Professional Practice Assignment HND, Study Guides, Projects, Research of Professional Communication

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UNIT 3: PROFESSIONAL PRACTICE

[Document subtitle]

SUBMISSION DATE 18-12-

HAMZA ASIF 040-

Contents

• LO1.................................................................................................................................................................................................................................................
• ORGANIZING A TRAINING WORKSHOP..........................................................................................................................................................................................
• Request letter................................................................................................................................................................................................................................
• Designing delivery plan..................................................................................................................................................................................................................
• Designing project plan...................................................................................................................................................................................................................
• USING EFFECTIVE TIME MANAGEMENT SKILLS..............................................................................................................................................................................
• Training outline..............................................................................................................................................................................................................................
• LO2.................................................................................................................................................................................................................................................
• CRITICAL THINKING AND PROBLEM SOLVING................................................................................................................................................................................
• Problem solving skills and techniques...........................................................................................................................................................................................
• Define the problem........................................................................................................................................................................................................................
• Determine the causes....................................................................................................................................................................................................................
• Generate the ideas........................................................................................................................................................................................................................
• Select the best solution.................................................................................................................................................................................................................
• Take action....................................................................................................................................................................................................................................
• Problem solving techniques...........................................................................................................................................................................................................
• SWOT Analysis...............................................................................................................................................................................................................................
• Problems raised and countered during the Project Lifecycle.........................................................................................................................................................
• LO3...............................................................................................................................................................................................................................................
• TEAM DYNAMICS AND GOALS.....................................................................................................................................................................................................
• 1. Honor each person's and each team's accomplishments........................................................................................................................................................
• 2. Organize group activities and objectives..................................................................................................................................................................................
• 3. Develop uniqueness.................................................................................................................................................................................................................
• MY ROLE AND CONTRIBUTION TO THE GROUP...........................................................................................................................................................................
• TEAM MEMBERS PROFILES..........................................................................................................................................................................................................
• PROJECT REPORT.........................................................................................................................................................................................................................
• Background..................................................................................................................................................................................................................................
• Training objectives.......................................................................................................................................................................................................................
• Participant’s profile......................................................................................................................................................................................................................
• Resource person’s profile............................................................................................................................................................................................................
• Venue and Date...........................................................................................................................................................................................................................
• Proceedings.................................................................................................................................................................................................................................
• Day 01..........................................................................................................................................................................................................................................
• SESSION 1: Introduction to training and Learning outcomes.......................................................................................................................................................
• SESSION 2: History of a computer................................................................................................................................................................................................
• SESSION 3: What is a computer?.................................................................................................................................................................................................
• SESSION 4: Setting it up...............................................................................................................................................................................................................
• SESSION 5: Starting a computer...................................................................................................................................................................................................
• DAY 02.........................................................................................................................................................................................................................................
• Recap...........................................................................................................................................................................................................................................
• SESSION 6: Mouse & Keyboard....................................................................................................................................................................................................
• SESSION 7: Drawing a simple house............................................................................................................................................................................................
• SESSION 8: Maintaining & Organizing the files............................................................................................................................................................................
• SESSION 9: Working on MS Word................................................................................................................................................................................................
• DAY 03.........................................................................................................................................................................................................................................
• Recap...........................................................................................................................................................................................................................................
• SESSION 10:.................................................................................................................................................................................................................................
• SESSION 11:.................................................................................................................................................................................................................................
• SESSION 12:.................................................................................................................................................................................................................................
• SESSION 13:.................................................................................................................................................................................................................................
• Mock exercise..............................................................................................................................................................................................................................
• CERTIFICATE DISTRIBUTION AND CLOSING..................................................................................................................................................................................
• ATTENDANCE SHEET....................................................................................................................................................................................................................
• TEAM DYNAMICS AND THEIR IMPACT ON THE PROJECT.............................................................................................................................................................
• Forming........................................................................................................................................................................................................................................
• Storming......................................................................................................................................................................................................................................
• Norming.......................................................................................................................................................................................................................................
• Performing...................................................................................................................................................................................................................................
• Adjourning...................................................................................................................................................................................................................................
• LO4...............................................................................................................................................................................................................................................
• CDP AND IT’S CONTRIBUTION......................................................................................................................................................................................................
• Setting Goals................................................................................................................................................................................................................................
• Three skills need to develop........................................................................................................................................................................................................
• Strengths and weaknesses...........................................................................................................................................................................................................
• Develop strengths and weaknesses.............................................................................................................................................................................................
• Skills audit....................................................................................................................................................................................................................................
• CPD Plan......................................................................................................................................................................................................................................
• CPD Evidence...............................................................................................................................................................................................................................
• Bibliography.................................................................................................................................................................................................................................
• Figure 1 Problem Solving Flow Chart............................................................................................................................................................................................
• Figure 2 The 5 whys......................................................................................................................................................................................................................
• Figure 3 SWOT..............................................................................................................................................................................................................................
• Figure 4 CPD................................................................................................................................................................................................................................

LO ORGANIZING A TRAINING WORKSHOP Being as a student of The Millennium Universal College (TMUC), studying BTEC HND Computing, a project was handed over by my lecturer Ma’am Kashuf of module Professional Practice. In which I was supposed to organize a training workshop for orphans to develop BASIC IT skills, which was a whole group work. There were 5 members in my group including me as follows:

1. Hamza Asif (Appointed as a Leader)
2. Rahima Akbar
3. Shanzay
4. Sajeel Khawar
5. Faiq Ahmed Request letter With all due respect to our university's upper administration, the very first thing we did was provide permission to conduct such a training session. In this respect, I addressed my program coordinator a request letter, which is reproduced below: Mr. Umair Atimad Program Coordinator The Millennium Universal College Spring North, Bahria Town, RWP September 22, 2022 Dear Mr. Umair, Request: Conducting a Training Workshop I hope this email finds you well. With reference to my assignment for the subject Professional Practice , I request you to let me conduct a Training Workshop in regards to the Professional Practice skills to children of Pakistan Sweet Homes (PSH) and the location will be either in the campus of TMUC or PSH. My department of Computing & IT has come with the idea to communicate Basic IT training to the children of PSH. As I already have experience of more than 2 years for working with a well reputed corporate company so I believe that giving training will be productive as for me as well to the beneficiaries. Choosing PSH’s children because we believe that orphans and the poor deserve the highest standards of training possible and as already, they are socially and financially challenged. We will mainly focus on the communication skills and the ethical behaviors in the workplace including obeying the company’s rules, effective communication, taking responsibility, professionalism, trust and mutual respect for your colleagues at work. In this regard, I would like to inform you that our group will be imparting a training to 30 beneficiaries. The training session will be the duration of 6 hours in a day and for 3 days. So accordingly, we will be designing a whole outline of how we are going to conduct the training workshop. I request you to kindly allow us to conduct a training workshop, and I believe this will be a very informative workshop that many children will wish to attend. Sincerely, Hamza Asif HND Computing

TIME TOPIC METHODOLOGY OUTCOME DURATION

AM

Mouse & keyboard  Understanding the key functions of a mouse.  Using mouse on a paint application.  Keyboard layout.  Understanding the key functions of a keyboard. Practical & Projector Understanding & developing typing and mouse skills, right click, left click, cursing a wheel, delete key, shift key, caps lock, etc. 45 minutes 10: AM Drawing a simple house Practical/Activity Children will get their hands on the mouse & keyboard, using MS PAINT. 60 minutes 11: AM BREAK 15 minutes 12: PM Maintaining & organizing the files  Creating and labeling the folders.  Holding subfolders in a folder.  Understanding the folder’s suffix.  Drag, cut, copy & paste.

MS PP &

Practical Knowing how to create and save work on a computer is essential, but very quickly the prolific computer user will realize they need a system for how and where they store their work. 90 minutes 1: PM LUNCH BREAK 60 minutes 2: PM Basics of MS Office  Understanding the MS Office’s applications.  Purpose of each application.

MS PP &

Animated videos Children will get to know about the most popular computer programs available and the usage throughout the academic and professional worlds. 30 minutes 3: PM Working on MS Word  Create, format, save, and edit documents in Word.  Add tables and graphics to documents.  Adjust margins and spacing.  Check word counts.  Create headers and footers.  Use track changes. Practical They will get their hands on MS Word and will be able to understand the importance of MS Office in future in professional lives. 45 minutes 3 rd day TIME TOPIC METHODOLOGY OUTCOME DURATION 10: AM Web browsers  URLs and Address bar.  Links.  Navigation buttons.  Tabbed browsing.  Bookmarks and history. Practical & Projector Children will be able to understand the web browsers and will make it possible for anyone to share and interact with knowledge and data. 45 minutes 10: AM PLAYING GAMES ON MINICLIP Practical/Activity Children will be able to enjoy also. 60 minutes 11: AM BREAK 15 minutes 12: PM Maintaining & organizing the files  Creating and labeling the folders.  Holding subfolders in a folder.  Understanding the folder’s suffix.  Drag, cut, copy & paste.

