To be filled by the Student:(Unit 59: Employability Skills)

Criteria P1.1 P1.2 P1.3 P1.4 P2.1 P2.2 P2.3 P3.1 P3.2 P3.3 P4.1 P4.2 P4.3

Page 16- 20- 22- 25- 27- 31- 37- 40- 46- 51- 54- 57- 61-
Nos. 19 21 24 26 30 36 39 45 50 53 56 60 63

Criteria M1.1 M2.3 M3.1 D1.1 D2.1 D3.4

Page
Nos.

Strict deadlines are essential for this unit and work must be submitted on time.

Declaration of Academic Honesty

Student’s Full Name: Edexcel No. Centre Ref. No.

(Insert YES or
Declaration NO)

1. I confirm that this assignment is my own work: YES

2. I confirm that where ever I have used someone else’s words, concepts, graphics or data
in my work, I have clearly indicated exactly where I have done so, using the Harvard YES
referencing system.
3. I confirm that I have clearly indicated, by referencing, where I have used someone else’s
words, concepts, graphics or data, irrespective of whether I have quoted verbatim or I YES
have paraphrased in my own words.
4. I have clearly indicated in my assignment any work that has been contributed by
YES
another student.

5. I have clearly indicated in my assignment any work that has been carried out
YES
collaboratively with another student/s.

Student Signature : Date:

5
Grading Matrix – M & D Criteria (Unit 59: Employability Skills)
Learning
Assessment Criteria / Possible Evidence
Outcome
M1.1 Answers 1.1:Describe the employability skills, personal attributes as expected
reflect that in employment. Use of specific content and the level of information.
effective ---------------- OR ----------------
judgements have 2.3:Explain the way to reduce the communication barriers in terms of
been made. managing time on issues in understanding.
M2.3 Use 1.3:Review progress on a Personal Development Plan, identifying
multiple sources areas for improvement in terms of own abilities, development need
of information to and career opportunities. Sources are summarised and justified?
find different ---------------- OR ----------------
facts and 1.4: Research and self-review the techniques with two or more clear
techniques. measure of assessing the quality in your performance.
All Tasks: Any assessment activities you complete should be properly
referenced for evidence of competence.
2.2:Presentation:Well-structured and presented using the appropriate
M3.1 The
methods. ---------------- OR ----------------
appropriate
3.1:Use of communication methods by you should be understood by
structure and
people who are familiar and not familiar with the areas you are
approach has
discussing.
been used.
---------------- OR ----------------
3.2:With examples describe and comment reflectively on the roles as
performed in group. Personal Reflection is included to the assignment.
4.1: Highlight & explain what mechanisms can be used to make the
reading as a habit in realistic manner for students to achieve success
D1.1 Conclusions
in career.
have been
---------------- OR ----------------
arrived at
2.1:As the team leader you are sure to have the right skills to achieve
through
the task in hand, and how do you set in place the correct
synthesis of
communication channels with other members.
ideas and have
---------------- OR ----------------
been justified.
2.3: You have identified the appropriate strategy for managing time
and justifications shown in the answers for relevant tasks or activities.
All Tasks: Clarification in understanding assessment instructions is
sought, when required. Assessment instructions and reviews are
D2.1 completed within agreed time frames. Include records for all
Autonomy/indep assignment submission and log of review work and attendance.
endence has 1.2:Self-explanation of own learning and improvement in knowledge
been & skill base.
demonstrated. ---------------- OR ----------------
3.1: Collaborating with the other students for Fun Fiesta, House
Events, Car Wash Project, Field Trips etc. for a group assignment.
4.3: Give your solution or strategy to replace the current practices in
the college. Justify for the potential impact and its implementation -
D3.4 Problems highlight benefits.
have been solved ---------------- OR ----------------
4.2: Produce a proper evaluation report for the effectiveness of the
given solution and for solving selected issue.

6
Scenario Brief
Career planning is an important process that will help you choose a rewarding, practical and
pleasing career path. This activity will help you to decide the best way of pursuing your career. As with
any plan, it provides you with a formal and structured way of thinking about your future by encouraging
you to consider how you will get a job in your occupation of choice once you finish studying. It is like a
road map - it outlines where you want to be and how you will get there.

Knowing different communication styles in the workplace can be really helpful for you to convey your
ideas or views efficaciously. This article mainly focuses on some workplace communication styles to help you
communicate better at work.

All professionals working in the corporate world know the importance of communication in
business. Effective interpersonal communication in the workplace plays a very significant role in the
smooth running of any business. People who do not have good communication skills are more likely to
face tough communication challenges in the workplace. If there is no efficient and clear impartation of
information in a company, there can be a lack of understanding which can have an adverse effect on the
deliverables, thus leading to a loss in productivity. If one has to survive in the corporate world, he has to
have an idea of the different communication styles in the workplace.

Acquired skills are those personal social behaviours and daily living habits that have been
identified by employers and young entry-level workers as essential for obtaining employment and for
success in the work place. These are life skills that must be learnt with the same rigor as basic skills. The
development of such skills is a lifelong process, with performance being relative to a one’s own ability
and age.

Developing your First Strategy

Strategy will play a role both in the ways you present yourself and to others, and in your
management for developing yourself and Business Solutions. Identify the specificaspects of your
personal management and discuss how your personal management may contribute to your professional
development.

In addition to the development of employability skills, your research experience can help you
gain evidence of how you have demonstrated your personal attributes. While thinking of the examples
showing your skills don’t forget personal attributes like positive attitude, ability to deal with pressure,
commitment, commonsense etc.
Note: You should consider aspects relating both the acquisition of technical skill for your
professional domain, as well as use of technology for various academic activities around your learning.
7
Assessment Tasks(Unit 59: Employability Skills)

LO1 Be able to determine own responsibilities and performance Grading Assessment

(P/M/D) Type

1.1 Develop a set of your responsibilities from the findings of your position in the current P1.1, Self
job market. Brief about the performance objectives you will be taking as an individual. M1.1, Research

1.2 Evaluate your performance objectives for your chosen career path and show
P1.2,
your required actions (effectiveness) to achieve them.(Personal Assessment Of Report
D2.1
Management Skills)

1.3 Create a personal development plan which shows your own performance
P1.3, Pdp
objectives as identified earlier and make recommendations to improve them.
M2.3 Report
(Short & long term objectives in career, learning and personal life).

1.4Review what motivates you towards achieving your objectives (HND course)in
Self
a better way. Review the outcomes of you get from the course and what P1.4,
Analysis
motivation techniques can be used to improve the quality of your performance. M2.3
Report
(Motivational Analysis Worksheet)

Assessment Tasks(Unit 59: Employability Skills)

LO2 Be able to develop interpersonal and transferable skills Grading Assessment

(P/M/D) Type
2.1Develop solutions to adapt the way you communicate to handle different Self
situations (work based problems) by considering the many factors that influence P2.1, Review,
the effectiveness of your communication while doing the Team Work Activity e.g. D1.1 CV, Cover
organising a Function, Other Events, Work Project and the any Class Trip. Letter
2.2Prepare ashort presentation including inputs from the above task that
communicates as below: -
-What are the variety of styles used in communication P2.2, Presentatio
-How to recognize your own communication style M3.1 n
-How to use your communication style to develop skills, knowledge and acquire a
better understanding of tasks.
2.3Identify how to improve your time management skills. List 3 strategies from P2.3
Personal
the activity which you could identify to be better at managing your time in HND. M1.1,
Reflection
(Time Management Quiz) D1.1

Assessment Tasks(Unit 59: Employability Skills)

LO3 Understand the dynamics of working with others Grading Assessment

(P/M/D) Type
3.1 Explain the dynamics of effective team working among your classmates by
explain the roles as played by each group member and how you all have managed P3.1,M
3.1,D2. Report
to complete the work during Fun Fiesta, House Events, Student Project &Team
1
Excursion. (Team Dynamics Analysis Worksheet)

8
3.2Analyze how teamwork and team dynamics can be applied to solve problems
or achieve a goal in any role. Explore the roles played and methods applied by P3.2,
each group member to assure the success in achieveing shared goals. (Team Report
M3.1
Dynamics Analysis Worksheet)

3.3Suggest other ways to complete the group tasks as an alternative. What can P3.3, Self
you personally improve on to be a better team member? Name 3 things you could M3.1, Review
have done better to achieve effective team goals. (Ref-Class Activity, etc.) D2.1 Work

Assessment Tasks(Unit 59: Employability Skills)

LO4 Be able to develop strategies for problem solving Grading Assessment

(P/M/D) Type

4.1 Evaluate the tools and methods to enhance students reading ability to support P4.1,
Report
their learning during HND in CE. D1.1

4.2 Study the findings from the above task 4.1 and develop an appropriate P4.2,
reading strategy for the HND Students to improve their reading habit and Report
D3.4
improve problem solving. (Give examples for your solution).

4.3 Evaluate the likely impact on the college to implementyour strategy for the P4.3,
HND students? Report
D3.4

ReviewPlan–Batch:04-05 Unit 59: Employability Skills

Task
No.
Assessment Type P M D ReviewDate
1.1 Self Research –Report P1.1 M1.1 -
Personal Assessment Of Management Skills -
1.2 P1.2 - D2.1
Report
1.3 Completed Personal Development Plan - Report P1.3 M2.3 -
Self Analysis Report - Motivational Analysis
1.4 P1.4 M2.3 -
Worksheet
Self Review on Handling Problems – Reaching
2.1 P2.1 - D1.1
Solutions
2.2 Presentation – Communication Style P2.2 M3.1 -
2.3 Personal Reflection – Work Submission Records P2.3 M1.1 D1.1
3.1 Report - Team Dynamics Analysis Worksheet P3.1 M3.1 D2.1
3.2 Report - Team Dynamics Analysis Worksheet P3.2 M3.1 -
3.3 Self Review Work P3.3 M3.1 D2.1
4.1 Report – Information on Tools & Methods P4.1 - D1.1
4.2 Report – Strategy and Solution P4.2 - D3.4
4.3 Report – Impact on Implementation P4.3 - D3.4

9
Activity:Time Management Quiz Unit 59: Employability Skills
* Place an X beside the statements that sound like you! *
You tend to misplace things. You make good use of a “TO DO” list.
You tend to have some time each day for
You tend to be very busy.
yourself.
You are good at sorting out what needs to
You tend to procrastinate.
be done first when you have a lot to do.
You use some type of “Day Planner” or
When you have to be somewhere by a
“Agenda Calendar” to plan your schedule
certain time, you tend to be late.
each week.
When you have too much to do, you tend When you have something really important
to avoid doing anything at all. to do, you do it right away.
If you had a major assignment due a month
from now, you would tend to wait until a
You tend to set goals you can achieve.
few days before the due date before
starting.
When you have a lot to do, you tend to find If you are working on something that is
excuses for not getting some of the things important, it is easy for you to keep your
done. focus even if someone tries to interrupt you.
If you were not sure what you were supposed
Problems in your life seem to take up a lot
to do on a HND assignment, you would ask
of your time.
your assessor for help.
Generally, you find there is not enough
Most days, you feel in control of everything
time each day to accomplish everything
that you have to do.
that you would like to do.
You tend to find yourself with a lot more work You are very good at getting all your HND
each day than you have time to complete. assignments done on time.
At the end of most days, you do not feel
satisfied that all your study work has been You are rarely bothered by stress at HND.
completed.
When you find yourself with too much to do in a
Whenever you have a review / test / class
short period of time, you are good at setting a
activity you are not good at preparing for it.
schedule to get everything done on time.
During the course of a day, you tend to find
You tend to be a very organized person.
yourself wasting time.
When you wake up in the morning you
You are good at taking notes in sessions as a
generally do not feel like you had a good
lecturer is lecturing.
sleep.
Number of X’s Number of X’s 

The left-hand side lists indicators of poor time management. The right-hand side lists indicators of good time
management.
Reflection:

10
How can you improve your time management skills? List 3 strategies from above you could take to
be better at managing your time. (P2.3)

Activity: Team Dynamics Analysis WorksheetUnit 59: Employability Skills

Use this form to identify the stages and analyze the dynamics of a group or team (Fun Fiesta, House
Events, Car Wash Project & BM Excursion). Select a specific event, issue, goal, or problem and
document the dynamics that happens between each participant.

