professional practice

Higher Nationals
Internalverification of assessmentdecisions – BTEC (RQF)
INTERNAL VERIFICATION – ASSESSMENTDECISIONS
Programme title BTEC L4 HNC/HND in Computing
Assessor
K S A C S Arachchi
Internal Verifier
Unit(s)
Unit 03: Professional Practice
Assignment title
Work Related learningReport : Design and Deliver TrainingProgramme
Student’s name
S.M.Lakshitha Semasinghe
List which assessment criteria
the Assessor has awarded.
Pass Merit Distinction
Merit
INTERNAL VERIFIER CHECKLIST
Do the assessment criteria awarded match
those shown in the assignment brief? Y/N
Is the Pass/Merit/Distinction grade awarded
justified by the assessor’s comments on the
student work?
Y/N
Has the work been assessed
accurately?
Y/N
Is the feedback to the student:
Give details:
• Constructive?
• Linked to relevant assessmentcriteria?
• Identifyingopportunities for
improved performance?
• Agreeing actions?
Y/N
Y/N
Y/N
Y/N
Does the assessment decision need
amending?
Y/N
Assessor signature
chandana@esoft.lk
Date
Internal Verifier signature Date
Programme Leader signature (if required)
Date
Confirm action completed
Remedial action taken
Give details:
Assessor signature Date
Internal Verifier
signature
Date
Programme Leader
signature (if required)
Date

UNIT 03 Professional Practice
1
Higher Nationals - Summative Assignment Feedback Form
Student Name/ID S.M.Lakshitha Semasinghe
Unit Title Unit 03: Professional Practice
Assignment Number 1 Assessor K S A C S Arachchi
Submission Date
xx Date Received
1st submission
xx
Re-submission Date
Date Received 2nd
submission
AssessorFeedback:
LO1 Demonstratearange of interpersonaland transferablecommunication skills to a target audience
Pass, Merit & Distinction
Descripts
P1 P2 M1 D1
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
Descripts
P3 P4 M2 M3 D2
LO3 Discuss theimportanceand dynamics of working within a team and theimpact of team working
in different environments
Descripts
P5 P6 M4 D3
LO4 Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higherlevel learning
Descripts
P7 P8 M5 D4
Grade: AssessorSignature:chandana@esoft.lk Date: xx
Resubmission Feedback:
Grade: Merit AssessorSignature: xx Date: xx
InternalVerifier’s Comments: xx
Signature& Date: xx
* Please notethatgrade decisions areprovisional. They areonly confirmed once internal andexternal moderationhas takenplace and
grades decisions have been agreedattheassessment board.
Assignment Feedback

2
Formative Feedback: Assessor to Student
Learner is advised to include an executive summary, list of figures and list of tables to be
a well formatted academic report. Also, the team would have been introduced in a
more structured way including their roles they have payed during the training activity.
Action Plan
Summative feedback
Learner has demonstrated commendable piece of work by organizing and conducting
the training event with the team. There are enough evidences to suggest that, the
learner has achieved the required professional skills that are required in professional
life. Also, preparation of the academic documentation also at a better level but would
have been improved using the comments in formative feedback. Need to pay more
attention to intext citation and Harvard referencing system.
Feedback: Student to Assessor
Assessor
signature
chandana@esoft.lk
Date
xx
Student
signature
xx
Date
xx

3
Pearson Higher Nationals in
Computing
Assignment 01

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

5
Important Points:
1. Carefullycheckcarefullythehandindate andthe instructionsgivenwiththe assignment. Late
submissions will not be accepted.
2. Ensure that sufficient time is spent to complete the assignment by the due date.
3. Do not wait till the last minute to get feedback on the assignment.Such excuses will not be
accepted for late submissions.
4. You must be responsible for efficient management of your time.
5. If you are unable to hand in your assignment on time and have valid reasons such as illness,
you may apply (in writing) for an extension.
6. Failure to achieve at least a PASS grade will result in a REFERRAL grade.
7. Non-submission of work without valid reasons will leadto an automatic REFERRAL. You will
then be asked to complete an alternative assignment.
8. If you use other people’s work or ideas in your assignment, it must be properly referenced,
usingthe HARVARDreferencingsystem,inyourtextoranybibliography.Otherwise,you’ll be
found guilty of committing plagiarism.
9. If youare caughtplagiarising,yourgrade willbe reducedtoaREFERRALor at worst,youcould
be excluded from the course.

6
Student Declaration
I hereby,declare that I knowwhat plagiarismentails,namelytouse another’sworkand to present
itas my ownwithoutattributing the sourcesinthe correctform.Ifurtherunderstandwhatitmeans
to copy another’s work.
1. I know that plagiarism is a punishable offence because it constitutes theft.
2. I understand the plagiarism and copying policy of Edexcel UK.
3. I know what the consequences will be if I plagiarise or copy another’s work in any of the
assignments for this program.
4. I declare therefore thatall workpresentedbyme foreveryaspectof my program, will be my
own,and where I have made use of another’swork,I will attribute the source in the correct
way.
5. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Edexcel UK.
6. I understandthat my assignmentwill notbe consideredassubmittedif thisdocumentis not
attached to the assignment.
Lakshithasemasinghe100@gmail.com
Student’s Signature: xx Date: xx
(Provide E-mail ID) (Provide Submission Date)

7
Higher National Diplomain Computing
AssignmentBrief
StudentName /IDNumber S.M.Lakshitha Semasinghe
UnitNumber and Title Unit 3: : Professional Practice
AcademicYear 2017/18
Unit Tutor K S A C S Arachchi
AssignmentTitle Work Related Learning Report : Design and Deliver
Training Programme
Issue Date xx
SubmissionDate xx
IV Name & Date xx
Submission format
The submission is in the form of an individual written report about. This should be written in a
concise, formal business style using single spacing and font size 12. You are required to make use
of headings, paragraphs and subsections as appropriate, and all work must be supported with
research and referenced using the Harvard referencing system. Please also provide an end list of
references using the Harvard referencing system. Please note that this is an activity-based
assessment where your document submission should include evidences of activities carried out
and of team working. To carry out activities given on the brief, you are required to form groups,
comprising not exceeding 15 individuals.
The recommended word count is 4,000–4,500 words for the report excluding annexures. Note
that word counts are indicative only and you would not be penalised for exceeding the word
count.

8
Unit Learning Outcomes:
LO1 Demonstrate a range of interpersonal and transferable communication skills
to a target audience.
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios.
LO3 Discuss the importance and dynamics of working within a team and the
impact of team working in different environments.
LO4 Examine the need for Continuing Professional Development (CPD) and its role
within the workplace and for higher-level learning.

