Gu

delines for Con

ion_of Employability Skills Development La

© The teacher may design specific assignments that can highlight the learning, outcomes of
eack
unit.

© Each activity conducted in the lab should begin with a brief introduction of the topic,
purpose
‘of the activity trom a professional point of view and end with the learning outcomes ai
feedback from students

Most of the lab sessions can be designed to be inclusive; allowing students to learn skills

experientially; which will benefit them in the professional environment.

outlines each lab activity conducted.

performed in the lab.

assignments and performance of student.

appropriate weightage.

contribution in various activities-SWOC analysis, presentations, teang activity,

management, group discussion, group exercises and interpersonal skills dod simi

activities/assignments arate wba}

«The student must respond by writing out their learning outcomes and elaborating the
activite

= Continuous assessment of laboratory work is to be done based on overall performance

and tab |

¢ Every student must be given sufficient opportunity to participate in each activity

constructive feedback from the instructor / facilitator at the end of the activity should learn
towards encouraging students to work on improving their skills. |
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Activities should be designed to respect cultural, emotional and social standing of students,
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Some of the activities can be designed to cater to enhancement of multiple skills For eg— |
Team Building Activity can highlight ‘open communication’, “group discussion’, “respe |
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perspectives’, ‘leadership skills’, ‘focus on goals’ which can help students improve their |
inherent interpersonal skills |
Guidelines for Student’s Lab Journal and TW Assessment
°

Each student should have a Lab Workbook (sample can be provided if required) oes

|
|

e Each lab assignment assessment will be assigned grade/marks based on parameters W ith

© Suggested parameters for overall assessment as well as each lab assignment assessment

include- timely completion, performance, punctuality, neatness, enthusiasm, partictpation

and

event

other
of Laboratory Sessions

Introduction of Self/ SWOC Analysis:

. Explain how to introduce oneself in a professional manne

positively.

\d presenting oneself

Name | Academic Profile | Achievements | Career Aspirations | Personal

Information (hobbies, family, social)

b, Focus on introspection and become aware of one’s Strengths, Weakness,

Opportunities and Challenges.

Students can write down their SWOC in a matrix and the teacher can discuss the gist
personally,

Career Goals and Planning:

* Make students understand the difference between a job and a career. Elaborate steps
on how to plan a career.

> Students can choose a career and they should write down what skills,

knowledge, steps are need to be successful in that particular career and how
they can get the right opportunity.

¢ Explain to students how to plan short term and long term goals.

> Think and write down their short term goals and long terms goals. Teacher

can read and discuss (provide basic counselling) about the choices written.
Group Discussion:

4,

© The class can be divided into groups of 8 - 10 students in each group for a discussion
lasting 10 minutes:
> Topics can be topical and non-controversial. After each group finishes its

discussion, the teacher can give critical feedback including areas of

improvement. The teacher should act as a moderator / observer only.

Team Building Activities:

© The class can be divided into groups of 4-5 students in each group and an activity can
be given to each group:
» The activities chosen for each team should be competitive and should involve

every student in the team. The activities can be conducted indoors or outdoors
depending on infrastructure. \

Head of Department
‘Eler “onics & Telecommunication)
Matosi:r: College of Engineering &
Worksheet as the audio plays, This will help reiterate active listening as well

as deriving information (listening to information between the lines)

> Reading Comprehension Worksheets to be distributed among students.

e Teacher can choose reading pass:

es from non-technical domains, design worksheets

with questions for students to answer, This will enhance students’ reading skills by

learning how to skim and sean for information,

Writing Skills (Choose any 2):

+ Letter/Email Writing:
> After explaining to the students the highlights of effective writing, students

can be asked to write (using digital platforms / paper-based) letter to an

organization with the following subject matter:
i. Requesting opportunity to present hi

Iher product.
ii, Complaining about a faulty product / service.
iii, Apologizing on behalf of one’s team for the error that occurred.

iv. Providing explanation fora false accusation by a client .

© Report Writing

> After describing various formats to write report and explaining how to write a
report, each student should be asked to write a report (digital / paper-based)

‘on any of the following topics:

= Industrial visit.

= Project participated in.

= Business / Research Proposal.
¢ Resume Writing

> The teacher should conduct a brief session outlining the importance of a CV /
Resume and students can write / type out their own resumes:
= Share various professional formats.

* Focus on highlighting individual strengths.

® Develop personalized professional goals / statement at the

beginning of the resume.

Lateral and Creative Thinking:

Every student needs to step out of the linear thinking and develop lateral and creative
thinking. Teacher can develop creative activities in the classroom / lab that will help

students enhance their creative thinking. Some of the suggested activities:

> Each group (3-4 students) can be given random unrelated items and they will

be given 20 mins to come up with creativgs ides PRSSY, the outs can be

used for activities / purposes other than iS jE dee renanicston)

Research Centre, Nashik.

List of Laboratory Se:

1. Introduction

of Self SWOC Analys

Explain how to introduce oneself in a professional manner and presenting one:

positively.

Name | Academic Profile | Achievements | Career Aspirations | Personal

Information (hobbies, family, social)

Focus on introspection and become aware of one’s Strengths, Weakness,

Opportunities and Challenges.

Students

ean write down their SWOC in a matrix and the teacher can discuss the gist
ne

2 | Career Goals and Planning:

* Make students understand the difference between a job and a career. Elaborate steps
‘on how to plan a career.

» Students can choose a career and they should write down what skills,

knowledge, steps are need to be successful in that particular career and how
they can get the right opportunity.

Explain to students how to plan short term and long term goals,

» Think and write down their short term goals and long terms goals. Teacher

can read and discuss (provide basic counselling) about the choices written.
3. | Group Discussion:

* The class can be divided into groups of 8 - 10 students in each group for a discussion
lasting 10 minutes:

> Topics can be topical and non-controversial. After each group finishes its
discussion, the teacher can give critical feedback including areas of

improvement, The teacher should act as a moderator / observer only.

| Team Building Activities:

© The class can be divided into groups of 4-5 students in each group and an activi
be given to cach group:

> The activities chosen for each team should be competitive and should involve

every student in the team. The activities can be conducted indoors or outdoors
depending on infrastructure.

Head of Department
‘Eler conics & Telecommunication)
Matosi:s: College of Engineering &

*. Nas
Public Speaking - (Choose any 2):
* Prepared Speech:

> Topics are shared with students and they

I be given 10 minutes to prepar

and 3 minutes to deliver

followed by Q&A from audience. Teacher

evaluate each student based on content, communication skills, logical an

cohesive presentation of topic,

perspective of student, ability to handle

questions and respond positively |

+ Extempore Speech:

|
Jous topics are nid out in front of the audience and each student is to pick

one topic and speak about the topic for 5 minutes followed by Q&A from |

to think on |
5|
his/her feet, content, communication skills, logical and cohesive presentation

audience. Teacher can evaluate each student based on ability

of topic, perspective of student, ability to handle questions and respond

positively.

|
¢ Reviewing an Editorial article:

> Either using e-paper / printed copy, students have to select a recent editorial

(that is non-controversial), read it and explain to the audience what the

editor's perspective is and what the student's perspective is.

* Book Review:

> Each student will orally present to the audience his her review of a book that

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he/she has recently read.

Mock Interviews:

Every student has to undergo this session and the teacher should seek the assistance o!

s|
another faculty member / TPO Officer to act as interview panel. Students will be |

informed beforehand about the job profile that they are appearing the interview for

and they have to come prepared with a printed copy of their resume, formally dressed.

Questions will include technical as well as HR, Faculty can choose to give problems

that students have to solve using their technical skills, Students will be graded on the

basis of their technical knowledge, ability to answer questions well, presentation of

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self, body language and verbal skills.

Listening and Reading Skills:

Listening Worksheets to be distributed among students o

> Bach student can be given specifically designed| Worksheets that ¢

blanks / matching / MCQs that gre U@iiled 10 ama ntdier{ehosen by the

faculty). Students must listen toMitiesatdio

yoidnap}eand complete the

Each student is given a random line and he/she has to spin a fictional story and

tell it to the class (3 minutes), