Professional Skills Portfolio (PRSK4048) - Desklib

This is a Professional Skills Portfolio for PRSK4048 course. It includes tasks related to understanding and having knowledge of professional skills, using appropriate technologies to facilitate the completion of self-analysis/reflection, reflecting, analyzing and discussing strengths, weaknesses, and opportunities personally and academically, and understanding, improving and reflecting upon their own personal strengths in relation to the professional environment. The portfolio evidence includes tasks such as The Long-Term Vision, Potential Roles and their Suitability, Belbin Test, Cross-cultural awareness/negotiating, Participating in Meetings, Preparing an Action Plan, Resolving Problems and Conflict, Ethical awareness, Presentation Plan, Post-Presentation Reflection, 360 Degree Review, and Professional Development Plan (PDP). The written tasks include Professional Skills In Action and Your Professional Skills. The total word count is 3,600 words (+/- 10%).

Spring 18
Professional Skills Portfolio (PRSK4048)
Name: Student Number:
Lecturer Name:
Tutor Name:
Presentation Group Members (GM):
GM1 GM2
GM3 GM4
GM5 GM6
This is your Professional Skills Portfolio. Please save a copy on your computer and back it up regularly (e.g. by
saving it on your computer / in the cloud (e.g. Google Drive) / emailing it to yourself). You will receive a printed
copy which you should bring to all lectures and tutorials. However, at the end of the course, you need to
submit a completed electronic copy via Turnitin. Please refer to suggested word counts for each task included
within this portfolio.
Table of Contents Page Learning outcomes
Section 1: Portfolio Evidence
1
Assessed Learning Outcomes:
1. Understand and have knowledge of professional skills and continual awareness in a business
environment.
2. Use appropriate technologies to facilitate the completion of self-analysis/reflection.
3. To reflect, analyse and discuss strengths, weaknesses, and opportunities personally and
academically.
4. Understand, improve and reflect upon their own personal strengths in relation to the
professional environment.

(These tasks will often be drafted in class and are designed to inform the written task in section 2.
Suggested word counts are included in brackets.)
The Long-Term Vision (200 words) 3 LO2, LO3
Potential Roles and their Suitability (300 words) 4 LO2, LO3
Belbin Test (150 words) 5-8 LO2, LO3
Cross-cultural awareness/negotiating (150 words) 9 LO1, LO3
Participating in Meetings (400 words) 10 LO1, LO2, LO3
Preparing an Action Plan (100 words) 11 LO1, LO2
Resolving Problems and Conflict (300 words) 12 LO1, LO2
Ethical awareness (100 words) 13 LO2, LO3, LO4
Presentation Plan (100 words) 14 LO1, LO2
Post-Presentation Reflection (350 words) 15 LO2, LO3, LO4
360 Degree Review (150 words) 16-17 LO1, LO3
Professional Development Plan (PDP) (150 words) 18 LO1, LO2, LO3, LO4
Section 2: Written Tasks
(These tasks should be developed throughout the semester but completed in weeks 9-11.)
Task 1: Professional Skills In Action (600 words) 19 LO1, LO2, LO3, LO4
Task 2: Your Professional Skills (600 words) 19 LO1, LO2, LO3, LO4
Total Word Count: 1,200 (written tasks) + 2,400 (portfolio evidence) = 3,600 words (+/- 10%)
Track your progress by ticking off each task as you complete it.
All tasks must be completed individually, except for the ‘Action Plan’ (week 5) and ‘Presentation
Plan’ (week 8) which should be completed in collaboration with your other group members.
Section 1: Portfolio Evidence
Portfolio Evidence [Week 1] The Long-term vision
When discussing the types of roles you would like to apply for, it is useful to consider how these
might fit in with your long-term vision. Imagine yourself travelling approximately 5 or 10 years into
the future. This activity is not about laying down a rigid plan but to help you gain a sense of the type
of life you want, so you can make the right kinds of choices to achieve it (200 words).
2