9
Assignment Brief and Guidance:
Follow the guidelines given below assuming that you have recently joined as a
management trainee at a non-for-profit organization, which is specializing in Soft
Skills and Information Technology development in the local community.
Scenario:
Note on assumptions to be made: Organisation’s management trainees will be
assigned to project groups, to be placed under a training and development
executive and are required to produce documentation in the form of reports of
their activities. Management trainees are required to provide evidence to the top
management that they have been able to demonstrate interpersonal skills and
have identified the need for continuous professional development (CPD) on a
report titled “Work Related Learning Report”.
Take following in to consideration when developing the “WorkRelated Learning
Report” :
 You have been asked to support your training and development executive
with the planning and implementation of a professional development
event targeted at a suitable audience to develop their soft skills and/or
Information Technology related skills. Assume that you have to complete
the design and delivery within a period of three months.
 The training event you are to design can be scheduled to be delivered over
a singleor multiple sessions basedon the requirements given by the target
audience at a location agreeable to the target audience.
 The training programme you develop can include a number of workshops,
coaching sessions and team-building activities. The institution/audience
you are planning to conduct the programme for would require a schedule
of the types of activities proposed so that plans can be finalised.

10
Working in small groups (Not exceeding 15 individuals per group):
Produce a professional schedule (preferably using a project management
software) that identifies planning and resourcing prior to the event. In addition,
design a training pack to include a range of activities, and breakout sessions. It is
expected that you will be having considerable number of individuals attending.
Please make sure that the location have necessary facilities.
Working individually:
 Following the event, your training and development executive has asked
you to provide some feedback and include it in your “Work Related
Learning Report”. In the report, produce a written evaluation of the
effectiveness and application of interpersonal skills during the design and
delivery process. You should also include an evaluation of your
performance in this project and evaluateyour contribution to the teamyou
worked with. Further, assume that you have been asked by the training
and development executive to produce evidence in the report that you
have designed and delivered the training event based on the dynamics of
team working.
 The report you produce also should have section allocated to discussing
problem solving and its importance in planning and running the event you
have conducted. Your report should include a discussion of various
problem-solving techniques and justify the solution methodologies used
during your project. You should also include a critique of the application of
critical reasoning and your experiences of it.
 Having completed the Training Event Management project, you now need
to reflect on your experience and consider your Continuous Professional
Development (CPD) needs add a section on the to your “Work Related
Learning Report” containing following subsections.
a. Consider your personal and/or career goals and identify your CPD
needs and what actions would put you in a position to achieve these
goals. Produce a development plan outlining your future goals and
identifying how these can be realised.
b. Conduct some research into motivational theories and how they can
be used to improve employee performance. Compare a number of
theories and report on them.

11
c. Write a section on the usage of CPD within organisations and what
evidence would be required to measure how effective this CPD is in
helping employees achieve their goals while using their time and
resources effectively.

12
Grading Rubric
Grading Criteria Achieved Feedback
LO1 Demonstrate a range of interpersonal and
transferable communication skills to a target audience.
P1 Demonstrate, using different communication styles and
formats,that youcan effectivelydesignanddeliveratraining
event for a given target audience.
Yes The learner effectively has demonstrated how to use
different communication styles and formats to design
and deliver a training event for a target audience.
P2 Demonstrate that you have used effective time
management skills in planning an event.
Yes Learner has demonstrated time management skills by
providing evidence in the event organised.
M1 Designaprofessional schedule tosupportthe planningof
an event, to include contingencies and justifications of time
allocated.
Yes Professional time management schedule is designed
providing contingencies and justifications
D1 Evaluate the effectivenessandapplicationof interpersonal
skills during the design and delivery of a training event.
Yes Evaluated the application of interpersonal skills during
the design and delivery of the training event and found
that they were effective

13
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.
Yes The learner has discussed the importance of working as
a team and how it is important to understand the
problem properly to design a solution
P4 Demonstrate that critical reasoning has beenapplied to a
given solution.
Yes Learner has demonstrated that the importance of team
dynamics to achieve a defined goal
M2 Researchthe use of differentproblem-solvingtechniques
used in the design and delivery of an event.
Yes It has evidence to say that learner has researched to find
the different skills of the team members in sharing
different roles to achieve the shared goal.
M3 Justify the use and application of a range of solution
methodologies.
Yes Learner has demonstrated and evaluated the own
contributions.
D2 Critique the process of applying critical reasoning to a
given task/activity or event.
No The learner has not been critique applying critical
reasoning in achieving the task.

14
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.
Yes Displayed how team dynamics can be utilised in
achieving the success in organising a training event
P6 Work within a team to achieve a defined goal. Yes The learner has demonstrated how the team
successfully achieved the shared goal
M4 Analyse team dynamics, in terms of the roles group
members play in a team and the effectiveness in terms of
achieving shared goals.
Yes The roles play by group members need to be analysed
by individual members
D3 Provide a critical evaluation of your own role and
contribution to a group scenario.
No Critical evaluation of own role is not sufficient

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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.
Yes Importance of CPD is properly discussed and it is well
explained how it has been contributed for the learners
learning.
P8 Produce a development plan that outlines
responsibilities,performance objectives and required skills,
knowledge and learning for own future goals.
Yes A development plan has been discussed related to
future ambitions, objectives and required skills. But
advise the learner to be more structured in presenting
M5 Compare and contrast different motivational theories
and the impact they can have on performance within the
workplace.
Yes Different motivational theories are well explained, and
proper comparisons have been carried out
D4 Evaluate a range of evidence criteria that is used as a
measure for effective CPD.
No A range of evidence criteria that can be used the
measure effective CPD has not been properly evaluated.

16
Higher Nationals - Summative Assignment Feedback Form
* Please notethatgrade decisions areprovisional. They areonly confirmed once internal andexternal moderationhas takenplace and
grades decisions have been agreedattheassessment board.
Pearson Higher Nationals in
Computing
Assignment 01
General Guidelines

17
6. A cover page or title page should be attached to your assignment. Use page 1 of this
assignment brief as your cover page and make sure all details are accurately filled.
7. The entire assignment brief should be attached as the first section of your assignment.
8. The assignment should be prepared using a word processing software.
9. The assignment should be word processing in an A4 sized paper.
10. Allow 1” margin on top, bottom and right sides of the paper and 1.25” on the left side (for
binding).
Word ProcessingRules
6. The font size should be 12 point, and should be in the style of Time New Roman.
7. Set line spacing to 1.5. Justify all paragraphs.
8. Ensure that all headings are consistent in terms of size and font style.
9. Use footer function on the word processor to insert your name, unit, assignment no, and
page number on each page. This is useful if individual sheets get detached from the
submission.
10. Use the spell checkandgrammarcheckfunctionof the wordprocessingapplicationtoreview
the use of language on your assignment.

18
Important Points:
10. Carefullycheckcarefullythehandindate andthe instructionsgivenwiththe assignment. Late
submissions will not be accepted.
11. Ensure that sufficient time is spent to complete the assignment by the due date.
12. Do not wait till the last minute to get feedback on the assignment.Such excuses will not be
accepted for late submissions.
13. You must be responsible for efficient management of your time.
14. If you are unable to hand in your assignment on time and have valid reasons such as illness,
you may apply (in writing) for an extension.
15. Failure to achieve at least a PASS grade will result in a REFERRAL grade.
16. Non-submission of work without valid reasons will leadto an automatic REFERRAL. You will
then be asked to complete an alternative assignment.
17. If you use other people’s work or ideas in your assignment, it must be properly referenced,
usingthe HARVARDreferencingsystem,inyourtext oranybibliography.Otherwise,you’ll be
found guilty of committing plagiarism.
18. If youare caughtplagiarising,yourgrade willbe reducedtoaREFERRALor at worst,youcould
be excluded from the course.

19
Student Declaration
I hereby,declare that I knowwhat plagiarismentails,namelytouse another’sworkand to present
itas my ownwithoutattributingthe sourcesinthe correctform.Ifurtherunderstandwhatitmeans
to copy another’s work.
7. I know that plagiarism is a punishable offence because it constitutes theft.
8. I understand the plagiarism and copying policy of Edexcel UK.
9. I know what the consequences will be if I plagiarise or copy another’s work in any of the
assignments for this program.
10. I declare therefore thatall workpresentedbyme foreveryaspectof my program, will be my
own,and where I have made use of another’swork,I will attribute the source in the correct
way.
11. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Edexcel UK.
12. I understandthat my assignmentwill notbe consideredassubmittedif thisdocumentisnot
attached to the assignment.
Lakshithasemasinghe100@gmail.com
Student’s Signature: Date:
(Provide E-mail ID) (Provide Submission Date)

20
Table of Contents
Executive summary .................................................................................................................... 21
1.1 Organize Training Events & Increase Engagement.................................................................. 22
1.2 Design Of a Schedule Plan And Time Management................................................................. 24
1.3 Interpersonal Skills and Effective Leaders ........................................................................... 26
2.1 Problem Solving Skills And Technique ............................................................................... 28
2.2 Problem-Solving Critical And Evaluation Methodologies.................................................... 30
2.3 Critical Thinking Skills ....................................................................................................... 33
3.1Team Dynamics And Goals ................................................................................................. 35
3.2 Improving Team Dynamics.................................................................................................. 37
3.3 Effective Group Member ..................................................................................................... 39
4.1 Importance of a Continuing Professional Development............................................................ 41
4.2 Apply Motivational Theories in the Workplace ................................................................... 43
4.3 Personal Development Plan ................................................................................................. 44
4.4 Evaluating Impact Of The CPD ........................................................................................... 46
References:-............................................................................................................................... 51
Table 1 work time.....................................................................................................................23
Table 2 Team Members............................................................................................................23
Table 3 Schedule Plan...............................................................................................................24
Figure 1 Interpersonal Skills.....................................................................................................26
Figure 2 Team Dynamic And Goals ..........................................................................................35
Figure 3 Effective Team............................................................................................................39
Figure 4 Continuning Professional Development ....................................................................41

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Executive summary
According to the Professional issues and Practices module there are four learning outcomes.
They are Demonstrate a range of interpersonal and transferable communication skills to a
target audience Apply critical reasoning and thinking to a range of problem-solving scenarios
Discuss the importance and dynamics of working within a team and the impact of team working
in different environments.
Examine the need for Continuing Professional Development (CPD) and its role within the
workplace and for higher level learning To achieve these learning outcomes the students had
to do a group project. They had to organize a training session for some students.
In this assignment author explain how they find the audience, about the professional schedule
and interpersonal skills.
Author explain problems which occurred during the design and delivery of the program and
explain Team dynamics and member’s contribution for the project.

22
1.1 Organize Training Events & Increase Engagement
I joined the ESOFT Metro Campus as the final assignment for Professional Practice
in my study as a team and organized a training workshop for students to develop skills in
Pearson Btech HND
For students who are studying DITEC at ESOFT Regional Campus in
Anuradhapura, the lesson is networking. Once again, my team, including me, aims at
teaching. The necessary networking of the IT classroom helps to build the competence of the
entire subject and teaches one's subject in the subject. Accordingly, I am going to plan to
improve the knowledge on networking for students who are studying DITEC in May as the
first step.
Currently, digitalization poses a significant threat. The digitalization of large amounts
of data is readily available. Information about suppliers and partners can be available for an
approximate period, and customers prefer to share all kinds of information, wireless products,
and online stuff over the Internet. The value of these resources is just beginning to understand.
Students using the technology will gain a competitive fate.
Technology can be used to start businesses by creating a profile of a website or
website by those who use a business or website. Information that is uploading to a site is very
important to the public and it is important for the students who learn how to use that data.
Technology also faces challenges. This was the reason we chose networking. This is because
there is no technology without networking. Here's the Images that we organized the
programme.

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Table 1 work time
Table 2 Team Members
Hirantha Dilshan
Sandeepa Dilshan

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1.2 DesignOf a Schedule Plan And Time Management
Table 3 Schedule Plan
Activity 1st Week 2nd Week 3rd Week 4th Week
01.Planning
02.Obtaining
Permit
03.Awareness of
teachers and
students
04.Obtaining
information
05.Conducting
the workshop
06.Preparing the
report
1.1.1 .Planning
My team, including myself, wanted to organize this workshop in order to add new
technological knowledge to the students who are studying from us. We have worked with
everyone for a common purpose. Organization carried out Vision, Mission and Objectives.
1.1.2 Obtaining Permit
In order to obtain permission, the head of our educational institution, Chandana Teacher,
had to be permitted. He said that we should give permission to the head of the university.
Therefore, it took time.
1.1.3 Awareness of teachers and students
We started advertising in the second week. Initially, a notice was posted on the ad bulletin
board to educate teachers and then to educate teachers.
1.1.4 Obtaining information
Arrivals of students and supervisors who came to us were received for our organization. When
it came to details, the problem was to choose the date of arrival. It took several days.

