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IT-ITeS Sector Skills Council

Foundation Skills in Integrated Product Development (FSIPD)

Guideline Document for the Facilitator

in the Outcomes Based Format (OBF)


<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.


Acknowledgements NASSCOM would like to place on record it appreciation of its member company TCS who has partnered in this initiative. We would also like to thank iGate and 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 that aims to increase the industry readiness of the available student pool. This can be 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 Integrated Product Development (IPD) is aimed at empowering students with entry level Design Engineer related skills. NASSCOM recognizes that this is an initiative of great importance for all the stakeholders concerned; 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 the Foundation Skills in Integrated Product Development (FSIPD) 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 FSIPD program.

Introduction to the Program The Foundation Skills in Integrated Product Development (FSIPD) program will increase the industry readiness of students who want to start a career in engineering companies in the area of Integrated Product Development. This program has been developed by experts from TCS with inputs from INFOSYS, HCL, WIPRO, EMC, Alcatel Lucent, KPIT and iGate, with a vision to develop the skills of students graduating from colleges, to match the industry requirement. The ’Outcomes Based Format’ (OBF) used to develop this program helps one focus on the key skills required to perform a given job role. The program has two tracks—one that is concentrated on guiding the facilitator and the other for guiding the student.

Objective of the Program The FSIPD program has been developed with the following objectives:

To facilitate the acquisition of the foundation skills in the process, tools and techniques in the Integrated Product Development area of the Engineering Services industry.

To provide the requisite understanding towards application of academic topics from engineering disciplines into real world engineering projects.


About the Program

To increase the funnel of available quality students 'at entry‘ level, NASSCOM suggests the basic skills / foundation skills program termed as Foundation Skills in Integrated Product Development (FSIPD) to be run as an add-on program in education institutions. One of the purposes of this initiative is that as a way forward universities/colleges would consider making these programs compulsory for students or integrate the development of these competencies into the teaching-learning program by allocating credits to these programs.

Eligibility The program is targeted towards students perusing the pre-final/ final year of graduation or post graduate courses in any of the engineering streams.

Program Duration

The program is expected to be conducted over 50 hours including a blend of guided or instructor-led learning, tutorials, and practical exercises.


Table of Contents—Foundation Skills in Integrated Product Development (FSIPD)

Module: Fundamentals of Product Development 1.1 Unit: Global Trends Analysis and Product decision [5.5 Hrs]

1.1.1 Session: Types of various trends affecting product decision - Social Trends (Demographic, Behavioral, Psychographic), Technical Trends(Technology, Applications, Tools, Methods ), Economical Trends(Market, Economy, GDP, Income Levels, Spending Pattern, target cost, TCO), Environmental Trends(Environmental Regulations and Compliance), Political/Policy Trends(Regulations, Political Scenario, IP Trends and Company Policies)

1.1.2 Session: PESTLE Analysis 1.2 Unit: Introduction to Product Development Methodologies and Management [4.5 Hrs]

1.2.1 Session: Overview of Products and Services (Consumer product, Industrial product, Specialty products etc.,) 1.2.2 Session: Types of Product Development (NPD/ Re-Engineering (Enhancements, Cost Improvements)/ Reverse

Engineering/ Design Porting & Homologation) 1.2.3 Session: Overview of Product Development methodologies (Over the Wall/ Waterfall/ V-Model/ Stage-Gate Process/

Spiral/Systems Engineering/ Agile)

1.2.4 Session: Product Life Cycle (S-Curve, Reverse Bathtub Curve)

1.2.5 Session: Product Development Planning and Management (Budgeting, Risk, Resources and Design Collaboration, Scheduling, Change Management, Product Cost Management)

Module: Requirements and System Design 2.1 Unit: Requirement Engineering [5.0 Hrs]

2.1.1 Session: Types of Requirements (Functional, Performance, Physical, Regulatory, Economical, Behavioral, Technical, Stakeholder, Environmental, Industry specific, Internal-Company Specific)