Activity: The Long-term vision
Five/ten years from now, I see myself...
Aspect Write your own vision of this aspect
below
On a scale of 1-10 how
important is it to you?
I consider the most important
things in my life to be…
Education, when one is educated he not
only benefits himself but the whole
community. An educated person can
explore the world without any difficulty in
communication.
10
Living in which part of the
world and in what kind of
place?
In Australia, it is amongst the wealthiest
nation in the world, Investing in this
country will be a plus for me.
7
Working for myself? Working
for a large company? Working
for a small company?
I prefer working for myself because I love
being the boss. When I run my company
am able to create job opportunities.
Working for myself is advantageous
because am able to make changes
anytime without having to follow a very
long channel.
9
Doing what kind of work?
Routine? Challenging?
In an office? In the field?
Marketing and sales manager, I work for
five days in a week. The work is
challenging because I have to convince
my clients that my product is the best in
the market over every other product.
Mostly I prefer being in the field to
interact with the customers and look for
more clients.
6
With what kind of work/life
balance (consider hours of
work/stress levels)?
Marketing my products and making sure
my sales representatives are pushing the
sales. I work for eight hours a day.
5
Taking a lead? Taking
responsibility? Working
individually? Part of a team?
I prefer working as a team because you
feel motivated; you become more
creative and competitive. In an
organization there are individuals who
take time to learn; when you work as a
team the weaker members are
strengthened by the stronger members of
the team.
7
Working with colleagues who
are… artistic? intellectual?
practical? caring? competitive?
I prefer working with competitive
individuals because they challenge me to
explore more and come up with the best
ideas to outdo my competitors.
Competitive individuals will also help you
give quality services to your clients for
9
3

you to retain them.
I enjoy spending my time
outside work doing…
When I am not working I enjoy spending
my time with the less privileged. Spending
time with this people gives them hope
that tomorrow might be better than
today. Putting a smile on someone’s face
has been my greatest desire and I feel
fulfilled whenever I spent my time with
this individuals.
9
Other important aspects of my
vision of the future are…
Portfolio Evidence [Week 1] Potential roles and their suitability
Using one of the roles you discussed in your week 1 tutorial, complete the following table below (use
the following example to guide you; write 300 words):
EXAMPLE: My desired Role is: Retail Manager
Key Skills required My current experience in this skill
Effective Leadership Skills In my current job as a retail assistant, I have helped to manage the store
and train staff in the absence of my manager. However, this is an area I
need to gain more experience and confidence in.
The ability to plan and
prioritise workloads
My experience at GSM has helped me develop these skills, although there is
a still a little room for improvement as I need to start work on my
assignments earlier.
How does this role match my long term vision?
Advantages Disadvantages
I think I would enjoy the fast-paced and varied nature of
the work and wouldn’t mind taking responsibility for
different areas of the business. ..(please continue)
Some retail manager positions may involve working long
hours and I would be worried that I would not achieve a
work-life balance…..(please continue).
My desired Role is: EVENTS OPERATION MANAGER
Key Skills required My current experience in this skill –Use own words
Team work
As a marketing and sales manager, team work has helped me achieve
organisational goals and objectives within a short period of time. Working as
a team has helped us improve our services altogether.
Good Leadership Good leadership translates into good performance of your employees and
the organization at large. My experience as a sales and marketing manager
4

is that a good leader creates a harmonious environment for employees and
the management.
Good communication
As a leader I have learnt the skill of good communication, communicating
with your employees effectively promotes team work and loyalty. I am able
to delegate duties to the employees hence smooth flow of work.
Planning Planning is a crucial feature in the management of an organisation. As a
marketing and sales manager I learnt that for the organization to achieve its
goals good planning is needed. Planning also reduces conflicts among the
employees since every staff will be given their role in the organization.
Ability to work under
pressure.
Although I need to improve on this skill, as a sales Manager I have learnt to
work under pressure. Working under pressure challenges me and I have to
accomplish the set goals within a given time.
How does this role match my long term vision? – Use own words
Advantages Disadvantages
I would prefer working in a team work as it may
result in bigger profit margins in an organization.
As a sales manager I would work hard as a leader to
see my organization among the leading companies.
I would prefer communicating with the staff’s one
on one to create a good working environment for us
all.
A well planned organization would have zero
chances of collapsing.
I would feel motivated finishing a task under given
time.
Team work will bring about conflicts due to
ideological differences hence delay in decision
making.
Good leadership may not be achieved easily due to
different personalities of the employees.
As much as every organisation needs good
communication skills am worried employees would
use that platform to satisfy their personal desires.
Planning would discourage introduction of new
ideas in the organisation
As a marketing manager I would fail to deliver
quality services due to too much pressure.
Portfolio Evidence [Week 2] Belbin test
Belbin (1996) outlines the different type of roles people may have within a team. Complete the
following questionnaire to identify your main role(s). You will discuss the results in your week 2
tutorial. To complete the questionnaire:
1. Tick in the far left hand columns the one, two or three sentences most applicable to yourself.
2. Then in the column on the right, share 10 points between those sentences that apply to you: one
of which you feel sums you up well while the other only applies some of the time.
E.g. You could give your first choice seven points and three points to your second choice. In some
instances you might decide that there are two sentences which apply to you equally – if this is the
case, award five points to each.
SECTION A
When involved in a project with other people:
Tick Points
5

