Post on 02-Nov-2019
Supported by: <Development Partner, if any>
IT-ITeS Sector Skills Council,
Foundation Skills – Professional Skills
Guideline Document for the Facilitator
in the Outcomes Based Format (OBF)
Powered by: EMC
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<Inside page>
Every effort has been made to trace the owners of copyright material included in this document. NASSCOM® would be grateful for any omissions brought to their notice for acknowledgement in future editions of the book.
© First published in 2012 All rights are reserved. No part of this document or any related material provided may be circulated, quoted, or re-produced for distribution without the prior written approval from NASSCOM.
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Acknowledgements NASSCOM would like to place on record it appreciation of its member companies — EMC
Software and Services India Pvt. Ltd. — who
partnered with us in this initiative. We would also like to thank Engineering Proficiency Program (EPP) members, as mentioned in Annexure VI, for supporting this initiative, by structuring and fine-tuning the materials provided. NASSCOM is highly appreciative of its member companies for believing in this initiative under the IT-ITeS Sector Skill Council, which aims to increase the industry readiness of the available student pool. This is achieved by developing and facilitating the implementation of programs of educational relevance with an aim to bridge the perceived industry –academia skill gaps and specific industry related competencies w.r.t. Engineering Services Sector. The industry specific competencies (i.e. skills and knowledge) w.r.t Professional Skills is aimed at empowering students with entry level engineering services industry related skills. NASSCOM recognizes that this is an initiative of great importance for all the stakeholders concerned; the industry, academia, and students. The tremendous work and ceaseless support offered by members of the working group / partnering companies in strategizing and designing the training material for Professional Skills is commendable. NASSCOM would also like to thank the senior leadership of these partner companies for sharing their thoughts and invaluable inputs in the planning and execution of the Professional Skills program.
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Introduction to the Program
Engineers are no longer commodities. Engineers and other highly technically educated people shape and are shaped by the emerging realities of a truly global workforce. Whether and how engineers manage the transition from local to international workplace environments will determine if the profession remains attractive.
The Professional Skills program will expose the engineering students to global work environment, role that engineering plays in our society, and
equip them with the required skills to play an effective role.
This Professional Skills program has been developed by experts from EMC Software and Services India Pvt. Ltd. to develop the skills of
students graduating from engineering colleges to match the industry requirement.
The program has been developed using the Outcomes Based Format (OBF) keeping the focus on the key professional skills required to perform
a given job role. The program will consist of two guides, one for the facilitator and one for the student.
Objectives of the Program The Professional Skills program has been developed with the following objectives:
1. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
2. A recognition of the need for and an ability to engage in lifelong learning 3. An understanding of professional and ethical responsibility 4. An ability to function on multi-disciplinary teams 5. An ability to communicate effectively
About the Program To Increase the funnel of available quality students 'at entry‘ level, NASSCOM suggests the Basic Skills/Foundation Skills termed as Professional Skills program to be run as an add-on program in various education institutions. One of the purposes of this initiative is that going forward the universities/colleges will consider making these programs compulsory for students or integrate the development of these skills into the teaching-learning program by allocating credits to these programs.
It has been recognized that professional skills have become a necessity for the engineering students. Four major mega trends that are currently affecting the practice of engineering and necessitate the acquisition of professional skills more than technical skills:
1. Changes forced by the fragile world economy; 2. Need for professional mobility; 3. Use of communications and instructional technology in engineering services domain 4. Visible increasingly loud voice of the social imperative.
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The above points make the so-called “soft skills” much more than public speaking, management skills, and the ability to work well in teams. What is also needed is an understanding of how the growing social consciousness around the world is making it imperative that engineering students understand the implications of their work.
The Professional Skills program can be divided into two key segments:
1. Process Skills: Communication, Teamwork, Understanding professional and ethical responsibility.
2. Awareness Skills: Impact of engineering solutions in a global and societal context and Knowledge of contemporary issues and recognition of the need for and ability to engage in lifelong learning.
Eligibility
The program is targeted towards students pursuing graduate courses in the engineering stream.
Program Duration
The program offers a blended learning solution comprising of a mix of guided learning or instructor-led training, tutorials, and practical exercises. It is designed to be conducted over 65 hours. These 65 hours will be spent on theory and practicals will be covered with the remaining subjects in
the engineering stream.
