This step applies two key questions.
1. Which solution is most feasible?
2. Which solution is favoured by those who will implement and use it?
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Figure 19: Step 4
Feasibility is ascertained by deciding if a solution:
• Can be implemented within an acceptable timeframe?
• Is cost effective, reliable and realistic?
• Will make resource usage more effective?
• Can adapt to conditions as they evolve and change?
• Its risks are manageable?
• Will benefit the organization?
Which solution is favoured?
Acceptance by the people who will use and implement the solution is key to success.
This is where the previous steps come into play. To users and implementers, a solution may
seem too radical, complex or unrealistic. The previous two steps help justify the choices made
by the PS group, and offer a series of different, viable solutions for users and implementers to
discuss and select from.
Step Five: Implement the Solution
Once the solution has been chosen, initial project planning begins and establishes:
• The project manager.
• Who else needs to be involved to implement the solution.
• When the project will start.
• The key milestones
• What actions need to be taken before implementing the solution
• What actions need to be taken during the implementing the solution
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• Why are these actions necessary?
Figure 20: Step 5
The group may use tools, such as a Gantt chart, timeline or log frame. Between Steps Five and
during Step Six the operational/technical implementation of the chosen solution takes place.
Step Six: Evaluate the Outcome
The project implementation now needs to be monitored by the group to ensure their
recommendations are followed. Monitoring includes checking:
• Milestones are met
• Costs are contained
• Necessary work is completed
Many working groups skip Step Six as they believe that the project itself will cover the issues
above, but this often results in the desired outcome not being achieved.
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Figure 21: Step 6
Effective groups designate feedback mechanisms to detect if the project is going off course.
They also ensure the project is not introducing new problems. This step relies on:
• The collection of data
• Accurate, defined reporting mechanisms
• Regular updates from the Project Manager
• Challenging progress and actions when necessary
In Step Six, as the results of the project emerge, evaluation helps the group decide if they need
to return to a previous step or continue with the implementation. Once the solution goes live,
the PS group should continue to monitor the solutions progress, and be prepared to re-initiate
the Six Step process when it is required.
Overall, the Six Step method is a simple and reliable way to solve a problem. Using a creative,
analytical approach to problem solving is an intuitive and reliable process.
5. Root reason examination
5.1. Definition
Root Cause Analysis (RCA) is a popular and often-used technique that helps people answer the
question of why the problem occurred in the first place. It seeks to identify the origin of a
problem using a specific set of steps, with associated tools, to find the primary cause of the
problem, so that you can:
1. Determine what happened.
2. Determine why it happened.
3. Figure out what to do to reduce the likelihood that it will happen again.
RCA assumes that systems and events are interrelated. An action in one area triggers an action
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in another, and another, and so on. By tracing back these actions, you can discover where the
problem started and how it grew into the symptom you're now facing.
You'll usually find three basic types of causes:
1. Physical causes – Tangible, material items failed in some way (for example, a car's
brakes stopped working).
2. Human causes – People did something wrong, or did not do something that was
needed. Human causes typically lead to physical causes (for example, no one filled the
brake fluid, which led to the brakes failing).
3. Organizational causes – A system, process, or policy that people use to make decisions
or do their work is faulty (for example, no one person was responsible for vehicle
maintenance, and everyone assumed someone else had filled the brake fluid).
RCA looks at all three types of causes. It involves investigating the patterns of negative
effects, finding hidden flaws in the system, and discovering specific actions that contributed
to the problem. This often means that RCA reveals more than one root cause.
5.2. The Root Cause Analysis Process
RCA has five identifiable steps.
Figure 22: The Root Cause Analysis Process
Step One: Define the Problem
• What do you see happening?
• What are the specific symptoms?
Step Two: Collect Data
• What proof do you have that the problem exists?
• How long has the problem existed?
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• What is the impact of the problem?
You need to analyze a situation fully before you can move on to look at factors that contributed
to the problem. To maximize the effectiveness of your RCA, get together everyone – experts
and front line staff – who understands the situation. People who are most familiar with the
problem can help lead you to a better understanding of the issues.
Step Three: Identify Possible Causal Factors
• What sequence of events leads to the problem?
• What conditions allow the problem to occur?
• What other problems surround the occurrence of the central problem?