Transforming
Performing
Norming
Storming
Forming

Academic Goal: The goal of this assessment is for students to:

1. Comprehend how team dynamics can help them achieve.
2. Respond positively to team dynamics as it applies to their lives and goals.
Objective: Cognitive: Comprehend/Understand by
1. Explaining what team dynamics mean.
2. Identifying different levels of team dynamics.
Respond:
1. Predict how you can use team dynamics in any role.
Overview: The team dynamics assessment will allow you to understand how teamwork and team
dynamics can be applied to solve problems or achieve a goal in any role.
Directions: You have observed team dynamics in action during Fun Fiesta, House Events, Car Wash
Project & BM Excursion or by following it on live broadcast of an activity/sport as a team. Record
how it went and answer the questions that follow. Be prepared to discuss and include the personal
reflection in your assignment.
1. What was the goal of the team?
2. What went well?
3. What did not go well?
4. What did you learn from this team experience?

11
Activity: Motivational Analysis WorksheetUnit 59: Employability Skills
Motives of Fun or A Change Of Pace Humanitarian Motives
“It seems like a nice change. Working in a “It’s my belief in helping others in need.”
company is a lot of fun and got me out of “I have a lot of sympathy for the families of the folks
some groove.” with cancer and I try to help out where I can.”
Idealistic And Spiritual Motives Other-Directed Motives
“You might say I have a love of justice and “I had no idea so many people can’t read. When I heard
hatred for injustice.” about it on the television, I was talked into it right then
and there.”
Personality-Based Motives Repayment Motives
“I’m the kind of person who always stops to This whole neighborhood is like family to me. We watch
help someone with a flat. I guess you could out for each other and help out all the time.”
call me a compassionate person.”
Self-Enhancement Motives Social Motives
“I have personal interests in learning about “It gives back to me..in the relationships with the people
the city. Working here allows me to do a lot of that I talk to”
that.” “Friendships have come out of it.”
“I can learn so much!”
Directions: Each of the following items consists of three related statements. Mark the statement that most closely
describes your preference, most of the time. There are no right or wrong answers.

a. When doing a job, I prefer to have specific goals. a. I go out of my way to make friends with new people.
b. I prefer to work alone & eager to be my own boss. b. I enjoy a good debate.
1 c. I seem to be uncomfortable when forced to work
2 c. After starting a task, I am not comfortable until it is
alone. completed.
a. I enjoy offering advice to others. a. I work best when there is some challenge involved.
b. I prefer to work in a group. b. I would rather give direction than take direction from
3 c. I get satisfaction from seeing tangible results
4 someone else.
from my work. c. I am sensitive to others especially when they are mad.
a. I like being able to influence decisions. a. I place importance on my reputation or position.
b. I accept responsibility eagerly. b. I have a desire to out-perform others.
5 c. I try to get personally involved with my
6
c. I am concerned with being liked and accepted.
superiors and teammates.
a. I enjoy and seek warm, friendly relationships. a. I desire unique accomplishments.
7 b. I attempt complete involvement in a project. 8 b. It concerns me when I am being separated from others.
c. I want my ideas to predominate. c. I have a desire to influence others.
a. I think about consoling and helping others. a. I set goals and think about how to attain them.
9 b. I am verbally fluent and persuasive. 10 b. I think about ways to change people.
c. I am restless and innovative. c. I think a lot about my feelings and the feelings of others.

Motivational Analysis Key

Directions: Record your choice of each statement by putting a mark or check in the space provided below for each of
the three motivators. If you answer to #1 was “b”, you would put a mark on the line titled “influence”. Do that for each
question. Then add the total number of marks for each of the three categories: achievement, influence/power, and
affiliation.
a. achievement a. affiliation a. influence a. achievement a. influence
1 b. influence 2 b. influence 3 b. affiliation 4 b. influence 5 b. achievement
c. affiliation c. achievement c. achievement c. affiliation c. affiliation

a. influence a. affiliation a. achievement a. affiliation a. achievement

6 b. achievement 7 b. achievement 8 b. affiliation 9 b. influence 10 b. influence
c. affiliation c. influence c. influence c. achievement c. affiliation
Achievement Influence Affiliation

12
Motivation Points:Why did you choose to do this course?What do you hope to get from the
course?
Activity: Are you a Team Player! Unit 59 – Employability Skills
In your experiences, how are you a good team player?
Always Sometimes Rarely Tips
1. Be positive about yourself. Recognize what you are
good at and be proud of your accomplishments.
2. Be friendly, supportive, and co-operative. Everyone
can use another friend. Be that friend to those with
whom you work.
3. Take responsibility in the team. When all members
of the group participate equally; no one has to do all
of the work.
4. Be considerate of others. Recognize that others have
feelings and thoughts that deserve your respect.
5. Focus on the positives in other people. Recognize
that everyone has talent to do something well.
6. Be optimistic and positive. There are enough
negative people in the world. Do not be one of
them.
7. Ask for help when you need it. Many people find
rewards in helping others. Do not be afraid to ask.
8. Recognize that everyone is unique in personality and
skills.
9. Try to work on your communication skills so that
others will understand what you are trying to say.
10. Be aware of how your body language, gestures, and
facial expressions can communicate messages that
you may not mean to others.
11. Think before you speak. Once you have said it, it is
hard to take it back.
12. Avoid saying things that make others feel badly or
that put them into positions where they feel that
they have to defend themselves.
13. Show real interest in what others are saying to you.
Let people who are talking finish before you speak.
14. Make sure that you understand what is being said. If
you do not understand, ask for clarification.
15. Allow everyone an equal chance to state their
opinions and ideas.

Reflection: What can you personally improve on so you are a better team member?
Name 3 things. (P3.3)

13
Table of Contents

Scenario Brief........................................................................................................................................................................ 7
Assessment ........................................................................................................................................................................... 8
Table of Contents ............................................................................................................................................................... 14
LO1 Be able to determine own responsibilities and performance..................................................................................... 16
1.1 Develop a set of your responsibilities from the findings of your position in the current job market. Brief about the
performance objectives you will be taking as an individual. .......................................................................................... 16
1.2 Evaluate your performance objectives for your chosen career path and show your required actions
(effectiveness) to achieve them. (Personal Assessment of Management Skills) ........................................................... 20
1.3 Create a personal development plan which shows your own performance objectives as identified earlier and
make recommendations to improve them. (Short & long term objectives in career, learning and personal life). ....... 22
1.4 Review what motivates you towards achieving your objectives (HND course) in a better way. Review the
outcomes of you get from the course and what motivation techniques can be used to improve the quality of your
performance. (Motivational Analysis Worksheet) ......................................................................................................... 25
LO2 Be able to develop interpersonal and transferable skills ............................................................................................ 27
2.1Develop solutions to adapt the way you communicate to handle different situations (work based problems) by
considering the many factors that influence the effectiveness of your communication while doing the Team Work
Activity e.g. organizing a Function, Other Events, Work Project and the any Class Trip. .............................................. 27
2.2 Prepare ashort presentation including inputs from the above task that communicates as below: - ...................... 31
2.3Identify how to improve your time management skills. List 3 strategies from the activity which you could identify
to be better at managing your time in HND. (Time Management Quiz)........................................................................ 37
LO3 Understand the dynamics of working with others ...................................................................................................... 40
3.1 Explain the dynamics of effective team working among your classmates by explain the roles as played by each
group member and how you all have managed to complete the work during Fun Fiesta, House Events, Student
Project &Team Excursion. (Team Dynamics Analysis Worksheet) ................................................................................. 40
3.2 Analyze how teamwork and team dynamics can be applied to solve problems or achieve a goal in any role.
Explore the roles played and methods applied by each group member to assure the success in achieving shared
goals. (Team Dynamics Analysis Worksheet) ................................................................................................................. 46
3.3 Suggest other ways to complete the group tasks as an alternative. What can you personally improve on to be a
better team member? Name 3 things you could have done better to achieve effective team goals. (Ref-Class Activity,
etc.) ................................................................................................................................................................................. 51
LO4 Be able to develop strategies for problem solving...................................................................................................... 54
4.1 Evaluate the tools and methods to enhance students reading ability to support their learning during HND in CE.
........................................................................................................................................................................................ 54
4.2 Study the findings from the above task 4.1 and develop an appropriate reading strategy for the HND Students to
improve their reading habit and improve problem solving. (Give examples for your solution). ................................... 57
4.3 Evaluate the likely impact on the college to implement your strategy for the HND students? .............................. 61
Reference............................................................................................................................................................................ 71

14
15
LO1 Be able to determine own responsibilities and performance
1.1 Develop a set of your responsibilities from the findings of your position in the current job
market. Brief about the performance objectives you will be taking as an individual.
Own responsibility and performance management is related to self-management. Self-management
can be best defined as the ability of individual to provide most possible outcome for their specific
job. First two responsibility of management organizing and planning is related with self-
management. This topic helps individuals to determine their personal capabilities and demand.
Individual with good expertise on self-management hold some unique skills. Those skills best
represent their abilities to assess individual strengths and weakness (Curtis 2004). Individual skill is
very much important for the organization as it can bring competitive advantage for the
organization.
In this part of study, the scope of self-management is discussed. People are ought to take
responsibility to prove the individual potentials. There are ways of proving inside potential of an
individual.
Individual can; i) assess and compare individual performance with others in same place in order to
find out the required improvements ii) behave in such as that is suitable for the colleagues, seniors
and juniors iii) determine and set out customs to develop themselves and this can be externally and
internally in comparison to organization iv) work in a least risky position v) work with knowing the
role should play as employee and the power he deserves (Down, Fechner & Purcell 1998).

