Diploma in Computing Assignment PDF

Qualification Pearson BTEC Level 5 HND Diploma in Computing
Unit number and title Unit 3: Professional Practice
Assignment due August 26th 2019 Assignment submitted September 3rd 2019
Learner’s name Phan Huynh Quang Tien Assessor name Ngo Quynh Bao Tram
UPDATE RQF FORMAT ASSIGNMENT BRIEF SHEET
Learner declaration:
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.
Learner signature Date September 3rd 2019
Grading grid
P1 P2 P3 P4 P5 P6 P7 P8 M1 M2 M3 M4 M5 D1 D2 D3 D4
Submission format
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: Training schedule (using project management software) for the four-day event and a training pack 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 penalised 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 penalised for exceeding the total word limit.
Part 4: A report discussing problem-solving techniques.
The submission is in the form of a completed essay report including the tasks set out in the Assignment Brief. This
assignment is an individual assignment.
Prepare a file of documents which relate to the individual which, for the purpose of this unit, is referred to
as your Personal Development Portfolio (PDP).
Unit Learning Outcomes
LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience.
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios.
LO3 Discuss the importance and dynamics of working within a team and the impact of team working in
different environments.
LO4 Demonstrate a range of interpersonal PD and transferable communication skills to a target
audience.
Assignment Brief and Guidance
Assignment 1: 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 organisation that

you work in.
The training event is scheduled over a four –days (4) period at a nearby residential centre, and will include a number
of workshops, coaching sessions and team-building activities. The centre requires a schedule of the types of
activities proposed so that plans can be finalised. 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 schedule (using project management software) 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. It is expected that 40 employees will
attend the event. There is a large auditorium that will seat 60, and the outdoor centre can accommodate 15
at any one time for activities. In addition, there are three break-out rooms, one with computers for up to 20
and two other seminar rooms that seat up to 30.
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 evaluation of the effectiveness and application of interpersonal skills during the design
and delivery process. You should also include an evaluation of your performance in this project and your
contribution to the team you worked in.
4. Produce a report 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.
Assignment 2: There is no generic scenario/case study for this unit, but there are specific tasks to be completed.

Students will examine different methods of learning, which will help them to identify their own preferred style of
learning. They will use this information as a basis for writing an essay about learning styles, self-managed learning,
the role of lifelong learning and, aspects of time management.
Students will also compile a personal portfolio of information about themselves, which will help them to identify
and achieve their personal goals.
You will be assessed on the quality of the information provided in this assignment. You should identify the above
issues clearly and present professionally in a report format. Yourself evaluation should be ‘SMART’ than a mere
description. You may analyse qualities of existing business entrepreneurs for you to carry out the self-evaluation.
Task
Discuss the learning styles which can be implemented to overcome the problems you have identified. You should
seek to communicate this information in an appropriate manner at various levels – strategic, tactical and operational
Identify one work based problem, either where you work now or where you intend to work in the future,
where the solution requires individual training or qualifications.
Your PDP should identify your short term objectives and long term objectives, together with the processes and
activities required to implement your development plan.
Learning Outcomes and 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.
LO3 Discuss the importance and dynamics of working within a team and the impact of team working in different environments

P5 Discuss the importance of team dynamics in
the success and/or failure of group work.
M4 Analyze team dynamics, in
terms of the roles group members
play in a team and the effectiveness
in terms of achieving shared goals.
D3 Provide a critical evaluation of your
own role and contribution to a group
scenario.
P6 Work within a team to achieve a defined goal.
LO4: Examine the need for Continuing Professional Development (CPD) and its role within the workplace and for higher level
learning
P7 Discuss the importance of CPD and its
contribution to own learning
M5 Compare and contrast different
motivational theories and the
impact they can have on
performance within the workplace
D4 Evaluate a range of evidence
criteria that is used as a measure for
effective CPD.
P8 Produce a development plan that outlines
responsibilities, performance objectives and
required skills, knowledge and learning for own
future goals.