During this stage, identify as many causal factors as possible. Too often, people identify one or
two factors and then stop, but that's not sufficient. With RCA, you don't want to simply treat
the most obvious causes – you want to dig deeper.
Step Four: Identify the Root Cause(s)
• Why does the causal factor exist?
• What is the real reason the problem occurred?
Use the same tools you used to identify the causal factors (in Step Three) to look at the roots of
each factor. These tools are designed to encourage you to dig deeper at each level of cause and
effect.
Step Five: Recommend and Implement Solutions
• What can you do to prevent the problem from happening again?
• How will the solution be implemented?
• Who will be responsible for it?
• What are the risks of implementing the solution?
Analyze your cause-and-effect process, and identify the changes needed for various systems.
It's also important that you plan ahead to predict the effects of your solution. This way, you can
spot potential failures before they happen.
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J. CRITIQUE THE PROCESS OF APPLYING CRITICAL
REASONING TO A GIVEN TASK/ACTIVITY OR EVENT (D2)
There are a number of different critical thinking skills that you may find valuable to include in a
given task/activity or event. Here are some examples:
1. Identification
The initial phase in the basic reasoning cycle is to recognize the circumstance or issue just as the
variables that may impact it. When you have a reasonable image of the circumstance and
individuals, gatherings or elements that might be impacted, you would then be able to start to
jump further into an issue and its expected arrangements.
2. Research
When contrasting contentions about an issue, free exploration capacity is vital. Contentions are
intended to be enticing—that implies the raw numbers introduced in support of themselves
may be deficient in setting or come from sketchy sources. The most ideal approach to battle
this is autonomous confirmation; discover the wellspring of the data and assess.
3. Identifying inclinations
This ability can be really troublesome, as even the most intelligent among us can neglect to
perceive predispositions. Solid basic scholars give a valiant effort to assess data dispassionately.
Consider yourself an adjudicator in that you need to assess the cases of the two sides of a
contention, yet you'll likewise have to remember the inclinations each side may have.
It is similarly significant—and ostensibly more troublesome—to figure out how to save your
very own inclinations that may cloud your judgment. "Dare to discussion and contend with your
own contemplations and presumptions," Potrafka energizes. "This is fundamental for figuring
out how to see things from various perspectives."
4. Inference
The capacity to construe and make inferences dependent on the data introduced to you is
another significant expertise for dominating basic reasoning. Data doesn't generally accompany
a synopsis that illuminates what it implies. You'll frequently have to survey the data given and
make inferences dependent on crude information.
The capacity to gather permits you to extrapolate and find potential results while surveying a
situation. It is additionally critical to take note of that not all deductions will be right. For
instance, on the off chance that you read that somebody weighs 260 pounds, you may surmise
they are overweight or undesirable. Other information focuses like tallness and body structure,
in any case, may adjust that end.
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5. Determining importance
Perhaps the most difficult pieces of intuition basically during a difficult situation is sorting out
what data is the most significant for your thought. In numerous situations, you'll be given data
that may appear to be significant, yet it might work out to be just a minor information highlight
consider.
6. Curiosity
It's unfathomably simple to pause for a minute and take everything introduced to you at face
esteem, however that can likewise be additionally a catastrophe waiting to happen when
confronted with a situation that requires basic reasoning. The facts confirm that we're all
normally inquisitive—simply ask any parent who has confronted an attack of "Why?" inquiries
from their kid. As we get more established, it very well may be simpler to start keeping that
drive to pose inquiries under control. In any case, that is not a triumphant methodology for
basic reasoning.
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K. PERFORMANCE EVALUATION
1. Team member’s roles (4 members)
Leader: Nguyen Hong Ky
His job is to guide the team and give instruction when any of the members needed
Team members:
Nguyen Thanh Khuong
Nguyen Duy Khang
Nguyen Thi Huyen Vy
They have the duty to follow leader instructions and carry out the task requirements.
2. My contribution
My contribution to the group is to help different individuals, examine the necessities of the
venture, set up the design structure for my part to follow. Anticipate the approaching issues to
settle when meet. Handle the foundation work of the occasion. Send the pioneer thought for
the group, and help them at whatever point they need it
L. CONCLUSION
Through this task, I figured out how to deal with my time appropriately so I never delay or
individuals had said "Consistently occupied however don't complete anything", realize how to
impart in bunches more effectiveness, how to deal with issues throughout everyday life, at
work, not any more griping about having an issue, to improve life and proof based perspective
to have a more clear psyche.