As a site engineer my position some of my obligations are plan, fabricate, oversee, work, and keep
up development activities and frameworks in people in general and private part, including streets,
structures, burrows. As a Site engineers play out a specialized, hierarchical and supervisory part on
development ventures, setting out and deciding the area for above and underground infrastructural
establishments required in development operations.

They apply outlines and plans to check out the site and can be included in tasks going from little
scale to multi-million pound wanders. This may incorporate common, street, rail and other
framework ventures.

Working as part of the site management team, the site engineer liaises with, and works alongside:
o Architects.
o Construction managers.
o Engineers.
o Planners
o Surveyors.

16
Responsibilities
Duties vary depending on the type of employer and nature of the project but typically involve:

 Acting as the main technical adviser on a construction site for subcontractors, crafts people
and operatives;

 Setting out, levelling and surveying the site;

 Checking plans, drawings and quantities for accuracy of calculations;

 Ensuring that all materials used and work performed are as per specifications;

 Agreeing a price for materials and making cost-effective solutions and proposals for the
intended project;

 Managing, monitoring and interpreting the contract design documents supplied by the
client or architect;

 Communicating with clients and their representatives (architects, engineers and surveyors),
including attending regular meetings to keep them informed of progress;

 Day-to-day management of the site, including supervising and monitoring the site labor
force and the work of any subcontractors;

 Resolving any unexpected technical difficulties and other problems that may arise.

What to expect
 The work is both office-based and conducted on site. Site visits and inspections are
conducted outside in all weathers and office facilities may be located in temporary buildings
or converted premises.

 Self-employment or freelance work is possible, especially for experienced engineers with

chartered status.

 There are opportunities to work overseas for experienced engineers on QATAR

 A reasonable level of fitness and mobility is required, as the work can be physically
demanding. Site inspections may involve climbing ladders or visiting areas of sites where
access is difficult. Appropriate safety equipment, such as protective boots and headgear,
must be worn on-site.

17
Qualifications
Employers usually ask for a degree or HNC/HND in a construction-related or engineering discipline.
In particular, the following subjects may increase your chances:

 Building engineering;

 Building surveying;

 Civil engineering;

 Construction studies;

 Structural engineering.

There are many dedicated postgraduate courses available in the construction and engineering field,
designed for existing professionals in the industry.

Initial entry without a degree or HNC/HND is possible, with apprenticeship opportunities or options
to work in lower positions, such as a trainee technician, while taking further study. Progression on
to more supervisory roles can be achieved with experience.

Skills
You will need to show evidence of the following:

 Communication skills, written and oral, with the ability to liaise effectively with a range of
other professionals, e.g. construction managers, quantity surveyors, subcontractors,
architects, designers, other engineers;

 Organization skills and a methodical approach to work;

 Strong analytical and problem-solving skills;

 Strong team working skills;

 Flexibility;

 Project management skills;

 Knowledge of relevant building and health and safety legislation.

A driving license is usually required. Having foreign language skills can be a bonus if working with,
or for, multinational companies.

18
Career prospects
Site engineers may begin their careers on a graduate training scheme, which lasts approximately
two or three years. Following this, they may move on to manage their own projects or work as
assistant site engineers.

Within the profession, career progression and salary increases are possible by moving from simple
to more complex projects. In contracting, the standard route of advancement is:

 Site engineer.

 Senior engineer.

 Site manager.

 Project manager.

With experience, there might be openings abroad, as the enormous common and auxiliary
designing development organizations work all through the world. The creating scene has given
open doors because of populace development and tourism. New-form ventures incorporate
lodging, business building and transport foundation.

In the development business, dissimilar to numerous different parts of English industry, a graduate
or representative entering as a site designer can achieve the higher places of administration in the
business while staying in a hands-on part.

19
1.2 Evaluate your performance objectives for your chosen career path and show your
required actions (effectiveness) to achieve them. (Personal Assessment of
Management Skills)
There are numerous qualities and abilities an individual need to end up a compelling designer and
to have an effective profession. Designing is alterable so it needs individuals who can work
crosswise over controls, with others, and consistently adjust to new difficulties.

Great specialized abilities are obviously additionally key. In planning for a building profession you
ought to concentrate on building up an assortment of aptitudes, including.

Technical Competence: The focus is on having the necessary technical skills and ability to carry out
your job. While an engineering education will provide the foundation of this knowledge, as
technology is constantly advancing you will be expected continue to learn throughout your career.

Communications Skills: To be in effective engineer you must have the ability to communicate, both
in writing and orally. Focus on your writing skills, consider developing a competency in a second
language and also develop your public speaking skills. A good communicator has influence and
most importantly, gets noticed.

Leadership Skills: Leadership is more than just the position you’re in, it’s about action. An example
where you will need leadership skills is during project management where you will need to plan, set
priorities, delegate, and make decisions and to influence people. To help you develop these skills
get involved in a civic, school, professional or church group as a volunteer.

Teamwork: To be an effective engineer you will need the ability to work in a team environment.
Volunteer activities will also allow you to gain experience of team working.

Problem solving: As an engineer your job will be to come up with the answers and to do that you
need the ability to think, to look at the issues and come up with a solution. Good engineers are
therefore to be able to think critically, analyze options and to create great solutions to problems
that they have not encountered before.

As an effective engineer what are the requirement, skill, knowledge and achievement one should
have are been described below:

Necessities Achievement
Information of the viable utilization of
designing science and innovation. This
incorporates applying standards, methods, Now I am gathering knowledge from BCAS
techniques, and hardware to the plan and After I finish HND civil I will have better
generation of different products and knowledge
venture

20
Knowledge of design techniques, tools, and
principals involved in production of Experience OF Auto cad 2D and 3D
precision technical plans, blueprints,
drawings, and models.
Compelling oral and composed Gathered knowledge from books and
correspondence in expert and lay areas internet
.Comprehension composed sentences and
passages in business related archives.
Obtaining and seeing to the appropriate use
of equipment, facilities, and materials I doing H.N.D CIVIL Course, same time so that
needed to do certain work. I can learn.

In-depth understanding of specialist bodies Now I am gathering knowledge from BCAS

of knowledge within the engineering After I finish HND civil I will have better
discipline. knowledge

Application of established engineering Now I am gathering knowledge from BCAS

methods to complex engineering problem After I finish HND civil I will have better
solving and Fluent application of knowledge
engineering techniques, tools and resources

Conclusion: To be a successful architect you don't have to ace each of these qualities and
abilities. The fruitful designer is balanced, with learning of the key aptitudes and a capacity
to apply them when required. It will require exertion on your part, however the fun is in the
learning and the reward is finishing your undertakings and seeing the effect your work will
have on society.

21
1.3 Create a personal development plan which shows your own performance objectives as
identified earlier and make recommendations to improve them. (Short & long term
objectives in career, learning and personal life).

The point of making a self-improvement plan is to report a procedure of self-investigation,

individual reflection and legit examination of your qualities and shortcomings. This ought to
empower you to assess the estimation of the administration and administration preparing
you have gotten, and to consider your future authority advancement.

A case of a PDP included later in this GUIDE, and ought to be perused in conjunction with
the necessities sketched out beneath. This assignment is generally short, compact and
intended to be useful in assessing your authority advancement. It empowers you to reflect
upon your late experience and to concentrate on the following phase of your preparation
and improvement. Making your PDP has three phases as takes after.

Stage 1 – Individual Investigation. The primary stage is intended to examinations your

qualities and shortcomings. You will have the capacity to draw intensely upon your
profession and the results of courses that you may have gone to. These ought to be
supplemented by the apparent open doors that will have been gotten from your experience
and any dangers to our proceeded with achievement.

Strengths Weaknesses
● Communication skills ● Use of databases
● Use of IT ● Relationships with some
● Network of contacts colleagues
● Current qualifications ● Higher level math’s skills
● Management of apprentices ● Delegating some of my work
● Great organizational skills ● Taking time to listen to people

Opportunities Threats
● Promotion into design department ● Downturn in industry
● Bonus scheme ● High level of competition for
● Share scheme promotion
● Senior management privileges ● New graduates
● Increased pension rights ● Competition
● Status ● Technology innovations
● Respect

Stage 2 – Setting Objectives. This includes setting new and unmistakably quantifiable
objectives for yourself which are quantifiable. The case PDP gives clear direction on
distinguishing these. You should counsel your prompt prevalent (your first reporting
officer/line director)

22
What are my Year,
What are actions will I use to
Objectives for achieving
achieve my objectives
my objectives

I want to become a I am doing HND on Civil engineering IN

Civil engineer BCAS 2015-2017

I would like to study up After I finish my HND civil engineering

to M.sc and hons. I progress to my High studies 2018

work as a civil
When I finish M.sc I will apply for a
engineer in a 2019
Job
respectable Company

Gathered knowledge in AutoCAD civil

Knowledge of civil 3D 2015
3D

Knowledge of civil Gathered knowledge in AutoCAD civil

2015
software 3D and AutoCAD 2015

Communication skills When I doing a Good Things In front of Every Time

with The People them

Self-motivation
Thinking always Good one Every Second

Widen my
Learn from the more by observing
understanding of Every Time
experienced managers. Gain their
leadership.
friendship and trust.
.
Allocate specific evenings during the
Improve my personal Every Time
week for fitness training and allocate
fitness
time at
Improve planning/ Gain further experience of business Every Time
decision-making skills. analysis processes.

Part 3 – Personal Objectives

Finish My HND Common Course with a specific end goal to wind up qualified for
engagement in complex Building venture exercises.

Medium Term Objectives (next 2 – 3 years)

Be given obligation regarding driving and dealing with a little group of in support of a testing
building venture.

Longer Term Objectives (past 3 years)

23
 Prioritizing Your Goals.
Prioritizing means that you decide what is most important to you right now. All of your goals are
important, but it's impossible to work on all of them at once.

 Choose what is most important right now.

 Focus mainly on that goal.

 Add additional goals as you become comfortable with your efforts.

 Being flexible is important. Change your focus on goals as your life changes

Conclusion:
Self-improvement plan is an intense technique to survey your life, characterize what is truly
imperative for you, and to begin taking a shot at things that matter the most. Regularly in our life
we are so occupied with our everyday exercises that we once in a while have time for critical
thinking and arranging.

Practices like this can help you to get more clarity about objectives that are the most critical to you
and to make sensible systems for how you will accomplish them. I propose that you make another
self-awareness arrange each year, and there is no preferred time to do this over start of the year
(January).

24
1.4 Review what motivates you towards achieving your objectives (HND course) in a better
way. Review the outcomes of you get from the course and what motivation techniques
can be used to improve the quality of your performance. (Motivational Analysis
Worksheet)

Inspiration is likely the most imperative component that instructors can focus keeping in mind the
end goal to enhance learning. Various cross-disciplinary hypotheses have been hypothesized to
clarify inspiration. While each of these hypotheses has some truth, no single hypothesis appears to
satisfactorily clarify all human inspiration. The truth of the matter is that individuals all in all and
understudies specifically are intricate animals with complex needs and cravings. As to understudies,
next to no if any learning can happen unless understudies are propelled on a predictable premise.
The five key fixings affecting understudy inspiration are: understudy, educator, content,
technique/process, and environment.