Summative feedback
Assessor’s Signature Date

<ATTACHED EVIDENCE>

Contents
UPDATE RQF FORMAT ASSIGNMENT BRIEF SHEET.......................................................................................1
LO1: Demonstrate a range of interpersonal and transferable communication skills to a target audience............9
P1: Demonstrate, using different communication styles and formats, that you can effectively design and
deliver a training event for a given target audience................................................................................................. 9
P2: Demonstrate that you have used effective time management skills in planning an event...........................9
LO2: Apply critical reasoning and thinking to a range of problem-solving scenarios.........................................10
P3: Demonstrate the use of different problem-solving techniques in the design and delivery of an event.. . .10
P4 Demonstrate that critical reasoning has been applied to a given solution.....................................................12
LO3: Discuss the importance and dynamics of working within a team and the impact of team working in
different environments.................................................................................................................................................. 13
P5 Discuss the importance of team dynamics in the success and/or failure of group work.............................13
P6: Work within a team to achieve a defined goal................................................................................................ 14
LO4: Examine the need for Continuing Professional Development (CPD) and its role within the workplace
and for higher level learning........................................................................................................................................ 16
P7 Discuss the importance of CPD and its contribution to own learning...........................................................16
P8: Produce a development plan that outlines responsibilities,performance objectives and required skills,
knowledge and learning for own future goals........................................................................................................ 17
REFERENCES:........................................................................................................................................................... 18

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.
What is communication ?
Communication is simply the act of transferring information from one place, person or group to another.
Every communication involves (at least) one sender, a message and a recipient. This may sound simple, but communication is actually a
very complex subject.
The transmission of the message from sender to recipient can be affected by a huge range of things. These include our emotions, the
cultural situation, the medium used to communicate, and even our location. The complexity is why good communication skills are
considered so desirable by employers around the world: accurate, effective and unambiguous communication is actually extremely hard.
Defining Communication
As this definition makes clear, communication is more than simply the transmission of information. The term requires an element of
success in transmitting or imparting a message, whether information, ideas, or emotions.
A communication therefore has three parts: the sender, the message, and the recipient.
The sender ‘encodes’ the message, usually in a mixture of words and non-verbal communication. It is transmitted in some way (for
example, in speech or writing), and the recipient ‘decodes’ it.
Of course, there may be more than one recipient, and the complexity of communication means that each one may receive a slightly
different message. Two people may read very different things into the choice of words and/or body language. It is also possible that
neither of them will have quite the same understanding as the sender.
In face-to-face communication, the roles of the sender and recipient are not distinct. The two roles will pass back and forwards between
two people talking. Both parties communicate with each other, even if in very subtle ways such as through eye-contact (or lack of) and
general body language. In written communication, however, the sender and recipient are more distinct.
Categories of Communication
There are a wide range of ways in which we communicate and more than one may be occurring at any given time.
VERBAL COMMUNICATION:
When messages or information is exchanged or communicated through words is called verbal communication. Verbal communication may
be two types: written and oral communication. Verbal communication takes place through face-to-face conversations, group discussions,
counseling, interview, radio, television, calls, memos, letters, reports, notes, email etc.