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Table of Contents— Professional Skills
A. Section: Introduction to Professional Skills 1. Module: Understanding Professional and Ethical Responsibility (6 Hours)
1.1. Unit: Role of Engineering in society [ 2 hrs ] 1.1.1. Session: Implications and contributions of engineering in social economic evolution 1.1.2. Session: Implications of engineering on natural Resources
1.2. Unit: Role of ethics and values in engineering profession [ 2 hrs ] 1.2.1. Session: Appreciate the significance of workplace values and code of conduct 1.2.2. Session: Appreciate the importance and know how to deal with Ethical dilemmas, Conflict of interests, Protecting proprietary
information, Harassment at the workplace 1.2.3. Sesion: Importance of honesty and following organization processes
1.3. Unit: Professional Practices [ 2 hrs ] 1.3.1. Session: Elements of professional behavior 1.3.2. Session: Value of commitments and discipline in a flexible workplace
2. Module: Learning to Learn (6 Hours)
2.1. Unit: Learning Preferences [ 2 hrs ] 2.1.1. Session: Different learning styles 2.1.2. Session: Your own learning style
2.2. Unit: Learning Experiences [ 4 hrs ] 2.2.1. Session: Adult learning principles and learning from everyday experiences 2.2.2. Session: Help you learn 2.2.3. Session: Tools and Techniques to help you learn better
3. Module: Interpersonal Effectiveness (33 Hours)
3.1. Unit: Communication [ 16 hrs ] 3.1.1. Session: Introduction to Communication 3.1.2. Session: Introduction to Effective Writing 3.1.3. Session: Non-Verbal Communication 3.1.4. Session: Barriers and filters in communication 3.1.5. Session: Active listening 3.1.6. Session: Power of Questioning 3.1.7. Session: Empathy 3.1.8. Session: Assertiveness 3.1.9. Session: Communicating across cultures – Dimensions of culture, Cultural Iceberg model, Compare dimensions of own and other
cultures and the impact this can have on behaviour, How to be sensitive to and work effectively with other cultures 3.2. Unit: Team Dynamics [ 6 hrs]
3.2.1. Session: Introduction to Teamwork
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3.2.2. Session: Working in Teams 3.2.3. Session: Personal Attitude 3.2.4. Session: Team inter-dependence 3.2.5. Session: Team roles 3.2.6. Session: Conflict and Resolutions 3.2.7. Session: Diversity 3.2.8. Session: Ownership, accountability, and shared responsibility
3.3. Unit: Problem Solving and Creativity [ 7 hrs ] 3.3.1. Session: Introduction to Problem Solving 3.3.2. Session: Problem Solving Lifecycle 3.3.3. Session: Creative Thinking
3.4. Unit: Cross Cultural Sensitivity [ 4 hrs ] 3.4.1. Session: Cross Cultural Dimensions of Business Communication 3.4.2. Session: Cross cultural differences in business communication
4. Module 4: Emotional Intelligence (8 Hours) 4.1. Unit: Basics of emotional intelligence [ 2 hrs ]
4.1.1. Session: Science behind emotional intelligence 4.1.2. Session: Facts behind emotional intelligence
4.2. Unit: Emotional Intelligence aspect and professional success [ 6 hrs ] 4.2.1. Session: Different aspects of emotional intelligence 4.2.2. Session: Emotional Intelligence and professional success
5. Module 5: Customer Orientation (12 Hours)
5.1. Unit: Who is a customer? [ 4 hrs ] 5.1.1. Session: Changing face/nature/needs of the customer 5.1.2. Session: Concept of internal customer
5.2. Unit: Service quality dimensions [ 8 hrs ] 5.2.1. Session: RATER Model, Moment of Truth 5.2.2. Session: Customer Satisfaction and Customer Delight
How to Use this Program?
In order to make the teaching-learning process effective, this program has been developed based on the OBF for curricula design.
The curricula framework highlights an integrated output that encompasses the following for the program:
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Outcomes
Processes
Inputs
The curricula framework enables every parameter to be detailed to maximize impact and empower the learner with the requisite skills and competencies toward lifelong learning and gainful employment.
For the expected learning outcomes, the facilitator must refer to the FSAS OBF detailed in the following pages.
The module content identified is followed by a suggested lesson plan and the associated assessments with assessment keys.
