IT-ITeS Sector Skills Council, · Page 3 Acknowledgements ... The curricula framework enables every...

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

<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 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.

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.

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.

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

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:

http://smallbusiness.chron.com/cross-cultural-dimensions-business-communication-2923.html

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.

Outcomes Based Format for Curricula Design

Foundation Skills - Professional Skills

Curricula Framework

IT-ITeS Sector Skill Council,

An Industry Initiative

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.

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

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.

65

II. Employability

Outcomes

NA 0

Total 65

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


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


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


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


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


Understand the

importance of effective

communication and

communicate with

clarity, conciseness,

coherence, and the

correct tone at the work

place

Communicate

effectively

Class Discussions


Understand a problem

Understand problem solving lifecycle

List the steps of

problem solving

lifecycle

Assignments 1 Team Work (In Class)

Understanding/Comprehension


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


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


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


Outline what constitutes professional behavior

Conduct oneself professionally

Class Discussions


Appreciate the value of commitments and discipline in a flexible

Be committed Class Discussions


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


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.

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


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


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


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


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


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


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


Explain concept of internal customers

Know who internal

customer is.

Class Discussions


Recognize conflicts and steps to resolve them

Resolve conflicts

Class Discussions


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


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


Learn about ownership and accountability of the team’s goal: the principle of shared Responsibility

Take ownership and accountability of tasks assigned

Class Discussions


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


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


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


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


Develop good listening skills

Understand and adapt to the listener

Class Discussions


Develop good comprehension skills

Use comprehension skills to resolve a problem

Class Discussions


Communicate with clarity and conciseness

Effectively use clarity of thoughts and expression

Class Discussions


Communicate

sensitively without

compromising on your

own values

Demonstrate the

methods to

communicate

sensitive information

without

compromising your

values

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


Communicate with

people using clarity,

openness and

conciseness

Demonstrate

effective

communication

Analysis (HOTS)


Analyze awareness of how perceptions affect communication

Establishing empathy in conversations

Conduct and evaluate from a list of selected ideas for a possible


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

solution to a known problem/s

Attaining the desired range scores/grades; necessary as cut-offs for employment

Evaluation (HOTS)


NOT APPLICABLE


NOT APPLICABLE

Synthesis(HOTS)


NOT APPLICABLE


NOT APPLICABLE

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

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

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

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

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

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

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

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

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

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 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.

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]

***

IT-ITeS Sector Skills Council, · Page 3 Acknowledgements ... The curricula framework enables every...

Documents

Transcript of IT-ITeS Sector Skills Council, · Page 3 Acknowledgements ... The curricula framework enables every...