CHARACTERISTICS OF VERBAL COMMUNICATION:
Mediums:
Verbal communication is either face-to-face or public. Communicating face-to-face allows communicators to exchange ideas back and
forth freely, while public speaking allows the back and forth exchange of ideas only in certain circumstances, like a classroom setting or
during a question and answer session. However, in order to keep information flowing smoothly and clearly between the speaker and the
audience, rules have to be negotiated as to when each individual can speak. Verbal communication does not just involve speech, since
written communication conveys a specific idea and is a part of verbal communication.
Sound:
At birth, everyone has the ability to make sounds. Some sounds have nothing to do with language or words, such as laughing, crying and
yelling. Despite that, people with different languages can understand the emotion that the individual is communicating. Emotions and
attitudes can also be communicated through the tone of the words. People have a tendency to show how they feel about the subject or the
audience through the tone they present. Tone can completely shift the meaning of an uttered statement. For instance, if a statement is said
sarcastically, others will likely believe the opposite of what is said.
Words:
At some point, children learn how to put sounds into words. Words are sounds that are produced in such a way that people can distinguish
them from other sounds. Not everyone will necessarily know the meaning of each individual word, so those wishing to communicate
verbally need to make sure that those they're speaking to understand the intended meaning of the word.
Language:
Languages are created when meaning is assigned to words. The language that a child is exposed to is the language that the child picks up.
Individuals who want to verbally communicate to others speaking another language must not only learn the language but also understand
how these words are used in common speech. For instance, a person learning English might know that accelerated is a synonym for fast
but needs to understand that accelerated means a specific type of fast in which an individual is performing an action faster than before.
Etiquette:
In addition to understanding, different cultures have systems of etiquette that determine what is said in order to avoid offending others. For
instance, speakers often address their audience as ladies and gentlemen. In face-to-face communication, individuals often refer to each
other as sir and madam.

NON-VERBAL COMMUNICATION:
When messages or information is exchanged or communicated without using any spoken or written word is known as nonverbal
communication. Non-verbal communication (NVC) is usually understood as the process of communication through sending and receiving
wordless messages.
Non-verbal communication is a powerful arsenal in the face-to-face communication encounters, expressed consciously in the presence of
others and perceived either consciously or unconsciously. Much of non-verbal communication is unintentional people are not even aware
that they are sending messages. Non-verbal communication takes place though gestures, facial expressions, eye contact, physical
proximity, touching etc. So, non-verbal communication is the exchanged of information or message between two or more persons through
gestures, facial expressions eye contact, proximity, touching etc. and without using any spoken or written word.
CHARACTERISTICS OF NON-VERBAL COMMUNICATION:
No use of words:
Non-verbal communication is a communication without words or language like oral or written communication. It uses gestures, facial
expressions, eye contact, physical proximity, touching etc. for communicating with others.
Culturally determined: Non-verbal communication is learnt in childhood, passed on to you by your parents and others with whom you
associate. Through this process of growing up in a particular society, you adopt the taints and mannerisms of your cultural group.
Different meaning: Non-verbal symbols can many meanings. Cross-culture aspects give various meanings to same expression in respect of
non-verbal communication.
Vague and imprecise:
Non-verbal communication is quite vague and imprecise. Since in this communication there is no use of words or language which
expresses clear meaning to the receiver.
May conflict with verbal message: Non-verbal communication is so deeply rooted, so unconscious, that you can express a verbal message
and then directly contradict it with a nonverbal message.
Largely unconscious:
Non-verbal communication is unconscious in the sense that it is usually not planned nor rehearsed. It comes almost instantaneously.
Shows feelings and attitudes: Facial expressions, gestures, body movements, the way you use your eyes – all communicate your feelings
and emotions to others.
Informality:

Non verbal communication does not follow any rules, formality or structure like other communication. Most of the cases people
unconsciously and habitually engaged in non-verbal communication by moving the various parts of the body.
P2: Demonstrate that you have used effective time management skills in planning an event.
Time management is the process of planning and exercising conscious control of time spent on specific activities, especially to increase
effectiveness, efficiency, and productivity.
Principles of effective time management:
Time management is a set of principles, practices, skills, tools, and systems working together to help you get more value out of your time
with the aim of improving the quality of your life.
Principles of effective time management:
-Objectives/Goals
-Organisation
-Action plans
-Focus
-Priorities
-Urgency
Principles of effective time management:
Setting work objectives/goals: specific, measurable, attainable, realistic, tIme-bounded.
Principles of effective time management:
Action plans:
- Making written action plans that set out how you intend to achieve your goals: timescale, deadlines, tasks involved, the people to see or
write to, resources required.