 1. I can be relied upon to see that work that needs to be done is organised. 4
2. I pick up slips and omissions that others fail to notice.
 3. I react strongly when meetings look like losing track of the main
objective.
3
4. I produce original suggestions.
5. I analyse other people’s ideas objectively, for both merits and failings.
6. I am keen to find out the latest ideas and developments.
 7. I have an aptitude for organising people. 3
8. I am always ready to support good suggestions that help to resolve a
problem.
SECTION B
In seeking satisfaction through my work:
Tick Points
 1. I like to have a strong influence on decisions. 4
2. I feel in my element where work requires a high degree of attention and
concentration.
3. I am concerned to help colleagues with their problems.
4. I like to make critical discrimination between alternatives.
 5. I tend to have a creative approach to problem solving. 3
6. I enjoy reconciling different points of view.
7. I am more interested in practicalities than new ideas.
 8. I particularly enjoy exploring different views and techniques. 3
SECTION C
When the team is trying to solve a particularly complex problem:
Tick Points
1. I keep a watching eye on areas where difficulty may arise.
 2. I explore ideas that may have a wider application than in the immediate
task.
2
3. I like to weigh up and evaluate a range of suggestions thoroughly before
choosing.
4. I can co-ordinate and use productively other people’s abilities and
talents.
5. I maintain a steady systematic approach, whatever the pressures.
 6. I often produce a new approach to a long continuing problem. 3
6

7. I am ready to make my personal views known in a forceful way if
necessary.
 8. I am ready to help whenever I can. 5
SECTION D
In carrying out my day-to-day work:
Tick Points
 1. I am keen to see there is nothing vague about my task and objectives. 5
 2. I am not reluctant to emphasise my own point of view in meetings. 2
 3. I can work with all sorts of people provided that they have got
something worthwhile to contribute.
3
4. I make a point of following up interesting ideas and/or people.
5. I can usually find the argument to refute unsound propositions.
6. I tend to see patterns where others would see items as unconnected.
7. Being busy gives me real satisfaction.
8. I have a quiet interest in getting to know people better.
SECTION E
If I am suddenly given a difficult task with limited time and unfamiliar people:
Tick Points
1. I often find my imagination frustrated by working in a group.
2. I find my personal skill particularly appropriate in achieving agreement.
3. My feelings seldom interfere with my judgment.
4. I strive to build up an effective structure.
5. I can work with people who vary widely in their personal qualities and
outlook.
 6. I feel it is sometimes worth incurring some temporary unpopularity if
one is to succeed in getting one’s views across in a group.
3
7. I usually know someone whose specialist knowledge is particularly apt.
 8. I seem to develop a natural sense of urgency. 7
SECTION F
When suddenly asked to consider a new project:
Tick Points
 1. I start to look around for possible ideas and openings. 5
7

 2. I am concerned to finish and perfect current work before I start. 5
3. I approach the problem in a carefully analytical way.
4. I am able to assert myself to get other people involved if necessary.
5. I am able to take an independent and innovative look at most situations.
6. I am happy to take the lead when action is required.
7. I can respond positively to my colleagues and their initiatives.
8. I find it hard to give in a job where the goals are not clearly defined.
SECTION G
In contributing to group projects in general:
Tick Points
1. I think I have a talent for sorting out the concrete steps that need to be
taken given a broad brief.
 2. My considered judgement may take time but is usually near the mark. 5
3. A broad range of personal contacts is important to my style of working.
4. I have an eye for getting the details right.
 5. I try to make my mark in group meetings. 2
6. I can see how ideas and techniques can be used in new relationships.
7. I see both sides of a problem and take a decision acceptable to all.
 8. I get on well with other and work hard for the team. 3
Scoring Key for Self-Perception Inventory
1. Transfer your point’s allocation from the seven sections of the Self-Perception Inventory to the
appropriate boxes below. The pre-printed numbers in the grid refer to the question numbers (QN) of
each section. For example if for Section A you scored seven points for question 6 and three points for
question 1, you would allocate them in the columns RI and IMP respectively.
SH CO PL RI ME IMP TW CF
QN Q
N
Q
N
QN QN Q
N
Q
N
Q
N
A 3. 3 7. 3 4. 6. 5. 1. 4 8. 2.
B 1. 4 6. 5. 3 8. 3 4. 7. 3. 2.
C 7. 4. 6. 3 2. 2 3. 5. 8. 5 1.
D 2. 5 3. 6. 4. 5. 1. 5 8. 7.
E 6. 3 5. 1. 7. 3. 4. 2. 8. 7
F 6. 4. 5. 1. 5 3. 8. 7. 2. 5
G 5. 2 7. 6. 3. 2. 5 1. 8. 3 4.
Total 17 3 6 10 5 9 8 12
2. Once you have allocated all your points, total each column. The highest two totals represent your
primary and secondary preferred team roles.
8