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Outcomes Based Format for Curricula Design
Foundation Skills - Professional Skills
Curricula Framework
IT-ITeS Sector Skill Council,
An Industry Initiative
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Outcomes Based Format for the Foundation and Engineering and R&D Services Curricular Framework
Framework for “Employment” oriented curricula
The “Curricula Framework” highlights an integrated output that encompasses “Outcomes”, “Processes” and “Inputs”. The framework will enable stakeholders to develop and customize programs of learning using different media to empower candidates with the desired foundation and advanced skills necessary for entry level employment in the Engineering and R&D Services industry.
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We propose the course assessments, formative and summative, to be based on the learning styles, as explained in the adaptation of the Bloom’s taxonomy. Please refer to the illustration below.
Current Practice (anecdotal evidence)
Proposed System (Subject to module
requirement)
80 Remembering 10
15 Understanding 15
5 Applying 15
Analyzing 15
Evaluating 15
Creating 15
Effective Communication 15
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Part 1: Outcomes and Processes (are combined in this template)
Part-I: Outcomes Program: Industry Specific Skills – Professional Skills: This program can be offered to students pursuing Graduate courses in any stream of Engineering. The programs aims at providing students:
A broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
A recognition of the need for and an ability to engage in lifelong learning
An understanding of professional and ethical responsibility
An ability to function on multi-disciplinary teams
An ability to communicate effectively
1. Program Outcomes Course Outcomes Duration (Hrs.)
I. Course Outcomes This course will help the students to become well-rounded professional. The student will be able to:
Understand the role of engineering in a society
Understand the role of ethics and values in engineering profession
Understand the professional practices
Understand the learning preferences
Understand the need for communication
Practice communication across cultures
Become well versed with the problem solving and creativity
Identify the need for emotional intelligence
Communicate effectively with peers.
Identify the role of a customer
Understand service quality dimensions
Apply a logical approach to problem solving
Develop a creative thinking capability to find solutions to problems and roadblocks and make effective decision.
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II. Employability
Outcomes
NA 0
Total 65
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Note: All levels of thinking skills need not be mandatorily filled in
Program Outcomes
Student
Learning
Outcomes
Student Learning Objectives
Key Performance Indicators (KPI)
Performance Ensuring Measures
(PEM) / Assessments Continuous (C),
Summative (S), Final (F)
Duration (Hrs.)
Process (How to do)
Course Outcomes ( Domain Subject )
Knowledge
At the end of the program, the students will be able to:
Describe how engineering profession contributes to society.
The student is able to:
Explain how engineering profession contributes to the society and highlight its importance.
Class Discussions
1
Face-to-Face (FtoF)
Brief introduction to the
four elements of
Emotional Intelligence
viz. Self Awareness,
Self Management,
Social Awareness, and
Relationship Building
Describe Emotional
Intelligence and its
four elements
Class
Discussions
2 Face-to-Face (FtoF)
Define who is a ‘Customer’ within the business context
Define the importance of focusing on customer needs, no matter what your role is in the organization
Describe different types of customers with different needs
Explain the role of a
customer is in a
business
environment
Class Discussions
3 Face-to-Face (FtoF)
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Understand different learning styles
Understand your own learning style and how it is different from others
Create awareness of their own learning preference and overcome barriers
Apply different learning styles in different situations
Apply different learning preferences to overcome barriers
Class Discussions
4 Face-to-Face (FtoF)
Understand the value of code of conduct in the workplace
Define workplace values
Appreciate the significance of workplace values and code of conduct
Class Discussions
1 Face-to-Face (FtoF)
Understand, relate with, and display ethics and values common while working in a corporate environment
Apply ethics while working in a corporate environment
Class Discussions
1 Face-to-Face (FtoF)
State the characteristics of effective writing
Outline the process of writing
Recognize and show appropriate non verbal communication
Identify key aspects
in effective writing
Class Discussions
3 Face-to-Face (FtoF)
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Understand the
importance of effective
communication and
communicate with
clarity, conciseness,
coherence, and the
correct tone at the work
place
Communicate
effectively
Class Discussions
2 Face-to-Face (FtoF)
Understand a problem
Understand problem solving lifecycle
List the steps of
problem solving
lifecycle
Assignments 1 Team Work (In Class)
Understanding/Comprehension
At the end of the program, the students will be able to:
Explain the implications of engineering on natural resources
Appreciate the importance of sustainable engineering
The student is able to: Describe the aspects of sustainable engineering
Class Discussions
2 Face-to-Face (FtoF)
Explain different ways in which engineering solutions can impact the economy
Talk about their personal value systems, how value conflicts occur and ways in which this conflict can he handled
Class Discussions
1 Face-to-Face (FtoF)
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Explain the importance and know how to deal with:
o Ethical dilemmas
o Conflict of interests
o Protecting proprietary information
o Harassment at the workplace
Appreciate the importance and know how to deal with:
o Ethical dilemmas
o Conflict of interests
o Protecting proprietary information
o Harassment at the workplace
Class Discussions
1 Face-to-Face (FtoF)
Outline what constitutes professional behavior
Conduct oneself professionally
Class Discussions
1 Face-to-Face (FtoF)
Appreciate the value of commitments and discipline in a flexible
Be committed Class Discussions
1 Face-to-Face (FtoF)
Understand the importance of honesty and following organization processes
Follow organizational
processes with
honesty
Understanding the complexity of communication
Able to handle
complex
communication
Class Discussions
1 Face-to-Face (FtoF)
Assignment 1 Hold a group discussion on communication. Pass a message to one person in the group and then each person passes the message to the next person.