- Starting with notes, lists or flowcharts that will help you to
capture and clarity your ideas and intentions.
Principles of effective time management:
Priorities:
- Deciding which tasks are the most important – what is the most
valuable use of your time at that very moment
- Which task would you do if you only had time to do one task?
=>That’s your first priority
What would you do next?
=> That’s your second priority.
Principles of effective time management:
Focus: one thing at a time
- Work on one thing at a time until it is finished
+ Using follow-up system.
+ Make sure that everything that you need is available before you
start work.
+ Before you start a task clear away everything from your desk that
you do not need for that particular task.
Principles of effective time management:
Urgency: do it now
- Do not put off large, difficult or unpleasant tasks simply because they are large, difficult or unpleasant.
- If you put it off today, it will be even more of an emergency
tomorrow.
Principles of effective time management:
Organization:
- Apart form working to plans, checklists and schedules, your work

organization might be improved by:
+ An ABCD method of work management
+ Organize your work in batches of jobs requiring the same activities,
files, equipment
+ Take advantage of your natural work patterns
- Act on item immediately
- Bin it, if you’re sure it’s worthless, irrelevant
- Create a definite plan for coming back to the item
-Delegate it to someone else to handle
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.
Problem: a perceived gap between the existing state and a desired state, or a deviation from a norm, standard, or status quo. Although
many problems turn out to have several solutions (the means to close the gap or correct the deviation), difficulties arise where such means
are either not obvious or are not immediately available.
Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives
for a solution; and implementing a solution.
Specification of the problem:
- Definition of the problem
- Analysis and clarification
- Einstein is quoted as having said that if he had one hour to save the world he would spend “fifty-five minutes defining the problem and
only five minutes finding the solution”.
Steps to problem definition:
- Make assumptions and then challenge them
- It is easy to jump to conclusions
- What do we think is happening to cause the increase in internal traffic?
- What is the significance of the open connection?

- Are the two related?
Steps to problem definition:
- Does anybody else have experience of this?
- Has it happened before?
- Is it happening to anybody else?
- Can you call on expertise?
- What does Google say?
Steps to problem definition:
- Look upwards
- What is this a part of?
- What is the intention behind this?
Steps to problem definition:
- Look downwards
- Go into detail
- What exactly is going on?
- What is affected?

Steps to problem definition:
- Change perspective
- Apart from affecting you, who else is affected?
- What are they going to be worried about?
Steps to problem definition:
- Get the details
- Exactly what is going on?
- What additional information can you get?
- What tools can you use?
P4 Demonstrate that critical reasoning has been applied to a given solution.
Identify the Question:
Most arguments are followed by a question (there is actually one exception, but we’re not going to discuss that here). There are several
different types of CR problems, and the wording of the question stem (the part below the argument itself) allows us to identify which type
of Critical Reasoning problem we’re about to have to answer. It’s critically important to identify that question type right away because we
need to employ different kinds of reasoning depending upon the type of Critical Reasoning problem we have.
We want to know, right from the beginning, how best to work through the current problem, and we can accomplish that by identifying the
question Family and the specific question type (see below for more).
Deconstruct the Argument:

Arguments are made up of building blocks, such as premises, counterpremises, assumptions, and conclusions. When reading the
argument, we want to take very brief notes that allow us to deconstruct the argument into its building blocks. What kinds of information
do we have and which pieces lead to which other pieces?
Knowing all of this allows us to do what we call reading with a purpose. We know what we need to find, so we can actively look for these
things, and we know what kind of reasoning we need to do in order to answer the question, so we can begin to think things through a bit
while we’re reading. (This assumes that we know what we’re doing for each question type; more below.)
State the Goal:
This is a short but often overlooked step: what exactly am I trying to do when I answer this question? What’s my goal? I know what kind
of question I have, I understand the argument and how it fits together now, I know my conclusion (if there is one); now what?
At this stage, we need to remind ourselves what it is we’re actually trying to do when we start attacking the answers, and this goal depends
upon the type of question that we have. Let’s say that we have an Inference question. Our goal is to find an answer that must be true given
at least some (but not necessarily all) of the information in the argument. As we continue to study, we’ll also learn that trap answers on
Inference questions often do too much; that is, they offer something that could be true or maybe is even somewhat likely to be true given
the premises in the argument, but the answer doesn’t have to be true.
By the time we get to test day, we want our goals for each type to be so ingrained in our brains that we can just say to ourselves, Okay,
Inference. Go!
Work from Wrong to Right:
On Verbal in general, we’re asked to find the best answer. We’re going to use a two-step process in order to accomplish this. First, we look
through all five answers and eliminate as many definitely wrong answers as we can. On this first pass through the answers, we’re not
actually trying to decide which is the right one, only which ones are definitely wrong.
If we only have one answer left, great; we’re done. If we have two or more answers left, then we do a second pass to compare those
remaining answers. Because we’ve also reminded ourselves of our goal before looking at the answers, we’re better able to distinguish