3. After your tutorial, comment briefly on your primary and secondary team roles, what they
represent and to what extent you agree with the outcome, using evidence of past experiences to
support your position (150 words):
Portfolio Evidence [Week 3] Cross-cultural awareness/negotiating
Negotiations are complex. One factor is how different cultures approach negotiating when doing
business internationally. In the following scenario, what cultural misunderstandings could occur and
what strategies can you undertake to minimise those misunderstandings? Write two paragraphs (150
words).
Scenario:
Saudi Arabia is using its vast oil wealth to build $400bn of new infrastructure with major rail,
healthcare and construction projects. A British and Chinese company have been awarded two of the
largest contracts. They need to negotiate with each other and the Saudis to plan some of the
transport projects
9
17 is my strongest primary role and 12 is my secondary role. The primary role is the strongest
role which is enacted with ease to an individual. The primary role is made up of the colleagues
with whom you lead to a team. These are individuals who share the responsibility in defining
the vision as well as setting strategies which could drive success. The secondary roles are
crucial to the group since they help the members to interact with one another in order to
facilitate on the progress of the team as a whole. The Belbin test can help to identify each team
member role to prevent conflict within the team. I most of the cases individuals with similar
role tend to compete with each other over whom will perform the task best. These roles
highlight the specific strengths which compensates the weaknesses which are associated to
every member.

Misunderstandings
1. One of the cultural misunderstandings in this scenario is the negotiating goal- contract or the
relationship. The negotiator from these two organization full different cultures could view
the purpose of negotiation differently.
2. Negotiating attitude: Win-lose or win-win. Due to the differences in the culture, personality
or both, the business persons in these organizations could appear to approach deal making
with one or two basic attitudes (Long and Bailey, 2017). That negotiation is a process to
which either win-win or struggle with each and one side win and the other one loses.
Strategies to minimize misunderstandings.
Clarification of the goal: It is important to understand clearly what the other side is seeking to
achieve. Looking at the interests allows for the understandings of the real goals.
Consideration of all viewpoints: During negotiation, there is great deal of time which could be spent
in establishing the facts. Conflicts usually arise due to differences in the personal viewpoints (Long
and Bailey, 2017). It is important to accept and understand someone else viewpoint.
10

Portfolio Evidence [Week 4] Participating in meetings
Evaluate your meeting in your tutorial from the perspective of both your group and you as an
individual (if you did not attend in week 4, please use one of the follow-up meetings you will have in
class to complete this section; write 350 words).
The Group
Outcomes
(What did you achieve/decide?) As a group we were able to complete discussion related to the
topic discussed in class. We attain all the milestones related to that
particular subject which were required to discuss.
Time Management
(How effective was your use of the
time?)
Time was well spent, with each member allocated twenty minutes
to discuss their various topics in the discussion. We were to take 5
hours to complete the whole assignment.
Communication
(How well did you communicate
with each other?)
Communication within the group was effective. No member spoke
while another is discussing. When each member had an issues
waited for the other to speak then raised their issues in relation to
the subject of discussion. Clarifications were made in an
organized manner.
Dealing with Conflict
(How did you deal with any
disagreement?)
There was a structured manner in which conflict were resolved.
First the members who were in disagreement were required to talk
to each other. The members in the group focused on the behavior
and events which caused the conflict. There was listening
carefully to identify where misunderstanding occurred. The
members identified points of agreement and disagreements and
prioritize on the areas of conflict. There was then a development
of a plan of work to each of the conflict and resolution was done.
Yourself
Participation
(How much did you participate in
the discussion?
In the discussion I was very active. In each of the subject under
the discussion I contributed something in relation to that subject. I
tried to be active in sharing what I know in relation to the subject
and issue that were not clear I asked the other members.
Contribution
(What ideas did you contribute?) In the subject regarding negotiations and conflict I contributed
strategies that are used to solve the issues. Moreover, I gave the
members a case example of how I was able to solve such similar
cases between my friends who had some misunderstanding.
11