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Ask the last person in the group to repeat the message to you. Notice the difference in the message.
Understanding the importance of emotional intelligence in effectively working with people at all levels
Know what emotional
intelligence is
Class Discussions
1 Face-to-Face (FtoF)
Explain the impact of culture on business - cultural issues & concerns in the workplace and impact of these issues on business
Understand importance of ethics at the workplace and consequences of its lack thereof
Class Discussions
1 Face-to-Face (FtoF)
Understand Culture –
‘Cultural Iceberg’,
Cultural Dimensions.
Understand different cultures & their dimensions
Compare dimensions of
own and other cultures
Work across different
cultural teams
Class Discussions
3 Face-to-Face (FtoF)
Understanding that while behaviors may differ, values tend to be similar and bias based on behaviors `
Identify the impact of
Avoid biased
decisions
Class Discussions
2 Face-to-Face (FtoF)
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forming assumption
Explain different
aspects that constitute
harassment at the
workplace
Awareness of different aspects that constitute harassment at the workplace and how to deal with them
Class Discussions
1 Face-to-Face (FtoF)
Examine the importance of personal attitude
Explain the need for appropriate attitude
Explain how appropriate attitude matters when working in the teams in the corporate environment
Distinguish between acceptable and unacceptable conduct in a business environment
Explain what factors influence attitude,
describe healthy attitudes that contribute to team work
Class Discussions
2 Face-to-Face (FtoF)
Understand what is
confidential and
sensitive information is
Awareness of consequences of leakage of confidential information and precautions that need to be taken to safeguard the same
Class Discussions
1 Face-to-Face (FtoF)
Explain concept of internal customers
Know who internal
customer is.
Class Discussions
3 Face-to-Face (FtoF)
Recognize conflicts and steps to resolve them
Resolve conflicts
Class Discussions
3 Face-to-Face (FtoF)
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Explain conflict management and assertiveness
Reflect upon yourself and identify your strengths and weakness with respect to the qualities of a good team player is about
Distinguish between a group and a team
Become a good team player
Application At the end of the program, the students will be able to:
Analyze factors that affect communication
Explain filters and barriers that exist and how they impact communication
Practicing techniques of communication with a focus on motivating the receiver to act on the message as expected
The student is able to:
Communicate effectively
Use communication
as an effective tool of
team building and
working in teams
Class
Discussions
4 Classroom
Assignments 2 Face-to-
Face (FtoF)
Assignment 2 Practical
Identifying and practicing good listening behaviors such as questioning and summarizing
Use clarity of thoughts and structured expression
Class Discussions
3 Face-to-Face (FtoF)
Learn about ownership and accountability of the team’s goal: the principle of shared Responsibility
Take ownership and accountability of tasks assigned
Class Discussions
2 Face-to-Face (FtoF)
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Use a structured and systematic approach in identifying and generating solutions to problems
Collect and interpret information gathered on a perceived problem/s
identifying roots causes to a known problem/s – Cause and Effect Diagram, 5 Whys
Use Creative Thinking skills to generate solutions to a known problem
Apply problem solving skills to resolve a problem
Class Discussions
3 Face-to-Face (FtoF)
Use the RATER model to understand the key factors that customers expect and those that determine what customers feel about their business partners
Apply the RATER
model to manage
customer interactions
effectively
Class Discussions
1 Face-to-Face (FtoF)
Assignment 2 Team Work
Importance of being goal oriented
Identify the key elements of goal setting with assertiveness
Ability to speak up, be assertive and hold the goal orientation as primary focus
Class Discussions
1 Face-to-Face (FtoF)
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Build intra-team and inter-team trust; & understand importance of focusing on the broader canvas of performance, i.e., looking at the larger picture, as opposed to focusing on narrow definitions of team or individual goals.