between the tempting but wrong answers and the right ones.
LO3: Discuss the importance and dynamics of working within a team and the impact of team working in different environments.
P5 Discuss the importance of team dynamics in the success and/or failure of group work.
What is team dynamics ?
Team dynamics are the unconscious, psychological forces that influence the direction of a team’s behaviour and performance. They are
like undercurrents in the sea, which can carry boats in a different direction to the one they intend to sail.
Team dynamics are created by the nature of the team’s work, the personalities within the team, their working relationships with other
people, and the environment in which the team works.
Team dynamics can be good - for example, when they improve overall team performance and/or get the best out of individual team
members. They can also be bad - for example, when they cause unproductive conflict, demotivation, and prevent the team from achieving
its goals.
Advantages and Disadvantages of Teamwork:
- Working in teams increases collaboration and allows brainstorming. As a result, more ideas are developed and productivity improves.
- Two or more people are always better than one for solving problems, finishing off difficult tasks and increasing creativity.
- Everyone is unique and has different skills, backgrounds and experiences. Therefore, others in a team can help you see things from a
different angle.
- Teamwork encourages communication between team members. For this reason, relations between employees tend to be better and over
time employees learn to communicate better.
- In some teams, there may be members who sit back and let others do all the work. In these types of teams conflicts may occur and this
can affect the mood of others in the team.
- Working in a team requires many meetings and these meetings, if not managed well, can go off topic and decrease the efficiency of the
team.

- Making decisions can take longer for the sake of finding a consensus. Hence, delays occur.
P6: Work within a team to achieve a defined goal.
Task Roles:
- Initiator/Contributor – Proposes original ideas or different ways of approaching group problems or goals. This role initiates discussions
and move groups into new areas of exploration.
- Information Seeker - Requests clarification of comments in terms of their factual adequacy. Seeks expert information or facts relevant to
the problem. Determines what information is missing and needs to be found before moving forward.
- Information Giver – Provides factual information to the group. Is seen as an authority on the subject and relates own experience when
relevant.
- Opinion Seeker – Asks for clarification of the values, attitudes, and opinions of group members. Checks to make sure different
perspectives are given.
- Opinion Giver – Expresses his or her own opinions and beliefs about the subject being discussed. Often states opinions in terms of what
the group "should" do.
- Elaborator – Takes other people's initial ideas and builds on them with examples, relevant facts and data. Also looks at the consequences
of proposed ideas and actions.
- Co-ordinator – Identifies and explains the relationships between ideas. May pull together a few different ideas and make them cohesive.
- Orienter – Reviews and clarifies the group's position. Provides a summary of what has been accomplished, notes where the group has
veered off course, and suggests how to get back on target.
- Evaluator/Critic – Evaluates proposals against a predetermined or objective standard. Assesses the reasonableness of a proposal and
looks at whether it is fact-based and manageable as a solution.
- Energizer – Concentrates the group's energy on forward movement. Challenges and stimulates the group to take further action.
- Procedural Technician – Facilitates group discussion by taking care of logistical concerns like where meetings are to take place and what