Likewise, by applying those delicate abilities to the itemized arranging, conveyance of an
occasion, I been able to apply that reality to myself, turning into a more expert working
individual.
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Reference:
1. Businessnewsdaily.com. 2021. [online] Available at:
https://www.businessnewsdaily.com/4245-swot-analysis.html [Accessed 7 June 2021].
2. iSixSigma. 2021. 5 Whys Definition. [online] Available at:
https://www.isixsigma.com/dictionary/5-whys/ [Accessed 7 June 2021].
3. safeopedia.com. 2021. What is 5 Why Analysis? - Definition from Safeopedia. [online] Available
at: https://www.safeopedia.com/definition/3167/5-why-analysis [Accessed 7 June 2021].
4. Kanban Software for Agile Project Management. 2021. 5 Whys: The Ultimate Root Cause
Analysis Tool. [online] Available at: https://kanbanize.com/lean-management/improvement/5-
whys-analysis-tool [Accessed 7 June 2021].
5. Tsw.co.uk. 2021. The Six Thinking Hats, with Working Examples. [online] Available at:
https://www.tsw.co.uk/blog/leadership-and-management/six-thinking-hats/ [Accessed 7 June
2021].
6. Free Management Books. 2021. The Six Step Problem Solving Model. [online] Available at:
http://www.free-management-ebooks.com/news/six-step-problem-solving-model/ [Accessed
7 June 2021].
7. Process, O., 2021. Overview of the 6-Step Process. [online] Colorado Department of
Transportation. Available at:
https://www.codot.gov/projects/contextsensitivesolutions/decision/6-step-process [Accessed
7 June 2021].
8. Mindtools.com. 2021. Root Cause Analysis: Tracing a Problem to Its Origins. [online] Available
at: https://www.mindtools.com/pages/article/newTMC_80.htm [Accessed 7 June 2021].
9. Corporate Finance Institute. 2021. Communication - Importance of Good Communication Skills.
[online] Available at: https://corporatefinanceinstitute.com/resources/careers/soft-
skills/communication/ [Accessed 7 June 2021].
10. The Balance Careers. 2021. These Are the Communication Skills Employers Look for in
Employees. [online] Available at: https://www.thebalancecareers.com/communication-skills-
list-2063779 [Accessed 7 June 2021].
11. The Balance Careers. 2021. List of Verbal Communication Skills Employers Seek. [online]
Available at: https://www.thebalancecareers.com/verbal-communication-skills-list-2059698
[Accessed 13 June 2021].
12. The Balance Careers. 2021. Nonverbal Communication Skills List and Examples. [online]
Available at: https://www.thebalancecareers.com/nonverbal-communication-skills-2059693
[Accessed 13 June 2021].
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ASSIGNMENT 1 FRONT SHEET
Qualification BTEC Level 4 HND Diploma in Computing
Unit number and
title Unit 3: Professional Practice
Submission date Date Received 1st
submission
Re-submission Date Date Received 2nd
submission
Group number:
Student names & codes Final scores
1.Nguyen Thanh Khuong
2. Nguyen Hong Ky
3. Nguyen Duy Khang
4. Nguyen Thi Huyen Vy
Class Assessor name Phan M
Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I und
declaration is a form of malpractice.
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P1 P2 P3 P4 M1 M2 M3 D1 D2
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OBSERVATION RECORD
Student 1
Description of activity undertaken
-
-
-
-
-
-
-
Assessment & grading criteria
How the activity meets the requirements of the criteria
Student
signature: Date:
Assessor
signature: Date:
Assessor
name:
Student 2
Description of activity undertaken
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Assessment & grading criteria
How the activity meets the requirements of the criteria
Student
signature: Date:
Assessor
signature: Date:
Assessor
name:
Student 3
Description of activity undertaken
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Assessment & grading criteria
How the activity meets the requirements of the criteria
Student
signature: Date:
Assessor
signature: Date:
Assessor
name:
Student 4
Description of activity undertaken
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Assessment & grading criteria
How the activity meets the requirements of the criteria
Student
signature: Date:
Assessor
signature: Date:
Assessor
name:
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 Summative Feedback:  Resubmission Feedback:
Grade: Assessor Signature: Date:
Internal Verifier’s Comments:
Signature & Date:
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