Communication
(How well did you explain yourself
and listen to others?)
In regards to explaining myself I was articulate, organized and to
the point. Each point I raised that members did not grasp, I took
time to explain it in details. I also listened to others keenly since I
was much interested to hear others argue in regards to a given
subject each having their own view point.
Management of the Discussion
(How much did you help to ensure
the meeting was productive?)
In terms of management the group had elected the leaders; there
was a group leader who was responsible of coordinating the
meetings, allocating time for each member in the discussion and
resolving conflict within the group.
Action Points
(what could you / your group do better in future meetings)
One area I could do to future meeting a success would be to come more prepared in terms of the
subject that is under discussion. At times I could come unprepared to the group and did not get
some of the issues raised. As a group it could try to minimize conflict with one another and listen
more to viewpoint of others and not take a stand on a given point.
12

Portfolio Evidence [Week 5] Preparing an Action Plan
Goal: Completion date:
Milestones (steps to be taken) By date By whom Evidence that milestone is completed Done
1
Planning of the presentation is what the group
will undertake. The first step is selecting the topic.
2/3/2018 Team leader The members met and ensured that the
subject meets the requirement of discussion.
4/3/2018
2
Defining the objective to the presentation
10/3/2018 1st Member The member wrote single and concise
statement to the objective.
10/3/2018
3
Preparing the content through preparing the body
of preparation
15/3/2018 2nd Member Emailed to the group members to confirm 15/3/2018
4
Preparing the introduction and conclusion
20/3/2018 3rd Member Presented to the group during a meeting day 22/3/2018
5
Practicing delivering the presentation
27/3/2018 4th Member Gave a unique demonstration to the group 30/3/2018
6
7
8
Prepare an action plan with your group which details the steps you will take to prepare your week 9 presentation/video/debate. Be specific as to exactly what the
task(s) of each group member is and decide how you will know the task has been completed (i.e. will they email to the group/someone to check?) (100 words).
13

Portfolio Evidence [Week 6] Resolving problems and conflict
Identify difficulties you have encountered within your groups and comment on your actions and the outcomes in the table below. Issues may include
students not attending classes or responding to emails, disagreements within the group, a lack of effort from some students or a tendency to
dominate in others. Refer to theories/strategies covered in your lecture in relation to these issues (300 words).
Activity: Resolving Problems and Conflict
Define problem The actions taken Positive outcomes for
myself
The effect upon other
people
Further action needed
1
There was disagreements within the
group
There was listening of
the agreements and
the disagreements.
There was creation of
an action plan which
was aimed to resolve
the conflict.
I got to learn how one
could avoid
disagreement within a
group.
Disagreement made
the work which we
were doing to delay.
The group needed to
draft a guideline rules
which will them to
coordinate effectively.
2
Some members did not attend classes to
understand the subject of discussion
The team leader had
to tell those members
to go and catch up on
what was discussed.
Classes are important
component since
what is discussed
would be
implemented
When they got to
catch up on what was
learnt the group was
able to handle tasks
faster.
When some members
do not go to classes,
issues related to delay
in the work output
arises. There is lagging
of the work and the
other members’
motivation to work
diminishes.
There was meeting
which was held to
discuss on the issues
and members that did
not attend to the
classes were given
additional work.
14

Portfolio Evidence [Week 7] Ethical awareness
In a professional environment we are often faced with complex situations revolving around ethical
conduct. Decide on two ethical issues faced by you during your teamwork and discuss them in terms
of ethical awareness (100 words):
Being punctual: arriving to the group on time, adhering to breaks during the discussion and
attending all the scheduled meetings on time is an ethical issue which has affected the teamwork in
one way or another. Some members knows that meetings are scheduled and do not attend any
giving false promises they are held up somewhere.
Working with a positive attitude: In teamwork it is important to be pleasant and polite and at the
same time take any difficult tasks with a cheerful attitude. In the group there are some members
who did not have positive attitude towards the work we undertook, especially when the tasks were
difficult they highlighted it was undoable and we should skip it.
15