Inspiration may be best portrayed as having the yearning and ability to accomplish something and
hypotheses of inspiration have regularly centered around two unmistakable classes: outward and
characteristic inspiration.

Inborn inspiration is the point at which we endeavor to fulfill a craving, desire, or objective without
being affected to do as such by someone else, or by an outside impetus or reward. We decide our
own particular objectives and desires, not another person. Inherent inspiration is some of the time
alluded to as self-inspiration.

Extrinsic motivation, on the other hand, is when we are compelled to do something or act a certain
way because of external factors. These might include incentives and rewards or even punishments.
Someone else usually determines the goals or expectations.

Motivating environments
The way of both the classroom and home environment has a critical effect in molding understudy's
convictions and states of mind toward learning. Whenever instructors and guardians sustain their
understudy's characteristic interest about the world by respecting their inquiries, empowering
investigation, and giving a supporting and empowering environment, they are giving their
understudy the message that learning is advantageous and fulfilling.

At the point when understudy encounter a situation that cultivates self-esteem and freedom, they
will be all the readier to acknowledge the dangers characteristic in learning. On the other hand,
understudy who don't see themselves as to be skilled and effective learners will be less spurred to
connect with completely in learning challenges and their ability to endure and adapt to
disappointment is fundamentally diminished.

Understudy start to frame convictions about their school - related victories and disappointments at
an early stage. The variables to which understudy property their triumphs, (for example, diligent
work, capacity, or level of errand trouble) and their disappointments (maybe absence of capacity or
absence of exertion) have imperative ramifications for how they approach and adapt to learning
circumstances.

25
The main messages
 Motivation comes from the self: it is locked from the inside out.
 Although student are all born with intrinsic motivation to learn, levels of self-motivation
decline as they progress through the education system.
 Student natural motivation to learn needs to be nurtured and stimulated rather than
controlled.
 Student thoughts, positive or negative, have a big influence on their motivation, especially
their ideas about progress and ability.
 Intrinsic motivation is more effective than systems based on extrinsic rewards and
sanctions.
 Emotions play a major role in both motivation and learning.

  Motivation Approaches 
1. Intrinsic Approach
 Employees who enjoy their job and have genuine interest in what
 they're doing will respond best to intrinsic motivation. 
 These employees enjoy their job's challenges and pleasing their boss,
not because they feel they have to, or because it pays so well, but rather
because they get personal satisfaction out of it. 
2.Extrinsic Approach
 Extrinsic motivation is the process in which people participate in an
activity for a tangible reward. 
 Extrinsic rewards are the benefits and pay that workers receive in
return for work, praise from superiors etc 
 Staff Motivation Strategies
1. The employee is always right: These employee motivation strategies involve
improving levels of trust between the leadership of your company and staff.
2. The employee must feel safe : These strategies focus that When staff feel
secure and nurtured in their work environment they perform better
3. The power of acknowledgement: These employee motivation strategies
focus on how to praise, acknowledge and give positive feedback
Other traditional motivational techniques
1. Housing and welfare Facility
Organization can offer housing facility for the successful worker, so there will be
competition of doing better in the organization and take the facility. Such housing
facility will work as a monitory motivation.
2. Reward:
Organization can offer reward for worker on the measurement of work. Best
performer will award monitory reward. So worker will be willing to do good job so
that they can be able to get the facility. Here Reward is monitory facility.
3. Bonus:
Bonus can also be used as motivation. Employees will be eligible to get bonus on the
profit of the organization. If such offer is announced by top management than
employees will be eager to do the best work and win bonus.

26
LO2 Be able to develop interpersonal and transferable skills
2.1Develop solutions to adapt the way you communicate to handle different situations (work
based problems) by considering the many factors that influence the effectiveness of
your communication while doing the Team Work Activity e.g. organizing a Function,
Other Events, Work Project and the any Class Trip.

Types of Problems encountered at the Workplace

1. Problems abound in every workplace due to various issues such as the need to
 Collaborate and work with various types of people,
 Meet targets and deadlines,
 Work within tight budgets,
 Gain the endorsement and praise of supervisors
 Work within the norms and culture of the organization etc
2. There are specific problems which are common to every workplace because workplaces
are human institutions and human beings are the same every where
 Communication problems
 Attitude problems
 Interpersonal challenges between supervisor and subordinate or among your
subordinates
 Ethical problems
 Poor performance
 Discrimination and/or harassment
Approach to problem solving
There are countless approaches that have been developed for
problem solving, some very simple and others complicated. Some of these include:
 Trial-and-error method: one solution after another is tried until the
problem is solved or appears to be improving.
 Experimentation: a theory is tested to enhance knowledge,
understanding, or prediction.
 Affinity map: a tool used to identify problems.
 Problem solving models
The problem solving model
The problem solving model is a step by step approach to solving
problems developed by various writers and modified by many more. Some have it in 5, 6,
and even 8 steps. The approach is as follows:
1. Recognize that there is a problem and define it: What is the specific problem you are

faced with? Write this down in clear simple language and as objectively as possible

2. Gather information: Ask:

27
  Who – is causing it and who does it affect
 What – are the visible signs of a problem
 When –does/did it occur
 Where – does it occur/have an impact
 Why – did it occur
 How –Should the ideal situation be?
3. Analyze the information: Analysis of past solutions
4. Develop solutions and choose the best:
 Identify all the features of an ideal solution, including the
conditions it has to satisfy
 Eliminate solutions which do not satisfy the
conditions/requirements
 Assess the risks associated with the 'best' solution
 Decide to implement this solution
5. Implement the solution: Take the appropriate action and monitor its effects
6. Evaluate the solution: Review the ultimate success of the action
Avoid making a major issue out of each problem

♦ Good planning can avert many crises

♦ Put each issue into perspective so that alternatives can be evaluated and an
appropriate amount of time can be devoted to finding the solution.
Avoid inappropriate responses to failure.
♦ Acknowledge mistakes, but do not dwell and agonize over them.
It is more important to learn whatever lesson the mistake can teach, and
then move on.
v Remember to draw on easily available information
♦ Have some of the alternatives been tried before? ♦ If
so, what was the outcome?
♦ Also consult with other colleagues in the organization or with outside experts.
v Beware of promising too much.
♦ Don’t make promises you can’t keep to your subordinates or your boss.

Activity: Motivational Analysis Worksheet Unit 59: Employability Skills

Motives of Fun or A Change Of Pace Humanitarian Motives

“It seems like a nice change. Working in a “It’s my belief in helping others in need.”
company is a lot of fun and got me out of “I have a lot of sympathy for the families of the folks
some groove.” with cancer and I try to help out where I can.”

Idealistic And Spiritual Motives Other-Directed Motives

28
“You might say I have a love of justice and “I had no idea so many people can’t read. When I
hatred for injustice.” heard about it on the television, I was talked into it
right then and there.”

Personality-Based Motives Repayment Motives

“I’m the kind of person who always stops to This whole neighborhood is like family to me. We
help someone with a flat. I guess you could watch out for each other and help out all the time.”
call me a compassionate person.”

Self-Enhancement Motives
Social Motives
“I have personal interests in learning about
“It gives back to me..in the relationships with the
the city. Working here allows me to do a lot
people that I talk to”
of that.”
“Friendships have come out of it.”
“I can learn so much!”

Directions: Each of the following items consists of three related statements. Mark the statement
that most closely describes your preference, most of the time. There are no right or wrong answers.

a. When doing a job, I prefer to have a. I go out of my way to make friends with
specific goals. new people.

b. I prefer to work alone & eager to be my b. I enjoy a good debate.

1 2
own boss.
c. After starting a task, I am not comfortable
c. I seem to be uncomfortable when forced until it is completed.
to work alone.

a. I enjoy offering advice to others. a. I work best when there is some challenge
involved.
b. I prefer to work in a group.
b. I would rather give direction than take
3 c. I get satisfaction from seeing tangible 4
direction from someone else.
results from my work.
c. I am sensitive to others especially when
they are mad.

a. I like being able to influence decisions. a. I place importance on my reputation or

5 6 position.
b. I accept responsibility eagerly.

29
 c. I try to get personally involved with my b. I have a desire to out-perform others.
superiors and teammates.
c. I am concerned with being liked and
accepted.

a. I enjoy and seek warm, friendly a. I desire unique accomplishments.

relationships.
b. It concerns me when I am being separated
7 b. I attempt complete involvement in a 8 from others.
project.
c. I have a desire to influence others.
c. I want my ideas to predominate.

a. I think about consoling and helping a. I set goals and think about how to attain
others. them.
1
9 b. I am verbally fluent and persuasive. b. I think about ways to change people.
0
c. I am restless and innovative. c. I think a lot about my feelings and the
feelings of others.

30
2.2 Prepare ashort presentation including inputs from the above task that communicates as
below: -
 What are the variety of styles used in communication?
 How to recognize your own communication style
 How to use your communication style to develop skills, knowledge and acquire a better
understanding of tasks.

31
32
33
34
35
36
2.3Identify how to improve your time management skills. List 3 strategies from the activity
which you could identify to be better at managing your time in HND. (Time Management
Quiz)
The Key to Good Time Management
 Understanding The Difference Between Urgent and Important
‘Urgent’ tasks demand your immediate attention, but whether you actually give them that
attention may or may not matter.
'Important' tasks matter, and not doing them may have serious consequences for you or others.
For example:
 Answering the phone is urgent. If you don’t do it, the caller will ring off, and you won’t
know why they called. It may, however, be an automated voice telling you that you may be
eligible for compensation for having been mis-sold insurance. That’s not important.
 Going to the dentist regularly is important (or so we’re told). If you don’t, you may get gum
disease, or other problems. But it’s not urgent. If you leave it too long, however, it may
become urgent, because you may get toothache.
 Picking your children up from school is both urgent and important. If you are not there at
the right time, they will be waiting in the playground or the classroom, worrying about
where you are.
 Reading funny emails or checking Facebook is neither urgent nor important. So why is it
the first thing that you do each day? See our page minimizing distractions to help you
recognize and avoid other things that may distract you from getting your urgent and
important tasks done.

This distinction between urgent and important is the key to prioritizing your time and your
workload, whether at work or at home.