MS PP &

Practical Knowing how to create and save work on a computer is essential, but very quickly the prolific computer user will realize they need a system for how and where they store their work. 90 minutes 1: PM LUNCH BREAK 60 minutes 2: PM Internet usage  Researching school reports.  Communicating with teachers or friends.  Playing interactive games. Practical/MS PP Children will be able to increase their researching skills. 30 minutes 3: PM Email etiquette  Email is more formal than texting.  Avoiding slang words, abbreviations, emojis, etc. Practical/MS PP They will get their hands on MS Word and will be able to understand the importance of MS Office in future in professional lives. 45 minutes LO

CRITICAL THINKING AND PROBLEM SOLVING Organizations demand problem-solving abilities to overcome the constant disruption that has become a feature of the modern workplace. Employers need workers that can adapt to change, whether it is due to new rivals, changing company strategies, or any other changes that have occurred in recent time. Many of the other top qualities that employers want in candidates, such as analytical skills, innovative and imaginative thinking, lateral thinking, etc., are also included in problem-solving techniques. One of the techniques of solving the problem’s, steps that you must remember are listed below:

1. Find the problem and demonstrate it – To provide an assumption for issue-solving strategies, it is necessary to first identify the real problem. We can accomplish this using a flowchart, which makes it easier to identify processes in detail and consider fundamental causes. If the root cause of the issue is found, the process will be checked one more before going back up. 2. Discover the other solutions – Avoiding choosing just one answer; instead, look for an option that produces a superior result, or develop two or three solutions to a single problem so that we may evaluate and maximize our best result. However, a typical error we do is failing to investigate other solutions after our initial solution produces the desired results. To overcome this, we must verify each alternative solution one at a time for better comprehension and optimization. 3. Review the solution – After the previous two steps, we must now step-by-step analyze our solution and use all the criteria that will effectively evaluate it and produce a better result. Figure 1 Problem Solving Flow Chart Problem solving skills and techniques Building a PowerPoint slides through classes was the training’s main problem, which we all shared. It is best to talk about the question and how it functions before talking about it. Some problems are small and can be resolved quickly. Other issues are big and may take a lot of time and effort to resolve. Creating formal initiatives to address these bigger issues is a common solution. The following are five stages that we may utilize to address difficulties.

1. Define the problem.
2. Determine the causes.
3. Generate ideas.
4. Select the best solution.
5. Take action. Define the problem In order to define the problem accurately, solving it first must be done. We'll try to figure out how to figure out how the problem will be determined. For instance, if we received a video from a participant in the training or from the courses we created, we would alter things based on what we learned from the video. We made precautions to prevent the team member from giving a subpar performance. First of all, in light of the above elements, we concluded that the greatest video lesson was required. Determine the causes After identifying the issue, we go further to identify its root causes. We can investigate the causes and effects using our research methodology. If you see creating a video as a problem and wonder where we are now compared to where we should be, let's address it right away by delaying our efforts to bridge the gap. The study of this solution is crucial because solutions rather than being the actual causes of the issue are what make the issue what it is. Instead of the reason for the solution, which is that we are not a team member, it actually did not solve. Generate the ideas After the problem has been identified and its actual problem has been determined, creative thinking may be employed to develop solutions. The two basic problem-solving techniques that you might employ to provide solutions are thinking and mapping. We debated whether it would be appropriate to assign different aspects to one another while we looked for solutions for our film.