Portfolio Evidence [Week 8] Presentation Plan
1) Please provide an outline of your presentation/video here, in a format of your choice. Include the
main sections and content (be specific), a clear indication of each person’s role and any anticipated
problems. Bullet points / note form are acceptable (100 words).
2) Provide screenshots of your presentation for evidence. If your presentation a video this will be
evidenced during your presentation and you are still required to follow the step above.
3) Make 6 slide presentation on the topic - ETHICS.
PRESENT 6 SLIDE OF POWER POINT PRESENTATION (TOPIC: - MY PROFESSIONAL CONDUCT)
16
Presentation of the PPT is as follows;
1. Analysing of the audience-learning the audience and who will speak
2. Topic of the research- the topic of the research highlighted on Ethics.
3. Meanings of the topic ethics
4. Types of model of ethics
5. Process of making ethical judgement
6. Factors impacting ethics
7. Principles of admirable ethics
8. Conclusion

Portfolio Evidence [Weeks 9] Post-presentation reflection
Reflect on your groups and your own performance in the group presentation/video/debate – bring a
copy of this page to your week 10 tutorial. Use feedback from your peers and tutor. (350 words)
The Group
Content
(How clear, complete and informative
was the presentation?) The presentation was precise and provided information related to
the concept of ethics.
Audience Engagement
(How enjoyable / interesting did the
audience find it?)
The audiences enjoyed the presentation more so from the
exceptional examples which were given. They seemed to relate
to the concepts which were presented.
Organisation
(How well-structured was it? How
well did the visuals support it?)
The presentation was well organized, the visuals which were
incorporated in the presentation gave it a good look and
presenting it was much easier as the audience could understand
the concepts easily.
Professionalism and Teamwork
(How slick and professional was it?
How well did your group combine?)
There was professionalism and teamwork from the other
members when undertaking this presentation. The members each
contributed their own part and they were well organized.
Yourself
Delivery
(How confident, engaging and clearly
did you speak?)
I was articulate, confident and at one part or another in the
presentation I could engage the audiences. I spoke flawless and I
was very conversant in this work since I have done research
extensively.
Clarity
(How well did you explain yourself?)
I was well audible and clarified different concept with ease since
I was familiar and I had prepared well on this topic.
Team Support
(How well did you support the other
people in the group?)
I supported the other members through guiding them on how to
present the work. Am good at presenting so I taught them ways
to effectively get the attention of the audiences.
Overall Contribution
17

(How would you rate your
performance overall?)
I would rate it as excellent. Each member had their roles and
they accomplished. Presentation was done effectively without
missing any point and explaining well.
Action Points
(what could you / your group do better in future presentations/videos/debates)
Portfolio Evidence [Week 10] 360 Degree review feedback
360 degree reviews feedback is used in some companies to help managers gain a fuller
understanding of an employee’s performance by asking group member to feedback on each other’s
performance.
In class you will be required to give feedback to your other group members – Now record the
feedback you have given to one of your team members.
Student Name: ____________Group leader
__________________________________________________
Quality of Work
Strongly
Agree Agree Disagree
Strongly
Disagree
Not
Applicable
Sets high standards for quality
of work output

Ensures work is accurate and
error-free before finalising

Helps others improve the
quality of their work

Demonstrates creativity and
problem-solving abilities
Communication
Strongly
Agree Agree Disagree
Strongly
Disagree
Not
Applicable
Communicates well orally 
Communicates well in written-
form

18

Displays good listening skills 
Shares information freely with
others

Communicates regularly and
responds promptly

Teamwork
Strongly
Agree Agree Disagree
Strongly
Disagree
Not
Applicable
Contributes positively to team 
Is friendly and easy to work
with

Helps define team roles to
maximise output

Can be counted on to complete
tasks correctly and on time

Leadership and
Professionalism
Strongly
Agree Agree Disagree
Strongly
Disagree
Not
Applicable
Helps to lead and/or coordinate
the team

Adapts well to change 
Presents a professional image
to others

Has high professional and
ethical standards

Please provide additional comments on this group member’s strengths, any areas for development
and your overall feedback in the space below (150 words):
19
Strengths:
The members in the group had the ability to be patient and communicate effectively through use
of their interpersonal skills. They had a great deal of patient since they had the opportunity to
work in different subjects. An area for the development is improvement of the organizational
skills and personal personality while working in groups.
Areas for Improvement: They should work to improve on the aspect of punctuality and
perfectionism. When taking new projects as well as challenges their goal should be it be the best
it could. They should not get into the vicious cycle of perfectionism that could cause them to turn
work late since they did not
delegate work.