37
Time management skills are like shoes or a good pair of jeans —
you may have to try several pair before you find just the right fit.
They’re different for each person and you have to find what works
best for you. Below are a few that work for me which you may want
to borrow.
1. Make a list. The thing about making lists is that you actually
have to use them. You may want to set reminders on your
phone and computer. Lists really do work if you use them.
One of the most important things is to make sure your list
feels attainable. No one wants a 30-item to-do list and have
to, at the end of the day, look at the 20 items that didn’t get
done. Prioritize yours and others’ needs and plan accordingly. You might even want to make
three lists — personal, home and work.
2. Set deadlines. Again, there is no point in setting deadlines if you make executive decisions
to always push them back. Set a deadline and try your best to stick to it. Set your deadline a
few days before the task absolutely has to be done. This allows for the possibility that other
things will get in the way, but also allow for you still to get the task done.
3. Stop multi-tasking. Multitaskers often seem to think they get more accomplished, but it’s
not always the most productive or efficient route. Let’s face it, our minds work better when
we are truly able to focus and concentrate on one thing.
4. Delegate responsibilities. For those of us who like to be in control the very thought of this is
likely to provoke a bit of anxiety. The truth of the matter is that no matter how good we are;
we can’t do everything. Sometimes we take on more than we can handle. Delegation is not
a sign of weakness, but a sign of intelligence. Find competent, reliable people and share
some of the responsibilities. It will allow you to be less stressed and more productive.
5. Use your downtime. This tip requires some balance. Using all of your downtime for planning
and prioritizing is bad and can lead to increased stress and burnout. However, if you find
yourself sitting in early morning traffic, this may be a good time to start prioritizing your day
or making plans for dinner. If you’re waiting in the doctor’s office, this may be a good time
to write the grocery list. (Just don’t forget it.) If you have opportunities like these make the
best of them, but also remember to use them for relaxation as needed.
6. Reward yourself. When you accomplish something, celebrate it! How you celebrate is up to
you. My word of advice is to keep whatever you choose to do healthy, make sure it’s
something you really enjoy, don’t do it in excess, and don’t let it cause you to get further
behind. Time management skills are an essential part of making your day just a little easier.
Find what works for you and stick to it.

38
Advantages of Time management
1. Less Stress – Managing your time can directly reduce your stress level. Fewer surprises.
Fewer tight deadlines. Less rushing from task-to-task and place-to-place.
2. Get More Done – Of course, being productive is one of the main goals of time management.
When you are aware of what you need to do, you are able to better manage your workload.
You will be able to get more (of the right tasks) done in less time.
3. Less Rework – Being organized results in less rework and mistakes. Forgotten items, details,
and instructions lead to extra work. How often do you have to do a task more than once? Or
make an extra trip because you forget something?
4. Less Life Friction and Problems – How often do you create your own problems? Whether it
is a forgotten appointment or missed deadline, not managing your time results in increased
life friction. Avoid creating your own problems by planning and preparing for your day.
5. More Free Time – We can’t create more time, but you can make better use of it by
managing your time. Even simple actions like shifting your commute or getting your work
done early can produce more leisure time in your life.
6. Less Wasted Time – When you know what you need to do, you waste less time in idle
activities. Instead of wondering what you should be doing next, you can already be a step
ahead of your work.
7. More Opportunities – Being on top of your time and work produces more opportunities.
The early bird always has more options. As well, luck favors the prepared.
8. Improves Your Reputation – Your time management reputation will proceed you. At work
and in life you will be known as reliable. No one is going to question whether you are going
to show up, do what you say you are going to do, or meet that deadline.
9. Less Effort – A common misconception is that time management takes extra effort. To the
contrary, proper time management makes your life easier. Things take less effort, whether it
is packing for that trip or finishing up that project.
10. More Time Where it Matters – Managing your time is allotting your time where it has the
most impact. Time management allows you to spend your time on the things that matter
most to you.

39
LO3 Understand the dynamics of working with others
3.1 Explain the dynamics of effective team working among your classmates by explain the
roles as played by each group member and how you all have managed to complete the
work during Fun Fiesta, House Events, Student Project &Team Excursion. (Team
Dynamics Analysis Worksheet)
Often a group of people get together and it is up to a leader to transform this group into a high
performance team. What happens when a group starts? This initial stage of team development is
described in Tuckman’s model as the forming stage illustrated below. When the group initially
comes together or when new members join the group:
• People tend to be polite, with true feelings withheld from fear of upsetting others or
giving the wrong impression.
• Each individual in his or her own way will be trying to answer the question “Will I be
accepted?”
• People will try to avoid controversy or serious topics and ideas will tend to be kept to
simple ones.
• The group is trying to establish why it is there. Its identity and purpose.
• Limited group identity and strong dependence on the leader as individuals each handle
their own ambiguities and anxieties. They look to the leader to provide positive direction
and remove uncertainty.
• Depending on the tolerance for ambiguity and needs and style of the members, this stage
of strangers getting together can either be smooth and pleasant or intense and frustrating.

At this stage people do not know the answers to some of the crucial team questions like:
 What value do I add to the team?
 How do I want to be communicated to?
 How do I not want to be communicated to?
 What stresses you?
 How do you know when you are stressed?
 What are the shared non-negotiable values of the team?
 What are your high leverage areas?

Peter Drucker says, “Tomorrow’s organizations will be flatter, information-based, and organized
around teams.” We are already seeing this trend, not only in our corporate organizations, but also
in civil government and in schools. Hence, in this lesson we are going to explore how one can take a
team from this initial stage and turn it into a highly cohesive, effective force to be reckoned with.

I. What is a team?
In defining a team it is important to differentiate it from a group:

A. A group is:
“A number of people who share certain aspects, interact with one another, accept rights and
obligations as members of the group and share a common identity”.

What are the different types of teams?

There are various types of teams and depending on the purpose of the team, they will differ in

40
make- up. For example, some teams may need a more autocratic type of leadership (e.g. firemen);
whilst others need to draw out the intellectual skills of each member (e.g. consultancy teams).
a. Advice teams: to broaden the information base, for example quality circles. Ad hoc
teams are also included in this, such as an annual picnic committee.
b. Production teams: These are low in technical orientation but have high co-
ordination with other groups.
c. Project teams.
d. Action Teams: Sport, surgery teams etc.

What are the different roles common to most teams?

It is important to learn how to use these different role types in such a way that they complement
each other. One should also learn how to manage the weaknesses associated with the role types.
Most people tend to have one, two or three major team role types. When organizing people into
groups and teams, one can use one’s knowledge of these role types to see which combinations will
work best. There are times when one has to explore the fit between individuals in a group. This is
very significant because many teams have failed in cohesiveness, as there was a conflict in the
personalities present. Belbin’s Team Roles are illustrated below:

Plant Individualistic, original, creative, imaginative and unorthodox. Concerned with

fundamentals rather than detail. Thrusting and uninhibited. Easily offended if ideas
criticized.

Co-coordinator Mature, confident, preoccupied with objectives, disciplined, authoritative,

charismatic.

Shapers Dynamic, outgoing, dominant, extravert, task leaders, needs achievement,

headstrong and assertive. Sometimes see team as extension of their own ego.

Resource investigators Extravert, enthusiastic, communicative, exploring opportunities and

developing contacts. Likeable, sociable and gregarious. Get bored without stimulus.

Implementers Disciplined, reliable, stable, controlled, conservative and efficient. Practical

organizers. Concerned with reality and the possible. Can be counted on to do reliably what
needs to be done.

Monitor evaluators A capacity for shrewd judgement, sober, strategic, discerning,

introverted, serious, prudent, constructively critical and able to assimilate material
objectively.
Completer finishers Painstaking, conscientious, introverted, anxious, reluctant to delegate,
unassertive, insist on discipline and focus, great capacity for follow through.

Team workers Sociable, sensitive, mild, perceptive, and accommodating. Build relationships.
Communicate concern and care. Promote unity and harmony.

Specialists Single-minded, self-starting, dedicated. Providing knowledge or technical skills.

Priorities geared to their area of specialty rather than the team. Sometimes this lead s to the
“silo” mentality where they work in isolation.

41
People inside a group all have exceptional aptitudes and qualities. It is just when the commitments
of ALL colleagues are esteemed that groups will work effectively.
Any individual colleague can play various diverse parts inside the group. Parts are foreordained
practices expected of individuals in a gathering. Attempt and pick up involvement in at both normal
and troublesome parts in the gathering. There are four main types of roles:
 •Task roles
 •Functional roles
 •Maintenance roles
 •Dysfunctional roles

Task roles

Once a team knows what its goals are, the various tasks needed to succeed can be identified and
assigned to group members.
The more clearly the task roles are defined, the better the chosen team member will be able to
perform the task. If a task role is too narrowly defined, however, the team may miss out on the
opportunity to capitalize on the skills and talents of that team member.
When a team has the right mix of tasks that are well differentiated and integrated, group members
develop a sense of organization and team spirit, and each can see where their particular role fits
with the objectives of the group as a whole.
Some of the tasks you may need to do include:
Defining the task
Making a plan
Allocating work & resources
Controlling quality & tempo of work
Checking performance against plan
Adjusting plan
Attending to personal problems/issues
Valuing individuals
Recognising & using individual abilities
Training/helping the individual
Setting standards
Maintaining discipline

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 Building team spirit
Encouraging, motivating, giving sense of purpose
Appointing roles
Ensuring communication within the group
developing an understanding of particular technical knowledge
obtaining references and taking notes
preparing designs
building a prototype
writing sections of reports
preparing presentations
analyzing data
devising graphs and tables
doing calculations

Functional roles

In order for a group of people to function as a team, members must find ways to cooperate with
each other beyond just performing their task roles. These 'functional' roles help the group to
achieve its goals. Each team member can adopt one or more functional roles as needed.
You may find yourself taking on such roles as:
 Coordinator: draws together the various activities of team members.
 Initiator: proposes solutions; suggests new ideas, a new definition of the problem, or
new organization of the material.
 Information seeker: asks for data; requests additional information or facts.
 Information giver: offers facts or generalizations, relating own experience to
illustrate points.
 Opinion seeker: looks for options about something from the team; seeks ideas or
suggestions.
 Opinion giver: offers a view or belief about a suggestion, regarding its value or its
factual base.

43
  Goal setter: helps the group to set goals.
 Deadline setter: makes sure that deadlines are set and met.
 Progress monitor: makes sure that the group is progressing according to plan.
 Evaluator: measures decisions against group goals.
 Clarifier: tries to see how an idea might work if adopted.
 Summaries: restates suggestions after the group has discussed them; outlines
related ideas or suggestions; provides a précis of the ideas.
 Decision pusher: helps the group to come to closure; makes sure that decisions are
reached.
 Planner: prepares timelines and schedules; organizes.
 Spokesperson: speaks on behalf of the group.
 Troubleshooter: asks the 'what if ...?' questions.

Maintenance roles

As well as the functional roles that assist the group to achieve its tasks there are group
maintenance roles which help the team grow and strengthen. These roles support and maintain
group life and activities. You may find that your personal skills lend themselves to one or more of
the following maintenance roles:
 Encourager: is friendly and sincere; praises others; is warmly responsive to others, and
their ideas; is accepting when people offer contributions.
 Gatekeeper: makes sure that every member of the group has a chance to be heard.
 Mediator: conciliates; harmonies.
 Tension reliever: helps eliminate negative feelings.
 Listener: is able to listen empathically and hear what others have to say.
 Volunteer: offers whatever is needed.
 Standards setter: expresses standards for the group to use in its discussions; reminds the
team to avoid actions which don't fit these standards.