opportunities, and threats, but also to separate the components into internal and external ones. The SWOT analysis I performed for this project is shown in the table below. SWOT Analysis Strengths:  Ability of time management, whatever the task is given within a time deadline I do that task keeping the time in mind.  Customer service, as I have experience of restaurant business and real estate sales, I think I know the characteristics of a customer service.  Research skills, if you give me a computer, I can usually dig around until I find the information I need.  Working at back end. Weaknesses:  Social media, I have very poor focus and am easily distracted by social media.  Budget, I don’t keep track of income and expenses well.  Fear of public speaking.  Lack of knowledge.  Technical problem solving. Opportunities:  Engaging in professional trainings.  Delegating the tasks to others.  Usage of Tech systems like projecting the animated productive videos on a screen.  One-on-one mock sessions.  Watching tutorial videos for a Presenter. Threats:  Outage of electricity.  Situation of embarrassment.  Lack of motivation.  Lack of active participation.  Insufficient fun activities like quizzes, jokes.  Knowledge can be also a threat because any time, trainee can ask you something. Problems raised and countered during the Project Lifecycle Training includes dealing with delays, faulty material, a lack of alignment with company goals, and, of course, challenging learners. In any training, there will inevitably be a variety of issues. The hazards, which surface at various points during training to throw it off course, are the most frequently mentioned causes for this. You may even claim that they present the biggest training challenges for trainers. What is the secret to overcoming training issues, then? So, open a line of constant communication and provide us with necessary materials. By doing this, we may prevent stumbling blocks during our training process and easily fulfil set targets. As a trainer, we must have encountered several painful difficulties, which are currently thought to be the group training issues. Don't worry, however. Effective group training is crucial for overcoming unforeseen challenges that practically every training encounter. I'll explain below, the problems that my group faced during this project and how we encountered them.

1. Lack of engagement – When this project first began, one of the team members in my group wasn't engaging with it in a meaningful way. Due to the fact that he was an outsider, some of his interests didn't mesh with those of our team, which contributed to the stressful climate and poor communication. Solution – To make all team members feel like they are a part of the same culture, the greatest answer to this challenge was to create a learning culture through socialization. As a result of some casual encounter that created emotional engagement, communication and conversation were the key components of the remedy in this case. 2. Unrealistic timelines – The occurrence of arbitrary deadlines before the start of the actual training days was one of the key problems with our instruction. We anticipated that the learners would be a little hurried to finish the course. I believed it would affect my team's credibility if the unreasonable timetables arisen because it was my duty as a leader to assume such a circumstance before the actual training began. Solution – One of the best remedies to this issue was to fairly distribute the work among the team members. In accordance with each team member's talents, workload, and skill set, I divided the jobs and responsibilities. As a result, the project's deadlines were met correctly, and engagement behavior was also produced.

LO TEAM DYNAMICS AND GOALS On the first day of work, team members begin to learn about the objectives. All team members must be handled with care and respect, and must be spoken to plainly and respectfully (Robert Chastney, 2020). There are now team members who pledge to cooperate with one another. Members who are supportive of one another and understand that there is no "I" in the group. Following the team meeting to review the project, the team leader gave the participants tasks and responsibilities that were appropriate for their abilities. For group members who needed to increase their skills in a certain area, meetings established a brief course. My group, which was made up of four individuals, believed that we needed to function as a unit. Here are a few examples of how my team collaborated:

1. Honor each person's and each team's accomplishments To succeed in the workshop, participants should be praised ( Madeline Miles, 2022). Since we don't get points if we reach our goals, I tried to provide team members rewards in an effort to foster collaboration and coordination. However, the team as a whole must succeed in order to get points. Because strong colleagues may assist their less talented counterparts in achieving the team's objectives, this can actually enhance team performance. 2. Organize group activities and objectives Because our mandate frequently involves less engagement and collaboration with each other, my team members felt so separated. Transforming group project tasks into team obligations is the simplest method to illustrate the necessity for collaborative effort. With the help of my team, I was able to make the lives of people simpler by utilizing their skills and my prior real estate industry knowledge. 3. Develop uniqueness Members who perform the same tasks daily develop a certain level of independence. They don't require either assistance or one another (Julian Birkinshaw and Jordan Cohen, 2013). I thus thought that one option to improve this method of working would be to assign a partner to each team member who has mastered the main responsibilities of the partner. A deeper knowledge of each person's workload and concurrent obligations was developed in order to achieve this. While working as a team was crucial, I first wanted to understand how the members' requested modifications would benefit them. Following below are some benefits of team dynamics and goals:  Improved outcomes.  Increased cooperation.  More rapid decision-making.  More dedication MY ROLE AND CONTRIBUTION TO THE GROUP Me Hamza Asif, as a group leader, had responsibility. My initial responsibility was to give some general information about the training topic and the ice-breaker activity as soon as our Computing Program Coordinator gave me permission to organize a training event. I completed some study in order to do the task. My main responsibility was to lead an orientation course on a fundamental IT concept. And because I stayed and produced the presentation with my team, my team members and I put a lot of trust in me because I am a leader. Creating training materials for an occasion I had never done before was challenging. The lesson plan must be aesthetically appealing, captivating, and simple enough for kids to understand. It took me and my team a lot of research to come up with a list of topics I should teach kids, but it wasn't tough to choose the most pertinent one that the audience would find understandable. And I'm sure that by offering to assist in producing the movie and slides with my team, we gave the training event the best contribution possible. who was responsible for creating the training session's video and slides. TEAM MEMBERS PROFILES For the basic training IT Training program our team consists of 5 members including me, who will be imparting their presence in different sectors to train the orphans for IT knowledge according to their profiles. Below are the team member’s profiles including mine as well in tabular form: RAHIMA AKBAR Educational history Strengths Weaknesses Soft skills  After the completion of her Matriculation, she got enrolled for intermediate in Pre-Engineering and scored excellent marks.  She also has secured a certification for the German language of grade B1.  After her basic studies, she decided to choose a career for Software Engineering and achieved a success in her field securing excellent GPA of  She is a hard worker who is dependable and take responsibilities for her actions.  She is a well time manager due to which she arrives before the time in every event.  She is an empath who attunes the feelings and emotions of other around her.  She is a solver of the  She is a bit of social introvert and naturally shy kind of person.  At the same time, she is an inarticulate person which enables her to explain herself sometimes.  She is a Pro in coding and tasks related to software.  Good creative writer.  Being punctual and neat which enables her well organizer skill.

PROJECT REPORT Background My project for the professional practice module was sent to the training workshop by the module lecturer. Prior to organizing a training course that had to take place on campus, we needed to obtain permission from the coordinator of my program. Following the approval, my team and I had a meeting where we went through all of our needs and objectives. The three-day training titles “BASIC IT TRAINING” on participatory planning for educating the orphans about the current era of technology with an objective of preparing the children advancement of technology and teach them about the digital literacy. A total 17 of participants from the one organization “PAKISTAN SWEET HOMES”, which is a non-profit organization serving the orphanage since 2016, participated in this training. The purpose of this training was to train the orphans about digital world and give them knowledge of computer applications, such as MS Word, MS Paint, Internet, etc. which would they use in the future and will help them to work more effectively. The trainers used an experiential learning style to make sure that the information was not only shared but also correctly understood and grasped by the participants. Trainers led conversations and kept the floor open for comments, questions, and recommendations to make sure the training is productive for the beneficiaries. Training materials, including games, quizzes, practical exercises, power point presentations, and handouts on participatory planning, supported these talks and interactive sessions. Training objectives The objectives of this three-day training were as follows:  Know about the history of a computer.  Describe the different components of a computer.  Develop mouse and keyboard skills.  Develop basic software and application skills.  Maintain and organize the files.  Compose an E-Mail.  Use internet for researching. Participant’s profile The training participants were orphans from PAKISTAN SWEET HOME (PSH), who are fighting against the depression, poverty, financial crises and self-isolate. Total number of participants were 17 (males: 11; females: 6). Resource person’s profile Two internal experts from TMUC made up the team that conducted the training's sessions. No. Name Designation Session title 1 Major Ehsan Elahi Major. Special Communication Organization PAK Army  Welcome Address and setting the stage.  History of Computers.  Web browsers  Internet usage. 2 Sir Umair Atimad Computer program Coordinator TMUC  Welcoming the participants.  Introduction and Ice-breaker.  What is a computer. Venue and Date The training was organized at THE MILLINIUM UNIVERSAL COLLEGE SPRING NORTH campus in Bahria Town Rawalpindi from 14th^ – 16th^ Nov,

Proceedings Day 01 SESSION 1: Introduction to training and Learning outcomes In consideration of the group's diversity, the training started with readings from the Bible and Holy Quran. Major Ehsan Elahi of the PAK Army's Special Communication Organization officially started it and outlined the training's goals. The coordinator of the computer program, Sir Umair Atimad, greeted the attendees warmly, thanked them for making the time to attend the sessions, gave a welcome note, and then allowed Mr. Chaudhary Faisal Mushtaq, the founder of TMUC, to give the opening remarks. Sir Umair Atimad then offered his introduction. He also requested that they discuss their concerns and hopes for training. Participants in the pre-training assessment test were questioned about their familiarity with computers. The participants' agreement helped to establish the training standards which were as follows below:

 Participants honor one another's viewpoints.  Respect the each other’s differences.  Involve consistent attendance each day.  Everyone actively participates in the conversation.  Be sensitive to social and gender issues.  Pin drop silence. SESSION 2: History of a computer In this session participants were introduced by the history of computers and the core concepts of computer technology of current era. The discussion revolved around the history of computers, who and how computers were invented. Briefed them about the benefits and importance of the computers in our daily life. Showed them the generations of computers coming from past decade and differentiated them. Participants were engaged and were very excited to get hands on it but it was just the beginning. We physically showed them the abacus machine which was arranged by one of my team members. SESSION 3: What is a computer? Computer was explained with the help of physical presented in front of them and presentations. The trainer focused on the NINE components of the computer. Detailed discussion was held on each component of the computer and the purpose of each of them. Unexpected questions were started coming from the participants which made us happy that the participants are involving their interest. SESSION 4: Setting it up The session began with the procedure of assembling the computer before to start it. Trainer described them about the positioning the components of the computer, its connectivity of wires and as well as the identification of the wires. SESSION 5: Starting a computer After the identification of each component, children were so excited to start them on their own. Trainer briefed them and told them to connect the wires on their own to start the computer to get their hands on it. DAY 02 Recap Day 02 started off with previous day’s recap, participants were question about the last day’s learning. Scores were recorded during this process, and the trainer revealed the correct answers and thanked the participants for their efforts after the exercise. Additionally, participants offered feedback on the training's delivery and substance. They valued the fact that the materials were relevant to their project tasks and simple to comprehend, and they loved the training approach. SESSION 6: Mouse & Keyboard In this session, the most essential elements of the computer were discussed without which we can not access the computer. From explaining the key functions of the keyboard till the layout of the keyboard and how are they used. Trainer taught them how mouse is used in the MS Paint application and the participants were again excited to draw their own paintings by using the mouse. SESSION 7: Drawing a simple house As the children were excited the trainer gave them practical exercise to draw a house on MS Paint individually. SESSION 8: Maintaining & Organizing the files This session was presented by the MS Point slides and animated video. As the lecture was going, trainer felt that this topic was going a bit tricky and dry for them but when trainer showed them how files are organized by dragging, copying and pasting, creating new folders and renaming them, again the participant’s face expression was showing excitement. SESSION 9: Working on MS Word Working on MS Word is crucial even for the adults and as the participants were so young that the trainer told them about the importance of it and how it will be very easier for them to work in it in their careers. Trainer didn’t want the participants to work on the MS Word in the workshop so he taught them with animated videos and with the practically screening from his own Desktop. The participants were taught creating a new file, adding tables to the document, changing fonts and colors, etc. DAY 03 Recap The third day began with an open discussion forum where the previous day's recap was the main topic. Participants were requested to contribute what they had learned the previous two days. Additionally, participants offered feedback on the training's delivery.