2.1.2 Session: Requirement Engineering (Gathering (VOC), Analysis (QFD), Design Specification)

2.1.3 Session: Traceability Matrix and Analysis

2.1.4 Session: Requirement Management

2.2 Unit: System Design & Modeling [5.0 Hrs]

2.2.1 Session: Introduction to System Modeling

2.2.2 Session: System Optimization

2.2.3 Session: System Specification

2.2.4 Session: Sub-System Design

2.2.5 Session: Interface Design


Module: Design and Testing 3.1 Unit: Conceptualization [5.0 Hrs]

3.1.1 Session: Industrial Design and User Interface Design

3.1.2 Session: Introduction to Concept generation Techniques

3.1.3 Session: Concept Screening & Evaluation

Concept Design

S/W Architecture

Hardware Schematics and simulation

3.2 Unit: Detailed Design [5.0 Hrs]

3.2.1 Session: Component Design and Verification

3.2.2 Session: High Level Design/Low Level Design of S/W Programs, S/W Testing

3.2.3 Session: Hardware Schematic, Component design, Layout and Hardware Testing

3.3 Unit: Prototyping [4.0 Hrs]

3.3.1 Session: Types of Prototypes (Mockups, Engineering Assessment Prototype, Alpha, Beta, Gama)

3.3.2 Session: Introduction to Rapid Prototyping and Rapid Manufacturing

3.4 Unit: System Integration, Testing, Certification and Documentation [4.0 Hrs]

3.4.1 Session: Manufacturing/Purchase and Assembly of Systems

3.4.2 Session: Integration of Mechanical, Embedded and S/W systems

3.4.3 Session: Introduction to Product verification processes and stages – Industry specific (DFMEA, FEA, CFD)

3.4.4 Session: Introduction to Product validation processes and stages - Industry specific (Sub-system Testing/ Integration Testing/ Functional Testing/ Performance Testing / Compliance Testing)

3.4.5 Session: Product Testing standards and Certification – Industry specific

3.4.6 Session: Product Documentation (Compliance Documentation, Catalogue, Brochures, user manual, maintenance Manual, Spares Parts List, Warranty, Disposal Guide, IETMS, Web Tools)

Module: Sustenance Engineering and End-of-Life (EoL) Support 4.1 Unit: Sustenance [3.5 Hrs]

4.1.1 Session: Maintenance and Repair

4.1.2 Session: Enhancements

4.2 Unit: Product EoL [3.5 Hrs]

4.2.1 Session: Obsolescence Management

4.2.2 Session: Configuration Management

4.2.3 Session: EoL Disposal


Module: Business Dynamics – Engineering Services Industry 5.1 Unit: The Industry [2.0 Hrs]

5.1.1 Session: Engineering Services Industry – overview

5.1.2 Session: Product development in Industry versus Academia

5.2. Unit: The IPD Essentials [3.0 Hrs]

5.2.1 Session: Introduction to vertical specific product development processes

5.2.2 Session: Product development Trade-offs

5.2.3 Session: Intellectual Property Rights and Confidentiality

5.2.4 Session: Security and configuration management

How to Use this Program?

In order to make the teaching-learning process effective, this program’s curricula design. has been developed based on the OBF.

The curricula framework highlights an integrated output that encompasses the following for the program:

Outcomes

Processes

Inputs

The curricula framework enables every parameter to be detailed to maximize impact and empower the learner with the requisite competencies toward lifelong learning and gainful employment.

For the expected learning outcomes, the facilitator must refer to the FSIPD OBF detailed in the following pages.

The module content identified is followed by a suggested lesson plan.


Engineering and R&D Services: Foundation and Advanced Curriculum Framework

Framework for “Employment” oriented curricula

Outcomes Based Format Curriculum Design

Foundation Skills in

Integrated Product Development (FSIPD)

Curriculum Framework

IT-ITeS Sector Skill Council

An Industry Initiative


Engineering and R&D Services: Foundation and Advanced Curriculum Framework

The “Curriculum 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.