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  Consensus tester: checks for agreements, for example 'I think we are all feeling the same
way'.

Dysfunctional roles

Unfortunately, sometimes you may find either yourself or other team members take on roles that
are disruptive to genuine efforts to improve team effectiveness and satisfaction. Some of these
roles include:
 being aggressive
 blocking or nit-picking
 competing
 clowning or joking to disrupt the work of the group
 withdrawing
 being sarcastic or cynical
 blaming
 taking all the credit
 dominating
 Manipulating.

At the point when assemble individuals go up against

useless parts, this can prompt to extremely ineffectual
group Behaviors. Cases of these practices incorporate
colleagues being late to concurred group gatherings,
or colleagues not taking every necessary step they
should do. You may have two hour gatherings where
nothing was refined or one understudy advises every
other person what to do while different understudies
say nothing. Such practices unavoidably cause group
strife, which should be tended to rapidly and
adequately to recover the gathering on track to
working successfully and cooperatively.

Incredible methodologies for defeating group strife are examined in the suggested reference on
cooperation

Duty to group achievement and shared objectives - colleagues are focused on the accomplishment
of the group and their common objectives for the venture. Fruitful groups are spurred, connected
with and mean to accomplish at the largest amount.

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3.2 Analyze how teamwork and team dynamics can be applied to solve problems or
achieve a goal in any role. Explore the roles played and methods applied by each group
member to assure the success in achieving shared goals. (Team Dynamics Analysis
Worksheet)
What is a team?
The label is often used interchangeably with 'group' and yet team as we understand it has a very
specific meaning. The difference very largely lies in the direction of action. A group can exist and yet
not achieve much. A team, on the other hand, is ACTION ORIENTATED. It has a clear purpose and it
is a purpose which is shared by its members.

There are a number of features of a team which make it different from a group:

In an effective team, members share a high level of commitment to achieving the common
objective.
Members of an effective team experience a high level of satisfaction from being part of and
working with the team.
In an effective team, members work well together in an integrated way, with a high level of
awareness and appreciation of each other’s' strengths.
An effective team shows a high capability for solving its own problems. The skills exist and there is a
willingness to act.
Most important from the organization’s point of view is that an effective team is one producing
high quality results. High quality results, it could be reasonably argued, are the outcome from the
other characteristics of the effective team.
The qualities of an effective work team are, therefore, identifiable, quite specific and measurable.
Although any group can possess any or all these characteristics, an effective team must display
them all.

To configuration, create and bolster a profoundly viable group, utilize the accompanying rules
 Define a mechanism for clear and consistent communications among team members.
New leaders often assume that all group members know what the leaders know. Consistent
communication is the most important trait of a successful group. Without communication,
none of the other traits can occur. Successful groups even over-communicate, such that:
All members regularly receive and understand similar information about the group, for
example, about the group’s purpose, membership, status and accomplishments.

 Define a procedure for members to make decisions and solve problems.

Successful groups regularly encounter situations where they must make decisions and solve
problems in a highly effective manner. Too often, the group resorts to extended discussion
until members become tired and frustrated and eventually just opt for any action at all, or
they count on the same person who seems to voice the strongest opinions. Instead,
successful groups:
Document a procedure whereby the group can make decisions and ensure that all members
are aware of the procedure.

46
 Determine the membership of the group.
Consider the extent of expertise needed to achieve the goals, including areas of knowledge
and skills. Include at least one person who has skills in facilitation and meeting
management. Attempt to include sufficient diversity of values and perspectives to ensure
robust ideas and discussion. A critical consideration is availability – members should have
the time to attend every meeting and perform required tasks between meetings.

 Determine time frames for starting and terminating the team, if applicable.
Now consider the expertise needed to achieve the goals of the team, and how long it might
take to recruit and organize those resources. Write these times down for eventual
communication to and discussion with all team members.

 Develops team members:

Makes sure that team members experience opportunities for achievement through personal
growth. This requires special skills from the team leader, especially in coaching (identifying
performance-related and development needs, and helping team members identify means of
satisfying them). Counseling skills to deal with performance related problems is another
crucial skill area.

 Assign the role of leader – to ensure systems and practices are followed.
The leader focuses on the systems and practices in the team, not on personalities of its
members. For example, the leader makes sure that all team members: a) are successfully
staffed, b) understand the purpose of the group and their role in it, c) are active toward
meeting that purpose and role, and d) utilize procedures for making decisions and solving
problems.

 Assign role of communicator – communication is the life’s blood of teams!

Communication is the most important trait of a successful team. It cannot be left to chance.
Someone should be designated to ensure that all members receive regular communications
about purpose, membership, roles and status. Communications should also be with people
outside the team, especially those who make decisions or determine if the team is
successful or not.

 Identify the costs to provide necessary resources for the team.

Consider costs, such as paying employees to attend the meeting, trainers, consultants, room
rental and office supplies. Develop a budget that itemizes the costs associated with
obtaining and supporting each of the resources. Get management approval of the budget.

 Working techniques:
The team needs to invest time and effort into developing working techniques, methods,
procedures and ground rules to move the team toward its goal in the most efficient way
consistent with preserving those other qualities associated with effective teams. These
include techniques for making decisions, solving problems and generally coping with
anything which gets in the way of progress.

 Regularly monitor and report on status of team members toward achieving the goal.

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 It is amazing how often a team starts out with a carefully designed plan, but then abandons
the plan once the initial implementation of the plan is underway. Sometimes if the plan is
behind schedule, team members conclude that the project is not successful.

Steps to solve a problem

 Step 1: Define the Problem

Characterize the issue by considering the three components shared by each issue: the present
undesirable circumstance, the objective or more alluring circumstance, and snags in the way. At this
stage, bunch individuals share what they think about the present circumstance, without proposing
arrangements or assessing the data. Here are some great things to ask amid this stage:

What is the present trouble? How could we come to realize that the trouble exists? What's
identity/included? Why is it significant/pressing/imperative? What have the impacts been in this
way? What, assuming any, components of the trouble require elucidation? Toward the end of this
stage, the gathering ought to have the capacity to create a solitary sentence that abridges the issue
called an issue articulation.

 Step 2: Analyze the Problem

Amid this progression a gathering ought to break down the issue and the gathering's relationship to
the issue. While the initial step included investigating the "what" identified with the issue, this
progression concentrates on the "why." At this stage, gather individuals can talk about the
conceivable reasons for the trouble.

48
Bunch individuals may likewise need to start setting out a program or course of events for the
gathering's critical thinking process, anticipating alternate strides. To completely investigate the
issue, the gathering can talk about the five basic issue factors examined some time recently. Once
the issue has been examined, the gathering can suggest an issue conversation starter that will
control the gathering as it produces conceivable arrangements. "In what capacity can natives report
associated moral infringement with city authorities and by what means will such reports be handled
and tended to?" As you can see, the issue question is more unpredictable than the issue
articulation, since the gathering has proceeded onward to additional top to bottom exchange of the
issue amid step 2.

 Step 3: Generate Possible Solutions

Amid this progression, bunch individuals produce conceivable answers for the issue. Once more,
arrangements ought not be assessed now, just proposed and cleared up. The question ought to be
what we could do to address this issue, not what should we do to address it. It is consummately OK
for a gathering part to scrutinize someone else's thought by asking something like "What do you
mean?" or "Might you be able to clarify your thinking more?"

Examinations at this stage may uncover a need to come back to past strides to better characterize
or all the more completely break down an issue. Since numerous issues are multifaceted, it is
important for gathering individuals to produce answers for every part of the issue independently,
making a point to have different answers for every part. Ceasing the arrangement producing
process rashly can prompt to mindless obedience. For the issue address already represented, the
gathering would need to create answers for each of the three sections of the issue incorporated
into the question.

 Step 4: Evaluate Solutions

Amid this progression, arrangements can be fundamentally assessed in view of their validity,
fulfillment, and worth. Once the potential arrangements have been contracted in view of more
clear contrasts in pertinence as well as legitimacy, the gathering ought to dissect every
arrangement in light of its potential impacts particularly negative impacts. Bunches that are
required to report the reason for their choice or whose choices might be liable to open
investigation would be shrewd to make a set rundown of criteria for assessing every arrangement.
Furthermore, arrangements can be assessed in light of how well they fit with the gathering's charge
and the capacities of the gathering. To do this, gathering individuals may ask, "Does this
arrangement experience the first reason or mission of the gathering?" and "Can the arrangement
really be executed with our present assets and associations?" and "By what means will this
arrangement be upheld, subsidized, implemented, and evaluated?" Secondary pressures and
substantive clash, two ideas talked about before, develop amid this progression of critical thinking,
and gathering individuals should utilize successful basic thinking and listening aptitudes.

Basic leadership is a piece of the bigger procedure of critical thinking and it assumes an imperative
part in this progression. While there are a few genuinely comparable models for critical thinking,
there are many changed basic leadership methods that gatherings can utilize. Once an official
choice is achieved, the gathering pioneer or facilitator ought to affirm that the gathering is in
assertion. It might be valuable to give the gathering a chance to break for some time or even to

49
postpone a ultimate choice until a later meeting to permit individuals time to assess it outside of
the gathering setting.

 Step 5: Implement and Assess the Solution

Actualizing the arrangement requires some early arrangement, and it ought not be hurried unless
the gathering is working under strict time restrictions or deferral may prompt to some sort of
damage. Albeit a few arrangements can be executed quickly, others may take days, months, or
years. As was noted before, it might be valuable for gatherings to survey the individual’s will's
identity influenced by the arrangement as to their supposition of it or even to do a pilot test to
watch the adequacy of the arrangement and how individuals respond to it. Before usage,
gatherings ought to likewise decide how and when they would survey the adequacy of the
arrangement by inquiring,

"In what capacity will we know whether the arrangement is working or not?" Since arrangement
appraisal will differ in light of regardless of whether the gathering is disbanded, gatherings ought to
likewise consider the accompanying inquiries once an answer has been come to and the gathering
has the "green light" to execute it, it ought to continue intentionally and mindfully, making a point
to consider conceivable outcomes and address them as required.

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3.3 Suggest other ways to complete the group tasks as an alternative. What can you
personally improve on to be a better team member? Name 3 things you could have
done better to achieve effective team goals. (Ref-Class Activity, etc.)

Whether we are consciously aware of it or not, on some level you are continually leading yourself
and others – we don’t necessarily have to have a large team reporting to you to be considered a
leader and to need effective leadership skills.
In one leadership study, qualities such as assertiveness, adaptability, intelligence and
conscientiousness were cited as the most important leadership skills. Research clearly shows that
transformational leaders – leaders who are positive, inspiring, and who empower and develop
followers – are better leaders. They are more valued by followers and have higher performing
teams.