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1.1.5.Conducting the workshop
The workshop was in the third week. This was held only 02 hours. We have come up with a
plan to present the lessons to the students. We did not forget to get their views at the end of
the workshop.
1.1.6.Preparing the report
At the time of compiling the report, we were instructed by the instructor of the jury who
came to power

26
1.3 Interpersonal Skills and Effective Leaders
Organizational effectiveness is the concept of How effective an organization is in
achieving the outcomes the organization intends to produce. The idea of organizational
effectiveness is specially important for non-profit organizations as most people who donate
money to non-profit organizations and charities are interested in knowing whether the
organization is effective in accomplishing its goals.
There reason why the concept of organizational effectiveness remains muddled.
1. There are important differences in the way scholars have conceptualized organizations.
2. The complexity of organizations.
3. Researches criteria, thug limiting the accumulation of empirical evidence about
organizational effectiveness.
Interpersonal skills” refers to mental and communicative algorithms applied during
social communications and interactions in order to reach certain effects or results. The term
"interpersonal skills" is used often in business contexts to refer to the measure of a person's
ability to operate within business organizations through social communication and
interactions.
Interdependencies are decisive for various reasons. Often, many people are depressed in work
or even in their preaching, so that they cannot do any good work. In the workshop, I often
used my interpersonal skills. They are as follows.
It is very important to feed effective communication. Interpersonal skills are needed to
Figure 1 Interpersonal Skills

27
establish relationships between friends and partners working with me. Ideas, information, and
talents lead to each other's exchange. Also, I respect each other's views and opinions for this.
I myself have used this to prevent the occurrence of any problem between some of our
workshop.
Empathy is a critical feature of a leader. It will help you to build a strong relationship inside
and outside of what works with me. Ultimately, everybody has their own challenges and
tribulations. This is the reason why understanding, loyalty, moral improvement, productivity
and communication are easy. It's a mistake to think of yourself as a leader only. Leadership
is the process of influencing individuals or groups in order to achieve a goal at some point. A
leader exercises his power and authority to influence himself. Power is the ability to handle
human, information and physical resources to achieve something .The authority is assigned
to the leadership by the organization to achieve something by individuals. In other words, the
ability to influence the followers to achieve a certain goal. In this definition, there are four
main words relevant to the leadership. They are,
1. Followers,
2. Goal,
3. Willingness and
4. Situation.
Basically, as I worked with the above, I did not know if there was any person in charge. It
was because of the above-mentioned fact kept in mind.
Interpersonal skills become much more effective, beneficial and rewarding when they foster
meaningful relationships. Not only is it important to build personal relationships in the
workplace, but it is also important to maintain these relationships within professional
boundaries. Maintaining these relationships can prove to be even more challenging than
creating them, as it involves multiple variables like consistency, follow-through and
continued empathy. The best way to maintain interpersonal relationships in the workplace is
to make them sincere. We have to understand that people are basically talking to people. It
does not matter when we work.
Our interpersonal skills show when you have an interest in the well-being of Students, and
their best intentions at heart, gaining their trust and confidence. A keen sense of perception

28
helps we through various social situations, for instance, where you’re required to work as a
team. It also helps we make the right judgment calls and decisions about sensitive work-
related issues.
Interpersonal skills are highly essential to be incorporated in each and every individual of our
society so as to make life easy ,successful and a step towards our growth and transformation
into a good human being.
Basically, I have the capabilities of interactive capabilities in our workshop.
2.1 Problem Solving Skills And Technique
The fundamental issue that we all had with the workshop was to build a video clip through
lessons. It is most appropriate to discuss the question and how it works before discussing it.
Some problems are small and can be resolved quickly. Other problems are large and may
require significant time and effort to solve. These larger problems are often tackled by
turning them into formal projects. Five steps to solve the problems we can use to solve
problems are as follows.
1. Define the Problem
2. Determine the Causes
3. Generate Ideas
4. Select the Best Solution
5. Take Action
2.1.1.Define the Problem
Steps to solve the problem are of paramount importance in defining the problem
correctly. We will determine how we will try to determine how the problem will be
determined.For example, if we received a video from one of the students taking part in the
workshop or the lessons we made, we will change depending on how we determine the video
we have prepared.

29
We took care to ensure that the team member did not have a poor performance. First of all,
considering the above factors, we realized that the best video lesson was needed.
2.1.2. Determine the Causes
Once we have determined the problem, we begin to dig deeper and determine
what causes it. We can use our methods of study to help us analyze the reasons and the impact.
If you consider making a video as an issue and consider a question as to where we are now
and where we should be, let's face it immediately by preventing us from closing the gap
immediately.The analysis of this solution is important because solutions are not the real
reasons for the problem, but rather the solutions to the problem. Instead of the fact that we do
not belong to a team member, instead of the reason for the solution, it really did not solve.
2.1.3.Generate Ideas
Once the problem is determined and the determination of its cause is complete, it can be
creative and find solutions to the problem. There are two major problem solving solutions
that you can use to present solutions: thinking and mapping. Looking for solutions to our
video streaming, we wondered if it would be appropriate to supply different parts to each
other.
2.1.4.Select Best Solution
After presenting some of the issues that can be solved, one of the solutions to a problem is
simple trading analysis to determine what is the best solution for our problem.
In order to analyze each transfer, the critical criteria are defined for the assessment of each
issue for each analysis. By using a simple matrix, we can evaluate. We decided to part as a
part of this video as the best solution for our problem.
2.1.5.Take Action
It is time for us to decide what solution we are working on. In order to implement a few
actions or act with others, an action plan is considered as a small project. Using these five
simple steps has helped us to improve our ability to solve our problems with our own strength.

30
2.2 Problem-Solving Critical And Evaluation Methodologies
2.2.1 Critical reasoning
Critical reasoning is centrally concerned with giving reasons for one’s beliefs and actions,
analyzing and evaluating one’s own and other people’s reasoning, devising and constructing
better reasoning. Common to these activities are certain distinct skills, for example,
recognizing reasons and conclusions, recognizing unstated assumptions, drawing
conclusions, appraising evidence and evaluating statements, judging whether conclusions are
warranted; and underlying all of these skills is the ability to use language with clarity and
discrimination.
2.2.2Critical Thinking
Critical Thinking is more than just a concept, it is a real-life model upon which you can build
successful and efficient problem solving skills, skills that prove highly valuable in the
workplace and beyond.This is the earliest origin of Greek philosophy and used logic to make
sound logical decisions. By working with the definition of ideas, logic, and problem solving,
we can make a revolution in our day to day life.
2.2.3 Critical qualities
I used the critical meanings of critical ideas. This helped us organize the critical qualities.
2.2.3.1Approach
With critical thinking, one of the crucial learning developments is that it is aware of the various
approaches to the problem with the ability to critically assess those approaches.Learning to
identify identities, other, often relying on a uniform problem solving method, approaches
definitely increase your success. We also need to be first united as a team for the workshop.
But there was no question that we were properly accessed.
2.2.3.2Save Time
Save time with critical thought. While you already know that all information about your
decision is not relevant, often we do not know how to ignore relevant issues. Analyzing
essentials for a critical thinking process will give your time and resources priority. This helps

31
us to know that at the end of a decision is a good one. As we shared the views of our
colleagues, we were able to save time for the rest of the workshop.
2.2.3.3 An appreciation of differing worldviews
It's a direct result of learning how to measure appreciation of different optic lenses from a
different point of view. Critical thought can be learned to understand, not judge, judgment,
cultural norms and other factors that can influence the decision-making process. This empathy
and understanding for productive group work and leadership is of great importance. Many of
our team used this. For most of the issues were resolved through this.
2.2.3.4Enhanced Communication
Improving communication. To analyze your evidence for a particular subject and help us to
construct it, critical thinking helps us to more effectively communicate. It is extremely
important to communicate a suggestion or point of view to communicate in a profound sense
to our point of view for a consistent matter. I understand that I am unable to teach community
members only to the students, so I interpreted the broad scope for communication.
2.2.3.5 Decision-making
Decision-making skills have been translated into a critical thinking approach and made easier.
We leave abreast of a sensible or inevitable decision and leave on working on a more analytical
and caring basis. Everyone in our group has collaborative and intelligent decisions.
2.2.3.6 Reason
We will become a more equitable and balanced problem solving, we learn two just causes - it
is productive and pacified - and it is better to use one more than one. Logical decisions, and
logical feelings, or how-to-do-based decisions make it possible to solve critical issues. This is
what helped me in the future. This system helped our team in balanced and just causes.
2.2.4 Problem Solution Methodologies
Solution methodologies for multiple objective problems. There are basically two approaches
to the solution of problems with multiple objectives. One can either attempt to find the preferred
solution directly, or first generate the non-inferior set and then find the preferred solution from

32
among these. A third school of thought is that the systems analyst should be concerned only
with developing the non-inferior solutions; the decision maker (D M) can then choose on his
own which of these solutions to implement. It seems logical, however, that the DM will desire
some sort of further analysis to find the preferred solution: if this analysis can be quantified
and systemized to reduce the subjectivity , then a more accurate solution will be found and
society will presumably be better off.

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2.3 Critical Thinking Skills
2.3.1 Critical Reason
First of all, we have one overall process for any critical reason:
Step 1: Identify the problem.
Step 2: Configure the argument.
Step 3: Publish target.
Step 4: Right from right.
Some of these steps are apparent to some people. Let me explain every description I
describe. But I like to say first: For every important step, every step is a very important
reason, so every step has been separated from others.
2.3.1.1Identify the problem
Many arguments are followed by a question (of course there is one copy, but here we are
not going to discuss). There are several types of CR types. The answer to the question
(below the bottom of the argument) can be identified what kind of critical logic we have to
answer. It is important to identify the type of question as it is necessary to use different
types of arguments based on our critical reasons. ා From the start, we need to be well aware
of the current problem, and identify the type of group question and the specific type of
question.
2.3.1.2.Configure the argument
Are made up of structures such as propositions, premises, supplements, assumptions, and
conclusions. When we read the argument, we need a very brief note. It allows for its
arguments to elaborate its arguments. What kinds of information do we have, in which parts
can we carry any pieces?
To find out all this, what we are about to read will give us a purpose. We know what to find.
So we can actively search for these things, and we know what arguments we need to make
to answer for the question. So when we read. Although the team was active, we made many
conclusions.
2.3.1.4.State the Goal

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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.
When we come to the test daily, we must tell accurately, how each goal should be to influence
our goals in our brains, right, and conclude. Go! How important is this matter to us so that I
can read it to my fellow members as well.
2.3.2Work 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, we are excellent; We're screwed. If we have two or more answers,
we take a second to compute the remaining answers. Before we look at the answers we have
recalled our target, we can divide the wrong motives, the wrong answers and the right ones
between the right ones. So, when our group members organized this, they made use of the
above points to comment.

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3.1Team Dynamics And Goals
Working within a team Introducing team members to common goals begins on the first
day of employment. Starting with safety first, last and always followed by insisting that all
team members are treated with and treat each other with dignity and respect, Team Leaders
now have team members who commit themselves to working with others. Team Leaders who
accept that they are also part of the team provides the foundation for a great team. Team
members who accept that there is no "I" in the team and encourage each other throughout the
workday become unified in one common objective.
Following a review of the current schedule for the day with team members, the Team
Leader then assigns team members functions which meet their skill set and when possible
schedules cross training for team members who need to build their skills in a specific position.
Communicating with each team member throughout the day is a major component of any plan
to successfully organize teamwork.
Team meetings also assist with successful teamwork organization. Led by the Team
Leaders, team meetings are structured to give each team member a chance to express
themselves in an environment where the opinion of all team members is valued. Team meetings
structured to convey important information to team members with positive feedback help
contribute to the long-term success of the team.
Rewarding success also helps solidify strong teamwork. Recognizing the extra effort of
teams in company newsletters, performance boards and at an employee of the month functions
also add to successful teamwork organization. Meeting 2011 standards for safety, quality and
line efficiencies can only achieve with employees being trained in successful teamwork
Figure 2 Team Dynamic And Goals

36
organization. Companies recognizing the value of strong team building will be rewarded with
loyal long-term employees.
Although my crew consisted of large individual members, we felt that we needed to work
together as our own team. Here are some of the ways that my team worked together:
3.1.1. Reward individual and team achievements
Members need to stay motivated to give their best performance at the workshop. Leaders trying
to increase the level of teamwork and synergy taking place often change individual rewards to
team rewards, e.g. we won't receive marks if our achieve our targets, but the whole of the team
needs to reach the target. This can indeed improve team performance, as stronger members
might support weaker colleagues to achieve the overall targets.
3.1.2. Implement team projects and challenges
If members of my team are so isolated, often because we have an area of responsibility that
often requires less interaction and cooperation from one another. The easiest way to create a
visual need for group work is to make group project projects the responsibility of team
members and use individual strength. When I use my team to work together, I use the energy
and knowledge of others to make their life easier.
3.1.3. Create diversity
Members who are doing the same work day in - day out, are getting rather self-sufficient. They
don't need help, they don't need each other.
One way to change this way of working is by creating team buddies, i.e. to allocate a partner
to each member of the team who will learn the key tasks of our buddy. This way there will be
a better understanding of individuals workload and responsibilities and at the same time, I
will be able to provide better holiday cover and support when individuals temporarily have an
increased workload.