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)

Level as per Bloom's Taxonomy

Proposed System % (Subject to module

requirement)

Split of 50 Hrs

80 Remembering 30 15

15 Understanding 20 10

5 Applying 40 20

Analyzing - -

Evaluating - -

Creating - -

Professional skills - -

Business Dynamics 10 5


Part 1: Outcomes and Processes (are combined in this template)

Part-I: Outcomes

Name of the Program: Foundation Skills in Integrated Product Development (FSIPD) This program can be offered with all Undergraduate or equivalent programs/courses for all engineering streams. This program is also applicable for students in Post Graduate programs who aspire to join the engineering industry at the entry level. The FSIPD program aims to improve student‘s awareness and understanding of the basic concepts involved in Integrated product Development (IPD) by providing exposure to the key product development concepts. Students, who complete this program, will stand a better chance to be considered for jobs in the Engineering industry.

1. Program Outcomes Course Outcomes Duration (Hrs.)

I. Professional Outcomes Details are covered separately in Professional Skills OBF. -

II. Course Outcomes

(Domain: Integrated

Product Development)

After completing this program, the student will be able to obtain the technical skills needed to effectively play the entry level design engineer role in an engineering organization. The student will be able to:

Analyse various global trends and decide on the scope of a new product

Understand various types of products and services

Understand the product development methodologies and management

Develop product management plan for a new product based on the type of the new product and development methodology

Understand requirement engineering and know how to collect, analyze and arrive at requirements for new product development and convert them in to design specification

Understand system modeling for system, sub-system and their interfaces and arrive at the optimum system specification and characteristics

Conceptualize new product integrating the Hardware, software, controls, electronics and mechanical systems

Perform detailed product design

Develop prototype plan and coordinate the respective activities with prototype manufacturing facility

Develop test specifications and coordinate the respective activities with testing group, validate the product and confirm its performance as per design specification.

Develop product documentation as required

45 Hrs


Perform sustenance engineering and EoL (End of Life) support activities for engineering customer

III. Employability

Outcomes

After completing this program, the student will be able to obtain the employability skills needed to effectively play the entry level design engineer role in an engineering organization. Students will develop skills relevant to:

Product development

Process driven approaches – Industry awareness

Engineering industry

Product life-cycle management

5 Hrs

Total 50 hrs


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)

Professional Skills

Details are covered separately in Professional Skills OBF.

Program Outcomes

Student

Learning

Outcomes



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:

The student is able to:

List various global trends that influence the IPD project selection and development

Understand various global trends that influence the new product identification process

Presentation and class discussions

Quiz

1 Topic presentation by Faculty, followed by class discussions “Did I get this?” quiz activities

Understand PESTLE analysis

Define PESTLE analysis’ uses in product development

List various factors considered in preparing PESTLE analysis

Understand how different factors apply

Use PESTLE analysis


Quiz



to different types of organizations

Define product and its types

Understand what a product is and its types.


Quiz

0.5 Topic presentation by Faculty, followed by class discussions “Did I get this?” quiz activities

Define product development process

List types of product development process

Define product life cycle and explain the types

Describe the product planning process

Describe the product development management process

List the types of product development

List the types of product development process

Identify various elements in the product development plan

Identify the correct Industry domain for the pilot project, NPD Methodology for its development and create the development plan for it


Quiz

1.5 Topic presentation by Faculty, followed by class discussions “Did I get this?” quiz activities

List the types of requirements for the new products

Define the requirement engineering

Define the traceability matrix

Describe the

List various types of requirements in the requirement specification

Identify elements of traceability matrix

Understand the requirement


Quiz



requirement management plan

management plan

Describe system modeling and optimization methods

Define system, sub-system, interface design and specifications

Define terminologies related to system modeling

Know different tools available for system design and simulation, their applicability for a typical situation


Quiz


List types of concept generation techniques

Describe concept screening methods

Describe the H/W schematics, S/W Architecture and UI design

List and describe concept generation techniques


Quiz


Describe the H/W, S/W and component detailed design

List types of prototypes

Identify the role of rapid prototyping and rapid manufacturing in IPD

Identify the steps involved in detailed design and prototyping


Quiz


Identify the steps involved in system integration

List various types of testing and certifications

Describe product documentations

List the types of testing, certifications

Describe different types of Product documentations


Quiz



Define sustenance engineering and EoL support and the activities involved

Define terminologies in Sustenance and EOL support projects


Quiz


Understanding/Comprehension


Explain the importance of global trends

Explain the process of PESTLE analysis

Explain different types of products


Describe the need and process for PESTLE analysis

Experiential Learning

Peer Teaching and Class discussions

Quiz

3 6 1

Teams are formed – each team is provided with a physical electromechanical product (such as Remote operated car, videogame etc.,) and the assignment is to explore how the IPD process was applied for the product by teardown and reference to material in net Individual team's learning are peer taught to the entire class