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Overall:
The overall experience in the teamwork was awesome. The interaction was lively and as a group
there was sharing of various concepts and we got to learn from one another.

[Week 10] Professional Development Plan (PDP) Specific- Measurable- Achievable- Realistic- Timescale (SMART)
You are required to develop a Professional Development Plan (PDP), which will include objectives for the development of your professional skills
after the completion of the module. This could include skills we have covered on this module or other skills that will be required in your chosen
industry/ profession. Be specific when describing your objectives and how you will achieve and measure them (150 words).
Week
What are my
development
Objectives?
What activities do I need to
undertake to achieve my
objectives?
What support/
resources do I
need to achieve my
objectives
How will I measure
success? Target date for
achieving my
objectives
E.g. To build my confidence when
delivering a presentation
Gain further experience in presentation
skills during classroom activities to speed
up and improve my confidence
1. Practice in class during
group work or individual
presentations
1. Feedback from my peers
and tutor.
2.I will feel more confident
in presentations
January 2017
1 Building of interpersonal
skills
Working on various fields to gain
experience. Moreover, it will also entail
being compassionate to situations that are
difficult.
Participate in different
projects in class.
Feedback from the other
classmate
Feedback for the instructors
End of April 2018
2 Development of the
presentation skills
Working with the group and guiding them
how best the work could be presented
Participate in the group
presentation and learning
how to be an effective
speaker
Feedback from the
classmates.
End of March 2018
3
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4
5
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Section 2: Written Tasks
Professional Skills In Action and Your Professional Skills (1,200 words)
In the course of this module you have been placed in groups of 4-6 and tasked with creating and delivering a
presentation.
Task 1 – Professional Skills In Action (600 words):
Discuss what you would consider to be effective and what areas needed further development in terms of
building this team and completing the project. You should link this to your knowledge of professional skills
relevant to your industry.
In your discussion you must consider the following:
 r
 Interpersonal skills / effective communication
 Resolving conflicts / intercultural awareness
 Ethics / professional conduct
 Other relevant professional skills
You can find guidance to the above themes as well as the reading list on GSM Learn Professional Skills Module.
Write in full sentences and paragraphs and ensure you include an appropriate number of references for this
level. We recommend you refer to the reading list and ensure you have evidence for theory and ideas around
professional skills. Refer to the marking criteria about how reading and research affects your grade.
When a team is performing at their best, each team member has clear responsibilities. It is important
that each role should be achieved in order to meet the goal of the team (Malekoff, 2015). According to
Belbin he highlighted that to understand ones role within a given group, it is important to develop
strength and at the same time manage on the weaknesses as the team member and improve on how to
contribute to the team (Brundiers and Wiek, 2017). The team leaders utilized the Belbin model in order
to create more balanced teams. In the team there were various roles which were allocated to the
members. There were shapers individuals in the group. These were individuals who challenged the
team to enable them to improve. They were dynamic and at the same time extroverted who enjoy
stimulating others. There were those who were implementer. These are those who got things done such
as the team leader. He was able to turn the ideas and concept of the team into practical actions and
plans. There was also a member who was completer-finisher. He was responsible for seeing the project
was completed thoroughly. He ensured that there were no errors or omissions through paying attention
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to the smallest details.
The group encountered conflict where two members were arguing in explaining a concept. Each of
them stood firmly on their own view point. The group leader had to intervene to solve such conflict
since there was no discussion at the time which was going on. In resolving the conflict the group had
to examine the agreement and disagreement aspects which could have caused this to occur. There was
an action plan that was formulated on how to resolve the issue and how to address any conflict within
the team that might occur.
While working in this group, there was development of interpersonal skills within the group. Many
members did not know to communicate with each other, but through learning they were able to
effectively develop on these skills. There was also use of different various methods for
communication. The team leader used emails to communicate any meeting that was scheduled or to
pass to the members any relevant materials for the project that the group was undertaking. This
communication method was effective since he could send information at once to the group members.
Through this team members develop various professional skills such as collaborations and teamwork,
and leadership skills.
In any team it should be governed by professional ethics. It is the personal rules which would govern
behavior within the context of a given group (Kulturel-Konak, Konak, Kremer and Esparagozza,
2015). In this team it was govern in to particular ethics. Ethics is all about making on the best possible