TEAM DYNAMICS AND THEIR IMPACT ON THE PROJECT Unpredictable behavior that affects project performance is a result of the dynamics between team members during a project process. Project procedures contain numerous independent team members interacting with one other in numerous ways, which results in very complicated circumstances. Team dynamics is the term used to describe the relationships, interactions, communication, and collaboration among team members. If the dynamics of the team are positive, its members will be able to work together more successfully, produce better, more creative ideas, and have a higher likelihood of achieving their particular common goal. Now being in the scenario that was given, I will be discussing the Tuckman’s model with referencing to my team members. According to Tuckman's model, relationships form as a team matures and gains skill, and the leadership style shifts to one that is more collaborative or shared (West Chester University, 2022). Teams would go through five stages, which will be explained below as follows: Forming This is the first stage of team development. In this stage, our team members were truly unfamiliar or strangers with each other’s due to which it was necessary to get to know everyone. The team was just introduced which was the interesting psychological moment because all of the team members were behaving independently at this stage which was very impressive as they showed good spirits and good intentions. Being as a leader of the team, I created an atmosphere of confidence in which in return I observed that the team members were full of anticipation and were much excited for the project. During the forming stage of the team development, we discussed some following points:  Skills, background and interest.  The project goals.  Timeline.  Some rules and regulations.  What unique roles each member will take. It was very important to discussed the above-mentioned points to develop good understanding between the team members as well as with the part each member will play. Storming From the forming stage to the storming stage, each member left their familiarity with uncomplicated subjects and took a chance on potential conflict. As the excitement that was developed in the beginning of this project was starting to ran out which was the indication of the storming stage. I observed some of the members were arguing among each other and even I took a step to sit with them to make clear the confusion that was made between them. The team was organizing itself due to which the progress of the project was starting declining. The team was in need of give and receive feedbacks from each other and identify personal differences because of which the team members were having fluctuations in attitude about the team. So then being as a leader I called a team meeting in which I made roles and responsibilities cleared to avoid team members feeling defensive and loss of interest to ensure they respect individual boundaries. Norming As the project progressed, I personally dealt with numerous team member problems, and as a leader, it was my duty to encourage a problem- solving mindset among the team members. The ability of team members to listen to their team mates was the most crucial quality in aiding team members to normalize. In order to doing this the team members were beginning to listen everyone’s advice or what others are trying to say and I guess that is why this stage is named as a Norming because everything was getting normal. I observed the team member’s energy and they were focused to their tasks. Personally, I felt the sense of belonging to a team and of course the team members were enjoying and loving each other as well. The team had become used to working together and things had mostly calmed down, but there had been a few conflict-related situations, for which the team needed to assume equal responsibility and decision-making authority. As a result, I divided leadership among the team members. I supported people in their decisions and kept up the good ties. They discussed thoughts and feelings, asked for and gave each other's opinions, and looked into possible task-related actions. Inventiveness was on the rise. When shared leadership and the value of teamwork were realized, collaboration evolved. Performing Since a team's genuine interdependence had already been established. As individuals adjusted to meet the demands of other team members, the team was adaptable. Because the responsibilities were now more distinct than before, members were productive on both a personal and professional level, and the team operated as intended. Tighter ties also arose as a result of a better awareness of each member's flaws and talents. It was genuinely gratifying to see a squad moving with such pace. Adjourning The project was terminating and the feelings among the team were purely mix. The behaviors of the members were restless and the momentum got slowed down. The signs of grief were visible. To some extent every one was glad also because of the relief of the project but the bonds among the members made sadness.

LO CDP AND IT’S CONTRIBUTION Continuing Professional Development CPD, refers to the learning activities that take place to enhance a person's abilities for a professional career. It is a thorough process for enhancing skills and performance during a professional career. The environment in which we all live, or, to put it another way, the "Ever Changing World," allows us to continue advancing in our jobs. Consequently, CPD is the greatest approach to keep ahead of the curve in this world. The greatest way to do this is through CPD, which results in greater progress (Varun Mehta, 2019). The process of acquiring professional knowledge and abilities through independent, participatory, and interactive learning is referred to as continuing professional development. For its significance in such a demanding job, CPD can't be undervalued in the age of globalization and increased competitiveness. It enables people to frequently concentrate on important development areas and to take the necessary steps to address knowledge gaps. Figure 4 CPD It was my first time using CPD despite working for a respectable company and never having heard of it before. But given that there aren't any professionals in this field, I believe CPD is an excellent training tool that should be implemented in the professional sector so that businesses can thrive. All of us were very new to working as a team with the idea of CPD, but it was also incredibly beneficial since it encouraged us to support one another in learning the new skills and materials required to provide the training and comprehend what it means to be an expert. Additionally, it gave me experience that I may apply to the future. By participating in CPD, they can advance their knowledge and abilities in order to land a better job in the future. The objective of our group was to teach the beneficiaries the subject of "BASIC IT" and offer it as a training course to the orphans of Pakistan Sweet Homes PSH. The CPD technique had an impact on our capacity to train them. It had an effect on both our ability to manage a training program and our interpersonal abilities.  Setting Goals Setting objectives enables you to develop new habits, direct your attention, and maintain your momentum in life. Goal-setters include sportspersons, accomplished businesspeople, and achievers in every industry. You gain long-term perspective and immediate drive by setting goals (Leslie Riopel, 2019). Setting precise, well-defined goals allows you to track your progress toward them, take joy in doing so, and make progress in what might have previously looked like a never-ending grind. As you become more aware of your own competency and capacity to accomplish the objectives you have set, you will also gain more self-confidence. SHORT TERM GOALS Name Assignments clearance Goal Clear 1st^ semester assignments in first attempt. Term 1 month Knowledge needed  Attending all classes.  Completing all tasks. Skills needed  Time management.  Task scheduling.  Workload management. LONG TERM GOALS Name Study visa Goal Go abroad for further studies. Term 3 years.  Three skills need to develop