We are better together when we are surrounded by great team members. In this spirit I am writing
11 ways to be a great team member.

1. Set the Example – Instead of worrying about the lack of performance, salve productivity and
commitment of others you simply decide to set the example and show your team members
what hard work, capsule passion and commitment looks like. Focus on being your best every
day) When you do this you’ll raise the standards and performance of everyone around you.

2. Be Passionate -- This is one of the most important leadership skills. Would you look to
someone for guidance and leadership if they did not truly care about the goals of the group?
Of course not! Great leaders are not just focused on getting group members to finish tasks;
they have a genuine passion and enthusiasm for the projects they work on. Start by thinking
of different ways that you can express your zeal. Let people know that you care about their
progress. When one person shares something with the rest of the group, be sure to tell
them how much you appreciate such contributions.

3. Use Your Strengths to Help the Team – The most powerful way you can contribute to your
team is to use your gifts and talents to contribute to the team’s vision and goals. Without

51
 your effort, find focus, talent and growth the team won’t accomplish its mission. This means
you have an obligation to improve so you can improve your team. You are meant to develop
your strengths to make a stronger team. Be selfish by developing you and unselfish by
making sure your strengths serve the team.

4. Share Positive Contagious Energy – Research shows emotions are contagious and each day
you are infecting your team with either positive energy or negative energy. You can be a
germ or a big dose a Vitamin C. When you share positive energy you infectiously enhance
the mood, morale and performance of your team. Remember, negativity is toxic. Energy
Vampires sabotage teams and complaining is like vomiting. Afterwards you feel better but
everyone around you feels sick.

5. Know and Live the Magic Ratio – High performing teams have more positive interactions
than negative interactions. 3:1 is the ratio to remember. Teams that experience interactions
at a ratio equal or greater than 3:1 are more productive and higher performing than those
with a ratio of less than 3:1. Teams that have a ratio of 2:1, 1:1 or more negative
interactions than positive interactions become stagnant and unproductive. This means you
can be a great team member by being a 3 to 1’er. Create more positive interactions. Praise
more. Encourage more. Appreciate more. Smile more. High-five more. Recognize more.
Energize more.

6. Put the Team First – Great team players always put the team first. They work hard for the
team. They develop themselves for the team. They serve the team. Their motto is whatever
it takes to make the team better. They don’t take credit. They give credit to the team. To be
a great team member your ego must be subservient to the mission and purpose of the
team. It’s a challenge to keep our ego in check. It’s something most of us struggle with
because we have our own goals and desires. But if we monitor our ego and put the team
first we’ll make the team better and our servant approach will make us better.

7. Build Relationships – Relationships are the foundation upon which winning teams are built
and great team members take the time to connect, communicate and care to build strong
bonds and relationships with all their team members. You can be the smartest person in the
room but if you don’t connect with others you will fail as a team member. It’s important to
take the time to get to know your team members. Listen to them. Eat with them. Learn
about them. Know what inspires them and show them you care about them.

8. Trust and Be Trusted – You can’t have a strong team without strong relationships. And you
can’t have strong relationships without trust. Great team members trust their teammates
and most of all their team members trust them. Trust is earned through integrity,
consistency, honesty, transparency, vulnerability and dependability. If you can’t be trusted,
you can’t be a great team member. Trust is everything.

9. Hold Them Accountable – Sometimes our team members fall short of the team’s
expectations. Sometimes they make mistakes. Sometimes they need a little tough love.
Great team members hold each other accountable. They push, challenge and stretch each
other to be their best. Don’t be afraid to hold your team members accountable. But
remember to be effective you must built trust and a relationship with your team members.

52
 If they know you care about them, they will allow you to challenge them and hold them
accountable. Tough love works when love comes first. Love tough.

10. Be Humble – Great team members are humble. They are willing to learn, improve and get
better. They are open to their team member’s feedback and suggestions and don’t let their
ego get in the way of their growth or the team’s growth. I learned the power of being
humble in my marriage. My wife had some criticism for me one day and instead of being
defensive and prideful, I simply said, “Make me better. I’m open. Tell me how I can
improve.” Saying this diffused the tension and the conversation was a game changer. If
we’re not humble we won’t allow ourselves to be held accountable. We won’t grow. We
won’t build strong relationships and we won’t put the team first. There’s tremendous power
in humility that makes us and our team better.

11. Continue to educate and improve yourself.

Great leaders demonstrate effective leadership skills, but most importantly, continue to
improve themselves in every possible way. The person who thinks he is an expert, has a lot
more to learn. Never stop learning. Be receptive to everyone’s perceptions and information
from around the world and beyond. Always grow and learn

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LO4 Be able to develop strategies for problem solving
4.1 Evaluate the tools and methods to enhance students reading ability to support their
learning during HND in CE.

Focus on reading comprehension that promotes development of higher-order thinking skills.

Instructional and assessment tools for phonics, phonological awareness, vocabulary, and fluency.

To develop reading skills following steps can be carried out

BEFORE READING:

I. Form hypotheses about the author’s purpose for writing.

II. Make predictions based on illustrations, charts and subheadings.
III. They consider what they already know about the topic or the genre.
IV. Set purposes for reading.
V. Establish goals to help them pace their reading.
VI. Their teachers model the process of reading, which allows the ss to build a repertoire of useful
strategies.

DURING READING:

I. Sort relevant and irrelevant information, they organize data to find the gist, or main idea.
II. Selectively use the three cueing systems: graph phonics (print- sound relationships),
semantic (meaning) cues, and syntax (language structure).
III. Use decoding (graph phonics) and context (semantics and syntax to construct meaning

AFTER READING:

I. Reflect on what and how they have read.

II. Posing questions, evaluating strategies, confirming or adjusting predictions and hypotheses.
III. Writing or discussing responses, and summarizing.
IV. Use of metacognitive strategies after reading signals readers that thinking about their
thinking is important.
V. The ideas they bring to a text are just as important as the text itself.
VI. Teachers have included the use of graphic organizers.
VII. If we can follow above mentions technics following benefits can be get
VIII. Instruction that makes the invisible processes of reading and thinking visible by using Direct
instruction and modeling.
IX. Teacher ensures that students become aware of the need to monitor themselves.
X. Immersion in good literature, instruction and modeling, and attention to special needs

Strategies for Increase reading ability

 Play word games.

 Read aloud every day
 Model reading as an enjoyable activity.

54
  Put learning to use.
 Listen to books.
 Read to your child every night
 Engage children’s senses while learning

Many people take reading beyond a pastime and make it a deep passion. These tips will offer on
how to read more during learning.

Self-review

It means you should put a level. For example, I will read minimum five papers per day, which is
relevant to my studies. So you can check end of the day whether you done it or not.
Information About your library.

The library is like an exploration center. It lets you select which books you want to read, gives you
time to read it, and when you are done, you can drop it off for someone else.
Using the Books

Put fewer books in your studying table. If you put lot of books in your table it will change your mind
like, how much of books I wants to read, so keep your table empty, put the book in the table which
is you going to read today. Put other books into your rack
Continue your free time

You can use your free times to read books while traveling and you can read when you free in the
class, without talking useless things, it will be useful for our N.N.D students and individual too.
Now a day’s lot of facilities available to improve our reading ability, Such as papers notebooks
online e books, websites relevant to our H.N.D course. You can use the general lab in class times to
read e books, websites. In addition, we can read lot of journals by using internet. Next, we should
use the library much as possible. If you want to know something do not ask from others, try to
search yourself in library or internet. then you can get more knowledge about that particular thing.

Every day try to read educational newspapers that will update you yourself. Try to use your smart
phones smart as possible. Read some e books in your smart phones while studying or even in free
time. Read magazines articles in library. You want to read with understanding it. If you read
something without understanding it, it is not get you knowledge but it will improve your language
skills so you can see how important reading. Try to read fast then you can read more. Try to be a
member in your library.
New investigation proved that Writing is also improving your reading ability. Reading screens and
notice boards also a type of a reading. So do not try to avoid it .in these days’ lot of organizations
sending tips relevant to studies through sms. we also can create that type of an environment while
doing our H.N.D. if you don’t know the word while reading just skip it and come back again or try to
watch the pictures in the book while reading it will give you an idea then you can understand it.
Therefore, lot of facilities and resources available for reading try to optimize much as possible while
doing your studies and after studies, it will bring you to good position in your personal and
professional life

55
Selecting the suitable method

Persons with learning disabilities who need to work on reading procedure frequently respond to
clearly taught code-emphasis developmental reading methods such as phonic, linguistic, or
multisensory approaches. Some of the more popular approaches are briefly described below.

Phonics approach

The phonics approach teaches word recognition through learning grapheme-phoneme (letter-
sound) associations. The student learns vowels, consonants, and blends, and learns to sound out
words by combining sounds and blending them into words. By associating speech sounds with
letters the student learns to recognize new and unfamiliar words.
Linguistic method

This method uses a "whole word" approach. Words are taught in word families, or similar spelling
patterns, and only as whole words. The student is not directly taught the relationship between
letters and sounds, but learns them through minimal word differences. The words that have
irregular spellings are introduced as sight words.

Multisensory approach

This method assumes that some children learn best when content is presented in several
modalities. Multisensory approaches that employ tracing, hearing, writing, and seeing are often
referred to as VAKT (visual, auditory, kinesthetic, and tactile) methods. Multisensory techniques can
be used with both phonics and linguistic approaches.

Reading Speed

Increasing your reading speed can help you maximize your study time and develop additional skills
for better learning efficiency. In order for reading speed to increase with effective results must have
the motivation to practice the necessary techniques and the desire to improve. Once you
understand your present reading rate you can learn to increase your speed by practicing the hints
described below. These hints are not to be confused with speed reading techniques that are best
learned by taking a speed reading course for maximum benefit.

56
4.2 Study the findings from the above task 4.1 and develop an appropriate reading strategy
for the HND Students to improve their reading habit and improve problem solving. (Give
examples for your solution).
Reading habits are well-planned and deliberate pattern of study which has attained a form of
consistency on the part of students toward understanding academic subjects and passing at
examinations. Reading habits determine the academic achievements of students to a great extent.
Both reading and academic achievements are interrelated and dependent on each other. Students
often come from different environments and localities with different levels of academic
achievement. Therefore, they differ in the pattern of reading habits. While some students have
good reading habits, others tend to exhibit poor reading habits. Academic achievement means how
much knowledge the individual has acquired from the school.

There are four basic strategies for resolving a particular problem. These are discussed below:
 Understand the problem
In an organization to solve a particular problem one has to understand the problem first.
Understanding means find out the type and depth of problem. In this stage problem is
identified and the type of problem is discovered (Burris 2005).

 Set plan
The next step is to set plan to solve the problem. Planning is deciding what is to be done.
Here planning is done to solve the specific problem. As per it is identified in previous stage
at this stage organization should develop some tools and techniques to solve the problem.
Alternatives should be developed to solve the problem (Burris 2005).