decisions which are concerned to individual, resources and environment. The ethical choices in most
of time usually diminish the risk, advances positive results, increase on the trust, and determine the
long term success and reputation. One of the ethical aspects which the team needed to observe was the
issue of punctuality. Punctuality is very important in a team, especially when a meeting has been
scheduled. Aspects such as honesty, responsibility along with fairness and respect are values which
drives ethical conducts to management of professionalism. The ethical aspect and conduct are
essentially applied to the real life practices, where the best outcome is the most ethical ones.
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Task 2 – Your Professional Skills (600 words):
Discuss how you contributed to this team considering your individual strengths and the role you played. Your
writing should be underpinned by reflection on what you have learned about yourself from the portfolio tasks
as well as in the course of this module.
Write in full sentences and paragraphs and ensure you include an appropriate number of references for this
level. We recommend you refer to the reading list and ensure you have evidence for theory and ideas around
professional skills. Refer to the marking criteria about how reading and research affects your grade.
Team working is a crucial way to which completing of the projects which are much worth in
developing and at the same time refining skills which could assist to make a valuable contribution to
the kind of team you are in (Gilboy, Heinerichs and Pazzaglia, 2015). The team which I was involved
in was to deliver a project on the ongoing basis. This team was an integral part when it came to
undertaking a project. As a team player I had the ability to work well with others, and this has a major
effect when it comes to completion of the project. As a member of the team I did some contribution to
make the project a success. The first thing was to understand the end goal. Given that the project had a
defined ending, it is vital that each of the contributors could make an effort in knowing the desired end
result. I was able to understand the desired results, to enable me make better decisions and at the same
time reduce on any confusion and the re-work. As the vice chairman of the group, the members agreed
that it was my responsibility to identify the roles in the group. Each individual in the group has the
responsibility and each had roles which they were allocated. It was my responsibility as the vice
chairman of the group to clarify o their roles to enable them understand how they could contribute
better.
My strengths did contribute to the role I played in the group. One of my strength is am an action
oriented individual. I take matters on my own hands and do not wait to be pushed. In this group, one
instance I used this strength was during conflict resolution. In the group there was some disagreement
between the members. discovering how would delay the project further, I took matters into my own
hands and discussed with the group the way forward, we should undertake to resolve on the issue.
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Having seen similar situation and what it can do to a group; such as delays, hatred and poor
coordination, I suggested on the strategies to use in the action plan that was to be implemented to solve
the conflict and avoid another one in the future. One was hearing both side of the members from their
viewpoint. This was aimed to analyze the relevant information to understand o the causes and the
effects relationship. The next aspect was the development of the possible solution and then selecting
the best strategy towards that problem and implementing it.
Another strength that played a key role in the group is that am communicative. This means that I was
able to develop on my interpersonal skills which have enabled me to communicate effectively. During
the discussion of different concepts there was need to have clarity to enable the other members
understand what was being discussed. When explaining a concept I did it with clarity, and to the point
and when the members did not understand I was able to explain to them articulately step by step.
Additionally, entertaining strength also came in handy especially keeping the other members
entertainment. Making one or two jokes helped the group focused, and at the same time towards the
objective. Members were lively and reduced boredom and this helped the members to participate and
contributed to the issues discussed.
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References
Brundiers, K. and Wiek, A., 2017. Beyond Interpersonal Competence: Teaching and Learning
Professional Skills in Sustainability. Education Sciences, 7(1), p.39.
Gilboy, M.B., Heinerichs, S. and Pazzaglia, G., 2015. Enhancing student engagement using the flipped
classroom. Journal of nutrition education and behavior, 47(1), pp.109-114.
Kulturel-Konak, S., Konak, A., Kremer, G.O. and Esparagozza, I.E., 2015. Professional Skills
Assessment: Is a Model of Domain Learning Framework Appropriate?. International Journal of
Quality Assurance in Engineering and Technology Education (IJQAETE), 4(1), pp.33-60.
Kuravsky, L.S., Marmalyuk, P.A., Baranov, S.N., Alkhimov, V.I., Yuryev, G.A. and Artyukhina, S.V.,
2015. A new technique for testing professional skills and competencies and examples of its practical
applications. Applied Mathematical Sciences, 9(21), pp.1003-1026.
Long, E.C. and Bailey, D.C., 2017. The Professional Sequence and High-Impact Teaching: Skills,
Methods, and Internships. In Field-Based Learning in Family Life Education (pp. 29-37). Palgrave
Macmillan, Cham.
Malekoff, A., 2015. Group work with adolescents: Principles and practice. Guilford Publications.
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