Apply maturity in
building inter and
intra team trust
Work harmoniously with all personality types
Manage team of different personality types
Class Discussions
1 Face-to-Face (FtoF)
Develop good listening skills
Understand and adapt to the listener
Class Discussions
3 Face-to-Face (FtoF)
Develop good comprehension skills
Use comprehension skills to resolve a problem
Class Discussions
2 Face-to-Face (FtoF)
Communicate with clarity and conciseness
Effectively use clarity of thoughts and expression
Class Discussions
4 Face-to-Face (FtoF)
Communicate
sensitively without
compromising on your
own values
Demonstrate the
methods to
communicate
sensitive information
without
compromising your
values
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Apply self
awareness, self
management,
social awareness
and relationship
building elements in
everyday work
scenarios
Demonstrate self
awareness, self
management,
social awareness
and relationship
building
elements in
everyday work
scenarios
Practice different
aspects of
nonverbal
communication.
Use appropriate
communication
method for clear and
concise
communication
Class Discussions
1 Face-to-Face (FtoF)
Communicate with
people using clarity,
openness and
conciseness
Demonstrate
effective
communication
Analysis (HOTS)
At the end of the program, the students will be able to:
Analyze awareness of how perceptions affect communication
Establishing empathy in conversations
Conduct and evaluate from a list of selected ideas for a possible
The student is able to:
Determine whether a given design follows all specifications and guidelines
Assignments 2 After class
Class Discussions
1 Classroom
Written and verbal assessments
Grading by instructor at the end of the training
2 Quiz
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solution to a known problem/s
Attaining the desired range scores/grades; necessary as cut-offs for employment
Evaluation (HOTS)
At the end of the program, the students will be able to:
NOT APPLICABLE
The student is able to:
NOT APPLICABLE
Synthesis(HOTS)
At the end of the program, the students will be able to:
NOT APPLICABLE
The student is able to:
NOT APPLICABLE
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PART-II Inputs for facilitating and achieving the Outcomes Fill in the details:
Inputs
Curriculum
Table of Contents— Professional Skills
Syllabus Introduction to Professional Skills Understanding Professional and Ethical Responsibility
Role of Engineering in society Role of ethics and values in engineering profession Professional Practices
Learning to Learn Learning Preferences Learning Experiences
Interpersonal Effectiveness Communication Team Dynamics Problem Solving and Creativity Cross Cultural Sensitivity
Emotional Intelligence Basics of emotional intelligence Emotional Intelligence aspect and professional success
Customer Orientation Who is a customer? Service quality dimensions
Infrastructure Required Infrastructure: i. Classroom layout – cluster seating(classroom diagram )
For TTT/TOT (batch of 25 trainers): o Classroom size—Min. 10 ft. x 15 ft. o Clustered seating with a seating capacity of 25 o Computer/Laptop with speakers & CD ROM—1 (for master trainer) o LCD Projector & Screen—1 o Whiteboard—1 o Flip Charts—5 o Masking Tape – 5 o Sketch pens - 30
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TTT/TOT Classroom layout:
For Student Training (batch of 30 candidates): o Classroom size—Min. 10 ft. x 15 ft. o Clustered seating with a seating capacity of 25 o Tables/chairs – 30 o Sketch Pens - 30
Student Classroom layout:
LCD
Scree
n
Flip Chart
Compute
r
LCD
Scree
n
Flip Chart
Compute
r
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ii. Classroom infrastructure & ICT requirement – white board, markers, flipcharts, sketch pens, LCD projector +
screen, speakers to play audio visuals, masking tape, and Post-it, newspapers, and some other materials that is easily available and as defined for various activities
iii. Labs
Physical - NA
Virtual - NA
Faculty and Support Staff
Faculty: i. Qualifications – Proficient in concepts of Organizational Behavior and Human Process ii. Experience – Facilitation of similar sessions, gone through the Train the trainer program and cleared
for facilitation by a master trainer Faculty to be evaluated based on classroom experience. The faculty should have skills in the subject area and should have presentation skills to be able to engage the students. Support staff:
i. Qualifications - NA ii. Experience – NA
Support staff for the lab and classroom is required with technological skills to be able to troubleshoot errors in codes, and other procedures.