37
It is important to act as a team, but for some change, you need to see the benefits of changes
that the members are asking for. Following the above instructions, I set up a team that has an
effective, positive and motivated team.
3.2 Improving Team Dynamics
The work Place, social organization, community groups and sports allude teams to
accomplish goals. The dynamic of teams determine if these goals will be met in an efficient
manner. Identifying team dynamics and understanding positive and negative outcomes that
may occur due to the dynamics will assist you to achieve team efforts.
According to Psychology campus, a group of people that share and work toward
accomplishing a common goal are referred to as a team. The dynamic of a team depend on
each team member. Unseen forces that exist in a team between different people or groups are
called team dynamics and can strongly influence how a team reacts, behave or performs.
Many factors influence team dynamics, such as personalities of team members, how the team
operates, how the team views itself and the team’s organization.
Team technology notes that the development of friendship within a team can have
both positive and negative effects. Friendship can faster communication among members of
the team. This may be lead to positive social feel within the group and make members enjoy
being a part of the team. This good feeling can increase motivation and commitment to the
team. However, a strong friendship within a group can leave other team members feeling
excluded and make them less likely to include the friends when decisions are made. These
friendship can split the team into sub-groups and lead to a lack of communication leading to
unsuccessful efforts to accomplish team goals.
My team members used many of the qualities needed for a successful team. These
qualities are as follows.
1. Commitment to team success and shared goals - team members are committed to the
success of the team and their shared goals for the project. Successful teams are
motivated, engaged and aim to achieve at the highest level;
2. Interdependence - team members need to create an environment where together they
can contribute far more than as individuals. A positive interdependent team
environment brings out the best in each person enabling the team to achieve their goals

38
at a far superior level Individuals promote and encourage their fellow team members to
achieve, contribute, and learn;
3. Interpersonal Skills includes the ability to discuss issues openly with team members,
be honest, trustworthy, supportive and show respect and commitment to the team
and
to its individuals. Fostering a caring work environment is important including the
ability to work effectively with other team members.
4. Open Communication and positive feedback - actively listening to the concerns and
needs of team members and valuing their contribution and expressing this helps to
create an effective work environment. Team members should be willing to give and
receive constructive criticism and provide authentic feedback.
5. Appropriate team composition is essential in the creation of a successful team. Team
members need to be fully aware of their specific team role and understand what is
expected of them in terms of their contribution to the team and the project.
6. Commitment to team processes, leadership & accountability - team members need to
be accountable for their contribution to the team and the project. They need to be aware of
team processes, best practice and new ideas. Effective leadership is essential for team success
including shared decision-making and problem solving.

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3.3 Effective Group Member
Today, the universe has become one village, where the entire universe has entered
the high tech age, which is now in its highest technological age. In the fast changing world,
learning the role of the teacher and the student-mind-bogs in the classroom must be adapted
to the changing world. Otherwise, teacher-student relations may be broken, as if students-
parental relationships in the present Sri Lankan society are present.
In the world of pursuit of money, public institutes and private institutions have begun courses
for the benefit of students. We have to understand that when we are disciplining and abetting
students who come to such an institution, Esoft, we are disciplining them to hatred of the
society. Therefore, I taught them very simply in teaching.
I knew the problems of the students who took part in the workshop, pacified their problems,
pacified their advice and directed their attention to the education process. In my opinion, I
thought of comparing myself with each other in the meantime. If I do not teach correctly and
do not do it, the conscience must be in accordance with the conscience of the students who
have been in the workshop for the workshop. The goal of honesty in the world is to feel that
the world has lived within a short span of time. In the future, another person will be taught
what he is able to do with his work honestly.
If I want to be different in Our team, I need to open them between the dialogs and between
them, if you have a competition, you have to make it easier for me to move forward. As a
team I as a team member understand.
Figure 3 Effective Team

40
I think that as long as the team does not influence the common outreach of the team, I have
to respect the right to self-determination in it, and I would like to allow such identifications
to be exhibited. Working hard for me to work with my own people if my mistakes are made,
If they are in the same direction as team members, there will be no team there. It's a disorder.
I never thought of thinking like that. I realized that if there were only benefits for the
individual's work, I also realized that there was no chance of teaming there, and I realized that
each other was cutting off and moving forward.
My group and my team are obliged to be bold in order to give the discipline to the society,
which is the most valuable resource of the world, proper guidance, knowledge, and moral
values. According to the Virtue, we take the next life according to the thoughts that fall from
the fallen human being. Mongering Mongers - the Fathers performances of the pomp and
spirits of the two young talents - in a conscientious manner - glorify the astonishment. When
it comes to sincere teachings, and at the end of this program, I feel that the thoughts of the
heart can be beneficial to the cause.

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4.1 Importance of a Continuing Professional Development
4.1.1.Continuing Professional Development
In an ever-increasing globalized and competitive society, the importance of Continuing
Professional Development cannot be overstated. The world’s industries are forever evolving,
which creates exciting opportunities but which also comes with challenges. CPD enables an
individual to regularly apply attention to important areas of development and takes appropriate
action to reduce any shortfalls in knowledge.
Continuing Professional Development is widely recognized as fundamental to the
improvement of standards and skills for individuals and their industries. Prior to attempting to
understand how to make the most of the various CPD opportunities available, it is important to
understand why CPD is important, why it exists and its primary purpose.
Continuing Professional Development exists to ensure that an individual enhances their
skills and abilities once they have formally qualified. Typically, academic qualifications have
already been completed at this stage and an individual is now working within their specific
industry and job function. CPD is important as it helps to ensure that further learning is
progressed in a structured, practical and relevant way to guarantee that there are applied
efficiencies in learning. CPD allows an individual to focus on what specific skills and
knowledge they require over a short-term period, say 12 months, in order to be confident there
is a recognizable improvement in their proficiency and skill sets.
Figure 4 Continuning Professional Development

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“Education is not the learning of facts, but the training of the mind to think” – Albert
Einstein.
The purpose of CPD
A planned approach to Continuing Professional Development allows an individual to
put themselves in charge of their own career development and work-related ambitions. A
personal empowerment of learning brings with it an increase in confidence and resulting
abilities, all of which correlate to an improvement of capability for their employment
environment.
The ultimate outcome of well planned continuing professional development is that it
safeguards the public, the employer, the professional and the professional’s career.
4.1.2 Importance of CPD for a young professional
For young professional, CPD helps them keep their knowledge and skills up-to-date. It
also ensures that the professional standard of their qualifications and registrations
is maintained. Furthermore, it contributes to their professional sense of direction. Completing
CPD helps build their confidence and credibility, allows them to showcase their achievements
and equips them with tools to cope positively with change.
CPD is beneficial for young professional’ career progression and advancement. Our
CPD research project confirmed that for anyone hoping to get promoted, or wanting to
specialize in a different area, demonstrating their learning agility and dedication to CPD can
make a substantive difference. In real terms, this means that CPD contributes to achieving
higher salaries.
For young professional, the primary benefit of CPD is ensuring that standards across
the company are high and consistent. CPD also promotes greater work engagement from the
workforce and general commitment to job roles. Having a number of employees undertake
CPD, whether concurrently or over a period of time, allows for the sharing of best practice and
support. CPD also contributes to maximizing staff potential, improves staff morale and
provides a useful benchmark for annual appraisals.