supplies are needed for each meeting.
- Recorder – Acts as the secretary or minute-keeper. Records ideas and keeps track of what goes on at each meeting.
Recipe for Successful Team:
- Effective systems and processes
- Clear communication
- Beneficial team behaviors; well-defined decision procedures and ground rules
- Balanced participation
- Awareness of the group process
- Good personal relationships
LO4: Examine the need for Continuing Professional Development (CPD) and its role within the workplace and for higher level learning.
P7 Discuss the importance of CPD and its contribution to own learning.
What is CPD ?
CPD stands for Continuing Professional Development. It refers to the process of tracking and documenting the skills, knowledge and
experience that you gain both formally and informally as you work, beyond any initial training. It's a record of what you experience, learn
and then apply. The term is generally used to mean a physical folder or portfolio documenting your development as a professional. Some
organisations use it to mean a training or development plan, which I would argue is not strictly accurate. This article is about CPD as a
process of recording and reflecting on learning and development.

Why is CPD Important?
Sometimes it is mandated by professional organisations or required by codes of conduct or codes of ethics. But at its core it is a personal
responsibility of professionals to keep their knowledge and skills current so that they can deliver the high quality of service that
safeguards the public and meets the expectations of customers and the requirements of their profession.
The most important thing to remember is research, innovation, reviewing of best practices and adoption of new technology will see your
work place evolve, probably quicker than at any time before.&nbsp; If you do not keep up with that evolution you could be ‘Out of Date’
very quickly.&nbsp; The final point to make is the workforce no longer views a job as ‘A job for life’ so when you are looking for your
next career step, make sure you are ‘Current’ and ‘Up to Date’.
CPD benefits for the learner:
- CPD ensures knowledge stays in line with up-to-date research and keeps pace with current standards.
- CPD helps you maintain and enhance the knowledge and skills to ensure your customers, clients and community receive a professional
service.
- CPD helps you to stay interested and interesting.&nbsp; Focused CPD opens up to new possibilities, new knowledge and new skill areas
As technology develops, the pace of research and therefore change is probably faster than it’s ever been. If you stand still you will get left
behind, as the currency of your knowledge and skills becomes out-dated. CPD supports the spread of best practice
- CPD helps you continue to make a meaningful contribution to your team. You become more effective in the workplace. This assists in
the advance in your career and move into new positions where you can manage, influence, coach and mentor others
P8: Produce a development plan that outlines responsibilities,performance objectives and required skills, knowledge and learning for own
future goals.
Short-term: IELTS 6.0
Requirement Mission

Writing - Every day have to practice writing one or two
English texts
- Go online to find sample texts to practice writing
- Go to the English teaching center to learn more
vocabulary and correct the essay
- Prepare the outline to be written
- Creativity in thinking
Speaking - Learn Pronunciation every day
- Communicate with friends through applications
such as Facebook, Zalo, Instagram, ..
- Compose vocabulary for lectures with teachers
Reading - Learn how to read English phonetic transcriptions
- Practice how to read English correctly from every
word
- Practice reading the entire sentence according to
the character in your favorite movie
Listening - Listen to favorite songs in English
- Select the content of listening to suit the level
- Listen, read and repeat
- Write down the words you hear
Long-term: Become a Programer
Requirement Mission
Knowledge - Improve knowledge through lectures in class or
online
- Spend two or three hours to research more deeply
- Learn experience from the same industry peers and
previous ones
- Learn C # and Java language
- Make C ++ and C # basic exercise
Opportunity - Training skills continuously, strengthen specialized
techniques
- Actively seek advice from colleagues who are
Ahead
- Please practice and work in foreign companies

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resources/problem-solving [Accessed 4 Sep. 2019].
BusinessDictionary.com. (2019). What is problem? definition and meaning. [online] Available at:
http://www.businessdictionary.com/definition/problem.html [Accessed 4 Sep. 2019].
Teamtechnology.co.uk. (2019). Definition of Team Dynamics. [online] Available at:
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Small Business Trends. (2019). Getting Work Done: In Groups and Alone - Small Business Trends. [online] Available at:

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