Library Library - Physical and virtual i. CBT ii. WBT iii. Articles iv. Books v. Internet references vi. Web-based infrastructure (for virtual meetings)
Not really required but can be helpful if relevant information is available.
Text books NA
Practical -Labs infrastructure & ICT requirements
Practical: - NA
Labs - Physical - NA - Virtual – NA (might be a good idea to include this in the curriculum)
Tutorials
Internship programs
Internship
Company - NA
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Simulated in classroom - NA
Lesson Plans Template
Lesson Plans for Delivery (a sample lesson Plan for each is to be prepared) and attaches as annexure Course/program delivery using Blended learning:
Lectures
Role plays
Presentations
Assignments (classrooms and homework)
Discussion forums & Group discussions
Projects Projects:
Classroom based
Offline group projects
Assessment & Evaluation Practice Details Sample question papers;
Assessments and Evaluation vii. Continuous viii. End of Module assessments
Module wise assessment to include MOQs / Fill in the blanks (where appropriate as per taxonomy) / Essay type qns / Assessment Centers (for technical competencies) / Projects / Buddying etc
End of Course Certification
Certification
Employment Skill Assessment
None
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ANNEXURE-I
Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery
Course Name: Professional Skills Module: All
Hours Lesson Plan for each activity in place
Yes / No Face -to-
Face (Instructor
Led)
Team Work
(In Class)
individual project / Internship + Feedback
Practical + Feedback
Assessments +Feedback
Continuous Summative
A Understanding Professional and Ethical Responsibility
o Role of Engineering in society
o Role of ethics and values in engineering profession
o Professional Practices
6 No
B Learning to Learn o Learning Preferences o Learning Experiences
5 1 No
C Interpersonal Effectiveness o Communication o Team Dynamics o Problem Solving and
Creativity o Cross Cultural Sensitivity
33 No
D Emotional Intelligence o Basics of emotional
intelligence o Emotional intelligence
aspect and professional success
6 2 No
E Customer Orientation o Who is a customer o Service quality
dimensions
10 2 1.5 No
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ANNEXURE-II
Directional Guideline Plan for Modules
Curriculum
Module 1
Unit 1
Session 1 Session
Rationale
Session Objectives
Session Plan
Session 2
|
Session n
Unit 2
|
Unit n
Module 2
|
Module n
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ANNEXURE-III
A. Lesson Plan Template: *Day-wise Template Note: This table is to be filled by the facilitator for each session based on the schedule and class information.
Course Name Professional Skills
Date, Day, Time DD/MM/YYYY, <Day>, HH:MM
Name of Faculty Mr./Ms/ XXX
Name of Company/ College/University
XXX University/ YYY College
Number and Nature of Students
30 students in engineering stream
Base Equipment Overhead Projector/Chart Board/Pens etc) in Class or Conference Room
*Course Lesson Plan templates Course Rationale, Objective & Plan
Course Rationale & Objective:
Course Rationale: The purpose of learning this course on Professional Skills, is to improve student‘s awareness and understanding to the global work environment. This program will also prepare the students with the required soft skills to play an effective role.
Course Objective: At the end of this module on Professional Skills, the learner will be able to:
1. Understand the impact of engineering solutions in a global, economic, environmental, and societal context 2. Recognize the need for and an ability to engage in lifelong learning 3. Understand the professional and ethical responsibility 4. Function in multi-disciplinary teams 5. Communicate effectively
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Session Rationale, Objective & Plan
Session Rationale : The purpose of learning this session on PESTLE Analysis, is to:
Learn about the implications and contributions of engineering in social economic evolution
Learn about of implications of engineering on natural resources
Session Objective: At the end of this Session on Role of Engineering in Society, the learner will be able to:
Implications and contributions of engineering in social economic evolution
Implications of engineering on natural resources
Session Plan
Time Content Learning Aid /
Methodology
Trainer
Approach
Learner
Activity
Learning Outcome
(Skill, Competency)
9:00 to 9.10 AM Introduction
Discussion Participation Acknowledge importance of session.