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4.2 Apply Motivational Theories in the Workplace
There are many ways to view motivation in the workplace and it has been a source of
study for many years. Of the theories there are three which stand out as macro theories on
motivation; Scientific management, Human Relations, and the Hierarchy of Needs. The
theories have few similarities and many differences. The differences are apparent when
analyzing the characteristics of each theory. However, they all share a common factor. Each
theory of motivation is dependent upon the management to institute the motivational factor. It
is incumbent upon the organization to create an atmosphere of motivation because workers will
not self-motivated.
The Scientific Management theory postulated by Frederick Taylor (1856-1917)
suggests workers are motivated almost entirely by pay. He suggests workers dislike working
and would choose to enjoy leisure activity overwork if given the choice. Therefore, Taylor
surmised the worker was motivated by pay in order to meet basic needs and obtain leisure
status at some point. This theory suggests workers are given a motivation to increase
productivity when they increase output, also known as the piece-rate pay theory. This theory
is still in use today. The transportation industry is one example. Traditional taxi services and
even newer services such as Huber revolve around the driver pay based on the number of
customers serviced. A major criticism of theory is it does not explain every job category.
Volunteers by definition receive no pay for their services, yet there are thousands of people
who choose to work over leisure activity. This disparity cannot be readily explained by Taylor's
theory.
Elton Mayo (1880-1949) argued the Human Relation theory best addressed motivating
a group. He introduced the Hawthorne Effect by studying the effects of management in
Chicago. This theory argues people are motivated to perform when they are part of a team.
Central themes to this theory include equality among peers and the fair evaluation of their work
product. In his experiments, Mayo found the work conditions of the office environment had
little effect on workers when they had communication with supervisors and felt valuable. This
theory is probably the most widespread motivation system in use today, evolving into the
primary evaluation system in many companies. The spirit de corps, or group motivation, of
teams, are higher when everyone is given a part of the mission, despite the inherent dangers of

44
combat. A critique of this theory is the inadequate contributions of workers. One worker may
include greater input into the project and feel the contribution should gain more recognition.
Inequality can quickly override the motivation.
The theory of the Hierarchy of Needs is closely related to Mayo's theory. Abraham
Maslow and Frederick Herzberg forwarded the idea the workers are motivated when their needs
are met at many different levels ranging from basic needs to advancement recognition. Awards
in this system vary depending upon the needs and expectation of the workers. This theory gives
companies the greatest diversity in providing individual motivation to workers. It is an
emerging motivation field seen in many companies such as Google with fringe benefits not
seen in traditional office environments. The downside is the benefits can be costly and are the
first thing to be cut during the recession which can multiply demotivation among employees.
Finally, taking into account these theories, there are clear similarities and differences.
They are described above. The most striking thing is that it is a clear indication that people are
motivated. Howe However important to consider the differences. Differentiates the theory of
how a person progresses and describes how to fulfill those needs. The above theories give
valuable insights and institutional psychology is of some importance.
4.3 Personal Development Plan
4.3.1 Development Plan
Here, I am asked to put forth my development plan for my career in my next few
years. But After completing my course, I have a plan to work as an executive for a reputed
company like ICT industry. Thereby which, I could be able to gain much experience in
business administration. But this could be my short term goal as soon as I finish my Post
Graduate Degree in Computing.
I have a long-term goal too to achieve in my life, about which I have briefly jotted
down below. There are two things which I set as my goal. Firstly, being a student of
Computing, I would like to use my managing skills with my country, SriLanka, to bring forth
a prospering evolution in the ICT industry, especially computers.IT Technology has become
the most common mode of my country.
There is now a computer in every home from the lower middle class to high class. It
is often made up of essentials, mainly capital and city metropolitan cities. But foreign

45
computers do not come to our country. It's expensive. When looking at other manufacturers
of computer manufacturers, they produce many different computers with different features
every year. So they can meet the needs of the people. But why is Sri Lanka producing so
beautiful and unusual computers? I thought about it, and I was on my way to Sri Lanka soon.
As an undergraduate, I have several plans to design beautiful computers in Sri Lanka.
My own goal is to achieve Sri Lanka's knowledge of Sri Lanka. Especially, manpower in Sri
Lanka is working hard and making sacrifices. So, I believe they can do huge jobs. My
statement is that Sri Lanka too should produce computers.
My long-term goal is that Sri Lanka should also be able to produce computers like
products and others. After years of experience in the computer industry, I can trust. When I
have enough knowledge about the computer manufacturing industry, I'm working towards
my goal
I am consulting with multi-national manufacturers such as Acer, DELL, Toshiba, etc.
They present my ideas. Accordingly, they will be interested in setting up computer products
in India. They will give us the most expected dream computers in Sri Lanka. There are
sufficient resources available in Sri Lanka, including the city. Accordingly, I will explain to
them the plan for the production of Sri Lanka. If satisfied, they will work with me.
4.3.2 Personal Plan
There is another objective to realize the goal of my personal life. 60% of the
population lives in Sri Lanka. Do not pick up anyone who cares about them. Therefore, I
would like to see myself through a life fund of shanty dwellers. The following plan is needed
to achieve my goal of helping shanty people.
1) First, I need the time, dedication and financial resources to start a donation
foundation that I need to know.
2) Identify specific goals for my intended skills.
3) My case helps my shanty people.
4) I want my partner to be a partner
4.3.3 Discussion and justification
By challenging my HND course I set up my personal and professional goals. By
studying this course, I think that I will be able to close the gap between the expectations of
my personal capabilities and the expectations of the industry. As we know, there is a great
demand for skilled and busy working people today in the business sector. It will also be able

46
to cater to the trends in the current industry. Now, I will describe the expectations of the
employers at present. My long-term goal is to produce foreign computers in my country.
Therefore, I plan to seek the advice of the people who are willing to produce the computer
industry in Sri Lanka and Sri Lanka. Before that, I will increase the knowledge pertaining to
the industry. So I would like to join hands to a computer manufacturing company and have
more experience in that field. I plan to award my levels to the company, to start a charity
foundation for the people who will be sluggish and physically challenged. I will develop daily
charisma for the benefit of someone with a support tendency. My middle term goal. Mainly,
I was directed to produce foreign computers in Sri Lanka. Most Sri Lankans in Sri Lanka now
offer convenience to luxury customers. Which company do I like to be Sri Lankan computer?
This is my professional plan for studying my Computing degree.
4.4 Evaluating Impact Of The CPD
4.4.1 Evalution Of CPD
“Evaluation is as basic to professional development as it is to education.
Unfortunately, as is so often the case in education, systematic evaluations of professional
development programs are rarely undertaken. … Millions of dollars have been provided in
the name of faculty professional development, but the quality of these programs goes virtually
unchallenged” (Clare, 1976, p1)
As the above quote illustrates, most current evaluation of CPD falls short in a number
of ways and areas. Guskey (2000 pp. 8-10) suggests that these limitations can be summarized
as follows:
1. Most ‘evaluation’ consists merely of summarizing the activities undertaken as part of
the professional development program. What courses were attended, how many
credits accrued etc? This clearly gives no indication of the effectiveness of the
activities undertaken, making this form of data collection inadequate as a means of
looking at the effects of CPD.
2. Where some evaluation does exist, this usually takes the form of participant
satisfaction questionnaires. Obviously, this allows one to gauge whether participants
consider the event to have been enjoyable and successful, but does not engage with
issues such as gains in knowledge, changes in practice expected from professional