“Did I get this?” activities for assessment (Objective questions based

Explain the product development process , its types and activities covered in the same

Summarize the types of NPD projects

Define product development process and the various elements in it

Explain how various types of requirements are arrived based on VOC data and ensured throughout the product development process with the help of traceability matrix.

Describe the need for requirements document and traceability matrix

Demonstrate the understanding of system modeling, optimization, System specification, Sub-system and interface design activities

Describe the need for system modeling and various elements in it


Explain the process for generation, screening and evaluation of concepts

Explain the understanding of software architecture and hardware schematics

Describe the concept generation process

on case studies to check the understanding part)

Summarize the activities involved in detailed design and prototyping stages

Describe the detailed design process

Explain the activities involved in system integration, testing, certification and documentations

Explain the need for product testing, its types and role in certification process

Summarize various Sustenance engineering and EOL support activities

Define the terminologies in sustenance engineering and EOL support

Application At the end of the program, the students will be able to:

Prepare PESTLE analysis for a given industry


Prepare PESTLE Analysis, product development plan, requirements specification, system model, concept design, detailed design, prototype spec, testing specifications and CAD/CAE models based on the respective input

Contest based Project work

14

A scenario for a new product is identified and the teams are asked to develop a new product for the given scenario (starting from market study till launching and sales display – such as the “toy 2.00b” of MIT

Use appropriate product development methodology and prepare product development plan for a given new product

Prepare requirements specification based on the VOC data given for a new product


Prepare system model choosing appropriate sub-systems and interfaces for a given new product

data provided

Team Presentations

and Class

discussions

5

Toya lab: http://web.mit.edu/2.00b/www/pages/courseinfo.html )

Model building using Lego or similar kits (Link:http://www.aacsb.edu/publications/Archives/JanFeb06/p42-45.pdf) (Time/ resource constraints, customer segments are defined and it is left to the team to effectively use the time and resource to develop a product that fetches maximum sales booking during sales display.) Sales display

contest for the

teams to give

demo

presentation of

their products

Awarding of

Create concept design for a given requirement

Perform detailed design based on a given concept design

Prepare test specifications for a given new product

Prepare product documentation needed for a new product

Use sustenance engineering and EOL support activities

http://web.mit.edu/2.00b/www/pages/courseinfo.html




http://www.aacsb.edu/publications/Archives/JanFeb06/p42-45.pdf






Assessments (F)

1

winners

Sharing of the

Best practices

and lessons

learnt from the

practice session

with the team

Assessments

giving weightage

for the following

attributes:

- -Theory

questions

- -Class and lab

participations

- -Innovativeness

of Ideas

- -Final models

-Application of

professional/

business skills

Analysis (HOTS) NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE

Evaluation (HOTS)

NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE


Synthesis(HOTS) NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE

Program Outcomes

Student Learning Outcomes



Performance Ensuring Measures (PEM)

Duration (Hrs.)

Process (How to do)

Employability Outcomes

Knowledge Understanding/Comprehension


Understand the business scenario in an engineering industry and how it differs from academic scenario

Understand the importance of project life cycle in engineering service industry

Understand the project goals – schedule time, budget and quality compliance

Understand the need to follow processes as defined by the quality system

Understand the concept of


Explain the activities at the engineering services industry

Practical application of the IPD process in simulated industry set-up

2 E-Learning (Walkthrough of typical project life cycle in engineering service industry and the application of business skills during the project life cycle)


functional organisation

Understand the need to collaborate for projects

Recognize the physical and IT Security measures

Define the Intellectual Property Rights (IPR), Patent filing

Understand work ethics

Define the trade-offs decision in commercial scenario (Cost vs Performance, Verification Vs physical testing, Timely launch Vs Perfecting the product etc.,)