1. Confidence.
2. Intercultural skills.

Aug-2023 Emotional Intelligence. It will help me to build relationships, reduce team stress and job satisfaction.  Paying attention on my behavior.  Questioning my own opinions.  Reflecting on negative feelings.  Defining workspace guidelines.  Encouraging employees to share their emotions. Dec-2023 Budgeting. It will help creating financial stability and enhance my time management skills.  Aligning my spending with my priorities.  Ensuring that I can pay my common expenses.  Creating charts with budgeting software.  Collecting and complete accurate numbers. Now I am supposed to talk about my Personal Development Plan for the next few years, it’s just a direction of my future success evaluated from my skills. However just after the graduation my first ambition is to go abroad to continue my further studies, which would be my Short- term goal and get a job related to my education that is computing, which would be my Long-term goal. For now, I will explain my long-term goal in detail with its sub goals to achieve the main long-term goal, for that explanation my personal development plan table is given below: Sub-goals to achieve Long-term goal What do I want/need to learn to achieve the goal? What will I do to achieve this? What resources or support will I need? What will my success criteria be? Target dates for review and completion Network Involving myself with the community, their knowledge can introduce me to a new experience.  Look for events.  Volunteering my time.  Doing part time job.  Clients.  LinkedIn.  Business networking events.  Connect with right people.  Being trustworthy.  Nurturing others.

Scholarship Meeting my distinction levels in my assignments.  Attend all of my classes.  Stay consistent.  Managing time.  Creating a routine.  Tracking my syllabus.  Setting reminders for my tasks.  Confidence.  Passion.  Foresight.

Language proficiency Must develop effective study habits, employ a variety of learning techniques, and establish reasonable objectives in order to improve language proficiency.  Always read out loud.  Improving pronunciation and vocabulary.  Reading books.  Novels/Books.  Netflix.  Language exchange partner.  More employable.  Won’t have to rely on interpreters.  CV stand out.

CPD Evidence Following table is presented as an evidence of skills, evaluation of myself from other team members during the time of this project. RATE COMMENT Were organizing of meetings convenient? 2 Attendance on scheduled meetings. 4 Came regularly Were your ideas and comments respected? 3 Were the style of work convenient and professional?

Were you free to talk to me when you were having problems with class mates or even me? 4 Yes, you were polite and friendly plus treated everyone with respect. How was the experience of working with me? 4 It was very good. You listened and helped me in many ways. Would you prefer working with in future? 4 Yes of course. Suggestions/Recommendation Name of evaluator – Sajeel khawar RATE COMMENT Were organizing of meetings convenient? 3 Good Attendance on scheduled meetings. 4 Were your ideas and comments respected? 3 Yes Were the style of work convenient and 3 Yes

professional? Were you free to talk to me when you were having problems with class mates or even me? 4 Was free to talk How was the experience of working with me? 4 Great Would you prefer working with in future? 4 Yes of course Suggestions/Recommendation Use time management skill in effective way. Name of evaluator – Shanzay RATE COMMENT Were organizing of meeting convenient? 1 The team leader's poor communication made it impossible to be satisfied with the meetings' quality. Attendance on scheduled meetings. 2 Even while attendance at the meetings wasn't improved, it was acceptable. Were your ideas and comments respected? 4 Team members paid close attention to each other's opinions. Were the style of work convenient and professional? 3 We adapted our individual styles and used them to contribute to the group's success. Were you free to talk to me when you were having problems with class mates or even me? 4 No matter how many issues arose, we were able to overcome them all and move on. How was the experience of working with me? 4 a very gifted individual. Working with you was a great experience. Would you prefer working with in future? 4 You will undoubtedly be my first choice in every situation. Suggestions/Recommendation Name of evaluator – Rahima Akbar