47
development and certainly does not evaluate whether there have been changes in
student outcomes.
3. Evaluations are also typically brief, one-off events, often undertaken by post hoc. As
most meaningful change will tend to be long-term, and many professional
development activities will take place over a longer period of time, evaluation efforts
need to reflect this and likewise take place over time. Evaluation will also need to be
built in to run alongside professional development activities.
A recent study of CPD activity in England similarly found that in most cases
evaluation took the form of a feedback sheet that was completed by teachers, and which
included questions on delivery, content, whether they felt the course had met its objectives,
and in some cases whether it was cost-effective and was likely to impact on teaching and
learning (Brown, Edmonds et al. 2001) . Other forms of follow-up were unusual, with actual
effects on teaching and learning hardly ever being studied, and long-term monitoring of
impact usually not present. Teachers reported that they thought CPD improved teaching and
learning but were unable to provide hard evidence of impact.
4.4.2 Imapct Of CPD
In addition, it is important to recognize the different levels at which potential impact
of CPD can be gauged. Guskey’s (2000) model offers a particularly helpful way of thinking
about gauging impact at different levels and may be related directly to different orientations
and intended outcomes.
4.4.2.1 Participants’ Reactions.
Currently, this is the most common and easily collectible form of evaluative evidence,
and it is generally carried out in the immediate aftermath of the CPD event. However, in many
ways, it is also the least informative as participants’ reactions to the CPD tend to be
impressionistic and highly subjective. Questions addressed at level 1 will include whether the
participants enjoyed the event, though it was useful, addressed their needs, was well-
presented and well organized for example. Three main types of questions can be answered
using this approach: content questions, process questions, and context questions (Guskey
2000). As can be seen from these questions, while they address possible prerequisites of

48
professional development that can facilitate CPD leading to change, they do not themselves
measure this.
4.4.2.2 Participants’ learning from CPD
Level 2 in Guskey’s framework comprises participants’ learning from CPD. There are
several types of learning: cognitive, affective or behavioral, that can result from CPD. These
different types of knowledge are acquired and modified in different ways, thus probably
requiring different methods of evaluation. As well as specific knowledge and skills and
effective outcomes, CPD may result in the renewed commitment of teachers as change agents,
and in renewed or extended moral purpose. These outcomes are crucial to teacher
effectiveness and need to be taken into account at this level of evaluation.
4.4.2.3. Organizational Support and Change
It is clear from the research on school improvement and the growing body of literature
on the change that CPD programmes are unlikely to have a lasting effect without
organizational support. A supportive school ethos and an expectation that all teachers engage
in CPD have been found to be important factors in securing change as a result of CPD
(Edmonds & Lee, 2002). CPD activities have been found to transfer more easily into changed
behaviors and teaching practices if there is a good fit with individuals' professional and
personal values and if professional development approaches already exist in the organization
(Knight, 2002). As well as being important in leading to the success of CPD programs
organizational change can often be a prime goal of CPD programmes. Therefore,
organizational level outcomes and support are important parts of CPD evaluation since they
would have an impact on motivation on the one hand and sustainability of change on the
other. Issues such as alignment of the programme to organizational policies, organizational
support for the programme (especially from leadership), organizational resources provided to
the programme (including crucially time) organizational barriers to the successful completion

49
of the programme, and general organizational effectiveness and culture (see school
effectiveness literature) are all important aspects in this regard (Guskey, 2000).
4.4.2.4: Participants’ Use of New Knowledge and Skills
When a CPD programme is directly intended to change practice, it is essential to
evaluate whether participants are actually using new knowledge and skills acquired.
Evaluation of this level will have to take place after a reasonable time, the length of which
will depend on the complexity of the knowledge or skills to be acquired and the number of
time participants require to develop and practice these skills (Grace 2001; Guskey 2000).
4.4.2.5 Student Outcomes
The fifth level identified by Guskey (2000) is the one least likely to be measured in
evaluations at present, but also the one that is most important because it assesses the impact
on student learning. Student learning can be defined and measured in a number of ways. A
first distinction is between cognitive outcomes, such as mathematical attainment, and non-
cognitive outcomes such as attitudes school and engagement in learning. All require
different methods to determine programme effects (Guskey 2000).
The most common form of measuring cognitive outcomes is through testing.
Standardized and non-standardized testing forms a key part of the educational system and is
usually considered to provide the most reliable measure of cognitive outcomes (Muijs and
Reynolds 2002). As well as cognitive outcomes, non-cognitive outcomes can often be the
goal of interventions. CPD can aim to change teaching in ways that improve pupils’
enjoyment of the subject, attitudes to school or self-esteem. Many different non-cognitive
outcomes exist, and, consequently, many different ways of measuring such outcomes which
are fit for purposes are needed.

50
Guskey (2002) suggests that when designing CPD evaluations one should work
backward, starting with level 5, both in planning the CPD activity and the evaluation thereof.
This ensures that the final goal of improving pupil outcomes is central to the process.
While Guskey (2002) suggests five levels of evaluation, starting with participants
reactions, following both Stakes (1967) and Stufflebeum (1983) we would add an antecedent
level, focusing on the prior conditions of the evaluation. These would include motivations
behind and reasons for the professional development programme/activity, why the particular
programme was chosen, or why it was developed in a particular way, policy backgrounds and
other factors affecting choice and development of the program, as all of these directly affect
the choices made about CPD.
Lacking in all the models mentioned above, and in almost all evaluations, is the issue
of cost-effectiveness of CPD. As Benfield et al. (2001) rightly point out in the context of
medical practice, CPD should not be undertaken if the costs to the system outweigh the
benefits. Also, if other ways of raising the performance teachers and students are more cost-
effective, doubts would have to be raised over the validity of conducting CPD. It would also
be useful to know the cost-effectiveness of different modes of CPD. Currently, we know little
about the cost of CPD.

51
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001011.short ( Accessed On 21 th of April 2018)
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52
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