Application At the end of the program, the students will be able to:

Apply the business skills in the engineering services industry


Apply the activities

at the engineering

services industry

Industry visit 3 In-plant

tours at

engineering

service

industries

Analysis (HOTS) NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE

Evaluation (HOTS) NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE

Synthesis(HOTS) NOT APPLICABLE NOT APPLICABLE NOT APPLICABLE


PART-II Inputs for facilitating and achieving the Outcomes Inputs

Curriculum TOC

Syllabus Fundamentals of Product Development Global Trends Analysis and Product decision Introduction to Product Development Methodologies and Management

Requirements and System Design Requirement Engineering System Design & Modeling

Design and Testing Conceptualization Detailed Design Prototyping System Integration, Testing, Certification and Documentation

Sustenance Engineering and End-of-Life (EoL) Support Sustenance

Product EoL

Business Dynamics – Engineering Services Industry The Industry

The IPD Essentials


Infrastructure Required

Infrastructure:

i. Classroom layout (classroom diagram )


Classroom infrastructure & ICT requirement

For TTT/TOT (batch of 25 trainers):

Classroom size—Min. 10 ft. x 15 ft. U-Shaped table with a seating capacity of 25 Computer/Laptop with speakers & CD ROM—1 (for master trainer) Computer lab with 25 Computers (desktop) with following:

CD-ROM MS Office Speakers Headphones with microphone—25 Nos. Internet Connection with 2 Mbps speed

LCD Projector & Screen—1 Whiteboard—1 Flip Charts—5 Post-It Pads in different sizes and colours Sketching Kit (Pencils, eraser, sharpener, stencils, Highlighter, colour pencils, sketches, charts)


Mockup development articles (cardboard, paper, cloth, scissor, clay, thermocol, toys, Lego Mindstorm kits and others)

Products for experiential learning (Remote operated car, videogame etc.,) For Student Training (batch of 30 candidates):

Classroom size—Min. 10 ft. x 15 ft. Tables/chairs - 30 Computer/Laptop with speakers & CD ROM—1 (for trainer) Computer lab with 25 Computers (desktop) with following:

CD-ROM MS Office Typing Tutor (software) Speakers Headphones with microphone—30 Nos. Internet Connection with 2 Mbps speed

LCD Projector & Screen—1 Whiteboard—1 Flip Charts—5 Post-It Pads in different sizes and colours Sketching Kit (Pencils, eraser, sharpener, stencils, highlighter, colour pencils, sketches, charts) Mock-up development articles (cardboard, paper, cloth, scissor, clay, thermocol, toys, Lego Mindstorm

kits and others) Products for experiential learning (Remote operated car, videogame etc.,)

ii. Labs

Physical Lab for performing model activities with Lego Mindstorm/ similar kits A lab with a computing peripherals The lab should have licensed software available to build and install the operating systems, domains and

email systems, and a facility to record The lab should have internet facility available to students Preferably online classrooms with projector will enhance the learning experience in the classroom White board and marker pens Lab guides will help the students to be on their own while doing hands-on assignments and reduce

intervention from faculty

Virtual


Faculty and Support Staff

Faculty:

Qualifications

Experience Support staff

Qualifications

Experience

Library Library - Physical and virtual

CBT

WBT

Articles

Books

Internet references

Text books

Practical -Labs infrastructure & ICT requirements

Practical:

Labs - Physical - Virtual

Tutorials

Internship programs

Internship

Company

Simulated in classroom

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:

Lab based

Classroom based

Online projects


Assessment & Evaluation Practice Details Sample question papers;

Assessments and Evaluation

Continuous

End of Module assessments

End of Course Certification

Certification framework to be worked.

Employment Skill Assessment

Certification framework to be worked.