9.10 to 9.40 AM
Implications and
contributions of
engineering in social
economic evolution
PPT/Lecture Discussion Participation
Understanding of the implications and
contributions of engineering in social
economic evolution
9.40 to 10:10
AM Implication of
engineering on PPT/Lecture Discussion Participation
Understanding of the implications of
engineering on natural resources
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natural resources
10:10 AM to
10:25 AM
“Did I get it?” self
check exercises
Web based
questions Verbal Quiz Participation Verification of the concepts learnt
10:25 AM to
10:30 AM
Conclusion &
Summary
Supplementary
information and
links
Discussion Participation Get a recap of things learnt and links
for further learning
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ANNEXURE-IV
Assessment Templates: Any further assessments required by the trainer can be developed.
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ANNEXURE-V
Employment Assessment
NASSCOM Assessment of Competence-Tech (NAC-Tech)
About NAC-Tech NAC-Tech has been conceived as an industry standard assessment and certification program to ensure the transformation of a "trainable" workforce into an "employable" workforce, hence creating a robust and continuous pipeline of talent for the IT/engineering industry. It is targeted at final year and pre-final year students, who will be seeking employment opportunities in the IT/engineering sector. Conceptualization of NAC-Tech In-depth meetings with the large recruiters in the industry were conducted to understand their recruitment practices, cause of attrition desired skills in a candidate, etc. Based on this, a job-skill matrix was developed which formed the basis for the design of this assessment program. Core and working committees from the industry were formed and constant interactions were made to make sure that the program was in line with the industry requirements. An evaluation committee was set up to finalize the vendors and decide on the approach to the pilot. Multi-tier evaluation of the vendors happened after the initial interaction. The identified vendors provided the content and technology to run the test. The companies that have helped develop the assessment program are—TCS, Wipro, Infosys, Accenture, Cognizant and HCL. Key Features of NAC-Tech Eligibility for NAC-Tech - Any candidate appearing in “final year” of BE, B. Tech, MCA, M. Sc-IT is eligible to take the test - Preferred scores of candidates: 60% aggregate in graduation, 12th standard & 10th standard Advantages of NAC-Tech for various stakeholders a. For Colleges/Universities
Enable the college to generate a quantifiable picture of the knowledge and skill level of its students.
Approach industry aggressively and in a more organized way for placement opportunities. b. For Students
Detailed feedback on their knowledge and skills help them decide career opportunities in different areas of IT.
NAC-Tech score card enables them to leap-frog to the next level of selection to multiple companies endorsing the program. c. For the Industry
Industry gets a pool of pre-assessed candidates mapped against competencies required for entry level professionals.
It helps them reach out to a wider geography and access talent from level 2 and 3 cities and institutions.
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Test Matrix for NAC-Tech is illustrated below:
Part A (this must be attempted by all candidates)
Skill Competencies Checked Duration (in min)
Mode of delivery
Verbal Ability To assess candidate's verbal building blocks by evaluating skills like grammar, spellings, punctuations, and vocabulary. To assess English usage by evaluating skills like structure, arguments, and verbal reasoning.
20 Online
Reading Comprehension To assess candidate's comprehension of English passages and ability to make inferences from a large amount of information. Be able to connect the dots and make an assessment based on information and ideas spread across the passage.
10 Online
Analytical Reasoning To assess problem-solving skills through questions on quantitative reasoning. To assess candidate's logical skills by evaluating skills like deduction, induction and visualization.
25 Online
Attention to Detail To assess candidates eye for detail. 5 Online
total duration 60
Part B - Optional (can be attempted if the student desires so) (The candidate can choose any one of the domains)
Skill Competencies Checked Duration (in min)
Mode of delivery
IT To assess candidate's technical skills in the core area of education. 30 Online
Electrical -do- 30 Online
Electronics -do- 30 Online
Mechanical -do- 30 Online
Civil -do- 30 Online
Chemical -do- 30 Online
Textile -do- 30 Online
Bio-Technology -do- 30 Online
Telecommunications -do- 30 Online
total duration 30
Page 36
Technical requirements for NAC-Tech
Minimum Configuration for NAC-Tech Tests
Description Client PC (Test Taking PC) (with a Monitor, Mouse, & Keyboard)
Operating System Windows® XP SP3+, or 7
CPU Pentium® IV and higher
RAM 1GB RAM and above
HDD At least 500 MB free disk space
Web browser: Internet Explorer 6.0, 7.0 or 8.0
Broadband Internet connection E1 with a bandwidth of at least 1Mbps or Shared DSL or cable with a bandwidth of at least 2 Mbps for 25–30 users
Sound Card with necessary audio and video drivers
Yes (Should support recording & playback capabilities)—OPTIONAL
Headset with Microphone Headset with a USB headset is strongly recommended -- OPTIONAL
Java Scripts JRE 1.6 (Enabled in the browser)
Adobe Flash Player 10.0 Yes
UPS (assuming that generator will be used during power failure)
2 Hours Battery Backup
Generator (may be used for 8 hours or more if needed)
Yes
CD-ROM Drive OPTIONAL
USB Ports OPTIONAL
Antivirus Yes
Screen resolution 1024 x 768 pixels
Network security access to allow http://202.138.124.234/Nactech2 (port 80)
Disable pop-up blocker on all machines
Page 37
ANNEXURE-VI
Engineering Proficiency Program Members
S. No. Name of the Company Contact Person Email id
1. HCL Manjunatha Hebbar Manjunatha.Hebbar@hcl.com
2. HCL Vayu Nandan Kumar Nandankumar.Kv@hcl.com
3. HCL Ashok G Ashok.G@hcl.com
4. TCS S Selvan selvan.ss@tcs.com
5. Infosys KNS Acharya Sriranga_Acharya@infosys.com
6. Infosys Tomy Thomas Tomy_thomas@infosys.com
7. Infotech Enterprises Ramanand pattige Ramanand.Puttige@infotech-enterprises.com
8. Defiance KN Varadarajan Varadarajan.KN@defiance-tech.com
9. L&T Integrated Engineering Services
Krishnakumar Krishnakumar.Nair@lnties.com
10. iGate Santanu Ray Santanu.Ray@igate.com
11. iGate Sheela Jain sheela.jain@igatepatni.com
12. iGate Animesh Das Animesh.das@igate.com
13. EMC Veda Veda.Srinivasan@emc.com
14. KPIT Cummins Prashant Ghanekar Prashant.Ghanekar@kpitcummins.com
15. KPIT Cummins Renuka Krishna Renuka.Krishna@kpitcummins.com
16. Microsoft Phani Kondepudi phanikon@microsoft.com
17. Microsoft Vinay Tamboli Vinayt@microsoft.com
18. Wipro Hemachandra Bhat hemachandra.bhat@wipro.com
19. Alcatel Lucent Murthy Bhamidi murthy.bhamidi@alcatel-lucent.com
20. Alcatel Lucent RadhaKrishna rk.arvapally@alcatel-lucent.com
21. Synapse Naren Nande naren@synapse-da.com / nsnande@gmail.com
22. Aricent MC Parameswaran mc.parameswaran@aricent.com
Page 38
23. Mahindra Satyam Srinivas Ramanathan Srinivas_Ramanathan@mahindrasatyam.com
24. UTC Aerospace Systems
Sharatkumar Variyar sharatkumar.variyar@goodrich.com
25. Bosch Ajay Kumar Ajaykumar.KK@in.bosch.com
26. Bosch Anju Bhadoria Anju.Bhadoria@in.bosch.com
27. Tata Technologies Ravindra Ranade RAVINDRA.RANADE@tatatechnologies.com
28. Mahindra Engineering Prabu Sunil PRABHU.SUNIL@mahindraengg.com
29. Mahindra Engineering Durgaprasad Shukla Shukla.durgaprasad@mahindra.com
30. Airbus Suraj Chettri suraj.chettri@airbus.com
31. SAP Jai Prakash Nethala nethala.jai.prakash@sap.com
32. Intel Apreeta Singh apreeta.singh@intel.com
33. SASKEN Vijai Simha vijai.simha@sasken.com
34. Huawei Ashok Gopinath ashokg@huawei.com
***