 Implementation
At this stage those who charged with responsibility will implement the plan that decided in
previous step. As there are several alternatives best alternatives should be selected to get
best possible output in relation to situation (Burris 2005).
 Evaluation
Evaluation means checking the steps in problem solving stage. After getting the result it
should be find out whether there are any defects or not. If there are any defect that it
should be found out and reason behind this defect should be determined (Burris 2005).

 Conclusion
Human being is not same in nature. So management should identify the need of different
employees and try to fulfill the demand. Motivated worker are dedicated to work and try to
best achieve the organizational goals and objectives.
Teamwork is crucial because of its decentralization policy. Here everyone separated their
side of work and do it proper expertise. Here only a few amount of task is interdependent
and individuals have not to rely on the task of other individuals.

Students should read

o Newspapers, Real Story Books etc.
o Self-review
o Career services
o Library & learning halls
o Online Library Facility

57
Reading strategy
Social Media services (Twitter, You Tube, Face Book, and Ext.)
One of the most straightforward approaches to enhance the Reading techniques for understudies
Some Time Students can't speak with library individual specifically Library by means of online
networking and can get Vocabulary words, Real Story section, IT words and simple for the Library
since they no compelling reason to Send Single Individual If Active web-based social networking
they can Sent by Everyone an it simple way Cost is Not high it is Totally Free Services

Illustrations: When the New Books Released or turned out can educate it by means of online
networking administration

Understudy can get Online Vocabulary words comes about web-based social networking
administration

Potentially you read the daily paper to discover up with what's happening on the planet. You
peruse endless messages from partners. What's more, you then read the books, reports,
recommendations, periodicals, and letters that make up a normal day.

Speed Reading

Many individuals read at a normal rate of 250 words for every moment. This implies a normal page
in a book or archive would take you 1-2 minutes to peruse.

Be that as it may, suppose you could twofold your rate to 500 words for every moment. You could
hurdle through the majority of this substance in a fraction of the time. You could then invest the
energy saved money on different assignments, or take a couple of additional minutes to unwind
and de-stretch.

Preferred standpoint of speed perusing is that you can better understand the general structure of a
contention. This prompts to a "greater picture" understanding, which can significantly profit your
work and profession.

Sub-Vocalization

Sub-vocalization is the propensity for proclaiming every word in your mind as you read it. The vast
majority do this to some degree or another.

When you sub-vocalize, you "listen" the word being talked in your psyche. This takes substantially
more time than is important, in light of the fact that you can comprehend a word more rapidly than
you can state it.

Perusing Word-by-Word

In addition to the fact that it is ease back to peruse word-by-word, yet when you focus on discrete
words, you regularly miss the general idea of what's being said. Individuals who read every word as
an alternate unit can see not exactly the individuals who read speedier by "piecing" words together
in squares.

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Wasteful Eye Motion

Ease back peruses tend to concentrate on every word, and work their way over every line. The eye
can really traverse around 1.5 creeps at once, which, for a normal page, incorporates four or five
words. Identified with this is the way that most perusers don't utilize their distant vision to see
words at the closures of every line.

Here are ventures to enhancing your critical thinking aptitudes:

Concentrate on the arrangement – not the issue

Neuroscientists have demonstrated that your cerebrum can't discover arrangements on the off
chance that you concentrate on the issue. This is on the grounds that when you concentrate on the
issue you're adequately sustaining "cynicism" which thus enacts negative feelings in the cerebrum.
These feelings piece potential arrangements. I'm not saying you ought to 'overlook the issue' –
rather attempt and try to avoid panicking. It serves to first recognize the issue and afterward move
your concentration to an answer arranged attitude where you keep altered on what the "reply"
could be as opposed to waiting on 'what turned out badly' and 'whose blame it is'

See issues impartially

Make an effort not to view issues as "unnerving" things! Looking at this logically what is an issue?
It's truly only criticism on your present circumstance. Every one of the an issue is letting you know
are that something is not right now working and that you have to locate another path around it. So
attempt and approach issues impartially – with no judgment. In the event that you become
involved with the mark "issue" this may trigger a purchased of negative considerations and square
any potential arrangements from appearing!

Think transversely

Change the "heading" of your considerations by deduction along the side. Focus on the
colloquialism, 'You can't delve a gap in a better place by burrowing it more profound". Attempt to
change your approach and take a gander at things recently. You can have a go at flipping your
target around and searching for an answer that is the perfect inverse! Regardless of the possibility
that it feels senseless, a crisp and one of a kind approach more often than not fortifies a new
arrangement.

Rearrange things

As people we tend to make things more muddled than they should be! Take a stab at improving
your issue by summing it up. Evacuate all the detail and do a reversal to the rudiments. Take a stab
at searching for a truly simple, clear arrangement – you may be shocked at the outcomes! Also, we
as a whole realize that it's frequently the basic things that are the most gainful.

• Define every issue in detail before attempting to explain it

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Set aside opportunity to comprehend the issue, comprehend the criteria for a decent choice, and
create some great alternatives.

• Offer maybe a couple immovably proposed arrangements

• Prioritize your customer's activity ventures to evade overpower

In the event that your customer chooses to make a move, request that he unwind and concentrate
on pushing ahead. Make sure that the activity steps asked for are possible and achievable in an
auspicious way.

• Implement a well ordered arrangement of activity

When you approach issues efficiently, you cover the fundamentals every time—and your choices
are well thoroughly considered, all around arranged, and first rate. Give an agenda and separate
everything as it is accomplished so others feel that they are accomplishing their objectives and
moving far from issues, obstructions, and difficulties as they make a move steps. This will keep
them inspired and in movement.

• Look for more approaches to enhance the critical thinking thought to stay away from future
issues

Keep on perfecting your critical thinking abilities and utilize them for consistent change.

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4.3 Evaluate the likely impact on the college to implement your strategy for the HND
students?
Impacts that BCAS get the chance to execute to the arrangement, and what the approaches to
Achievement.

I discover some data by gathering data from connections furthermore got a few focuses. Which is
being depicted beneath:

A key arrangement is a superb thing. It can help you take your Instruction to spots you never
thought conceivable. In the event that you haven't officially done as such, set aside the opportunity
to lay out a key arrangement now.

Classroom discussions
At the appropriate time in (American) classroom discussions, don't be afraid to voice your
opinion
Problem based learning
Problem-based learning (PBL) is an exciting alternative to traditional classroom learning.
With PBL, your teacher presents you with a problem, not lectures or assignments or
exercises.

Preparing for the classroom

Compared to classrooms in some countries, United States' classrooms tend to be informal.
There are, however, some very important basic rules:
Taking notes in lectures
you can develop your own note taking system and study strategy with the five "R's" of note-
taking...
Interviewing for class projects
Preparation: The more structure and preparation you demonstrate to your subject, the
better the interview will be.
Using guided notes
Guided Notes are teacher-prepared hand-outs that outline or map lectures, but leave
"blank" space for key concepts, facts, definitions...

Improving your classroom communication skills

Good communication skills affect how well you do in the classroom, with your teacher, and
in your studies! Teachers will evaluate you on your participation and demonstrated interest
in, and accomplishment with, the coursework.

Teamwork
 Working in a group to accomplish a shared objective.

 Sharing data, supporting and enabling other colleagues.

 Responding usefully to the sentiments of others

 Working on gathering assignments at college.

61
  Being included in an understudy society, sports group or group association.

 Working in a group in business.

Planning and organization

 Managing courses of events and organizing.

 Allocating and planning errands for self as well as other people

 Anticipating future needs and forward arranging.

 Project arranging or dealing with an occasion.

 Arranging study and work responsibilities to bolster yourself at college.

 Organizing networking, raising money, brandishing or social exercises.

Problem identification and solution

Researching and selecting important data to tackle an issue.

Analyzing issues for hidden causes, evaluating choices, proposing arrangements.

Thinking consecutively, evaluating and orchestrating data

Working on appraisal activities, for example, an examination extends.

Participating in work-incorporated adapting, for example, a situation or entry level position.

Working inside a client benefit environment and managing protestations

Use of tools and technology

 Proficiency in utilizing PCs and broadcast communications frameworks.

 Understanding current patterns and improvements overseeing data through

innovation.

 Sourcing data with electronic databases.

 Using specific programming bundles for course/occupation.

 Managing venture courses of events with programming

62
• Online action thinks about

Throughout the years, a few studies have concentrated on understudies and their Web use.
Undergrad test utilized the Web to discuss socially with companions.

Proposed that e–mailing, seeking, and perusing propensities may have been supplanted, inside
years, by the utilization of Sites like Facebook and YouTube has been a decent wellspring of
gathering data

The reason this is to give information about the scope of understudies' regular daily existence data
needs, the on the web and off–line sources they counsel, their assessment hones, and the
obstructions and difficulties they have with their procedures.

Make Speedier Wi-Fi Association

By utilizing web Understudies can without much of a stretch get the chance to Get to online Library
and get other data identified with their subject. In BCAS Understudies Need to do different
exercises for learning and assembling data through web however due no web office understudy
can't do such thing in the grounds.

Conclusion:
In the event that I specify my own thoughts If my Thoughts is Great Contrast and other individual
unquestionably u can utilize my ideas& Administrations. According to the HND is strong
arrangement for a profession in structural building, administration Understudies discover work in
huge universal associations, and people in general part. A few understudies utilize a HND Common
confirmation to dispatch or develop new vocations.

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BCAS - QATAR CENTRE
DEPARTMENT OF CIVIL ENGINEERING
BTEC HND IN CIVIL ENGINEERING

ASSIGNMENT RECEIPT
Attach this form to your assignment when submitting to the Dept. of Quantity Surveying, BCAS. Both
sections require a signature from the student and a center coordinator from the Quantity Surveying, BCAS.
Tear off the bottom half and retain for your records until you receive your final results confirmed by the
External Verifier, Edexcel, U.K. for the session.

The Dept. of Quantity Surveying, BCAS accepts no responsibility for assignments submitted after hours,
submitted to other staff members or without an Assignment Receipt. This form is not valid without a Dept. of
Quantity Surveying, BCAS stamp and signature.

SECTION 1 – Department Copy Attach to the Assignment

Student Number Q/CE/15/04/12 Student’s Name Sulaiman Siddique

Phone No 70736252 Email Sulaiman808@gmail.com
Batch No 04 Semester 04
Unit Code Unit Title 59 - Employability Skills
Description of work being submitted
Report Floppy CD Others

Student Signature Date

Received By Signature

SECTION 2 – Student’s Copy

Program: BTEC HND IN Civil Engineering.

Student Number Q/CE/15/04/12 Student’s Name Sulaiman Siddique

Phone No 70736252 Email Sulaiman808@gmail.com
Batch No 04 Semester 04
Unit Code Unit Title 59 - Employability Skills

Description of work being submitted

Report Floppy CD Others

Student Date
Signature
Received By Signature