ANNEXURE-I

Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery

Course Name: FSIPD Module :

Hours Lesson Plan for each activity in place

Yes / No

Face -to-

Face

Team Work

Individual project/

Internship + Feedback

Practical +

Feedback

Practical+ Feedback

Assessments +Feedback

Continuous Summative

A Fundamentals of Product Development

1 9 19 2

1

B Introduction to Product Development Methodologies and Management

3

C Requirements and System Design

2

D System Design & Modeling

2

E Concept Design 2

F Design and Testing

3

G Sustenance Engineering and EoL Support

1

H Business Dynamics – Engineering Services Industry

2 - 3 -

Total 16 9 22 2 1


ANNEXURE-II

Directional Guideline Plan for Modules


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 FSIPD

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 FSIPD, is to improve student‘s awareness and understanding of the basic concepts involved in Integrated Product Development (IPD) by providing exposure to the key product development concepts.

Course Objective: At the end of this module on Fundamentals of IPD, the learner will be able to understand the importance of market forces in determining the product strategy of a business from various categories available.


Session Rationale, Objective & Plan

Session Rationale: The purpose of learning this session on PESTLE Analysis is to learn how to perform PESTLE analysis for a market scenario based on different macro-environmental factors that the company has to take into consideration while deciding its product strategy.

Session Objective: At the end of this Session on PESTLE Analysis, the learner will be able to: perform PESTLE analysis and decide the most competitive

product strategy for a given business.

Session Plan

Time Content Learning Aid /

Methodology

Trainer

Approach

Learner

Activity

Learning Outcome

(Skill, Competency)

9:00 to 9.10 AM

Introduction: How PESTLE analysis

fits in the big picture of IPD process PPT/Lecture Discussion Participation

Acknowledge importance of session.

9.10 to 9.40 AM

PESTLE Analysis – Why, What and

How’s

Covering Terminology, Methodology

overview with example

PPT/Lecture Discussion Participation

Understanding of the terminology and

method for performing PESTLE

analysis

9.40 to 9.50

AM “Did I get it?” self check exercises Web based questions - Participation Verification of the concepts learnt

9.50 to

10.00 AM Conclusion & Summary

Supplementary

information and links

for more information

on PESTLE analysis

Discussion Participation Get a recap of things learnt and links

for further learning


ANNEXURE-IV

Assessment Templates: Any further assessments required by the trainer can be developed.


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

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.

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.

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.


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


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


ANNEXURE-VI

Engineering Proficiency Program Members

S. No. Name of the Company Contact Person Email id

1. HCL Manjunatha Hebbar [email protected]

2. HCL Vayu Nandan Kumar [email protected]

3. HCL Ashok G [email protected]

4. TCS S Selvan [email protected]

5. Infosys KNS Acharya [email protected]

6. Infosys Tomy Thomas [email protected]

7. Infotech Enterprises Ramanand pattige [email protected]

8. Defiance KN Varadarajan [email protected]

9. L&T Integrated Engineering Services

Krishnakumar [email protected]

10. iGate Santanu Ray [email protected]

11. iGate Sheela Jain [email protected]

12. iGate Animesh Das [email protected]

13. EMC Veda [email protected]

14. KPIT Cummins Prashant Ghanekar [email protected]

15. KPIT Cummins Renuka Krishna [email protected]

16. Microsoft Phani Kondepudi [email protected]

17. Microsoft Vinay Tamboli [email protected]

18. Wipro Hemachandra Bhat [email protected]

19. Alcatel Lucent Murthy Bhamidi [email protected]

20. Alcatel Lucent RadhaKrishna [email protected]

21. Synapse Naren Nande [email protected] / [email protected]

22. Aricent MC Parameswaran [email protected]

mailto:[email protected]

mailto:[email protected]


23. Mahindra Satyam Srinivas Ramanathan [email protected]

24. UTC Aerospace Systems

Sharatkumar Variyar [email protected]

25. Bosch Ajay Kumar [email protected]

26. Bosch Anju Bhadoria [email protected]

27. Tata Technologies Ravindra Ranade [email protected]

28. Mahindra Engineering Prabu Sunil [email protected]

29. Mahindra Engineering Durgaprasad Shukla [email protected]

30. Airbus Suraj Chettri [email protected]

31. SAP Jai Prakash Nethala [email protected]

32. Intel Apreeta Singh [email protected]

33. SASKEN Vijai Simha [email protected]

34. Huawei Ashok Gopinath [email protected]

***

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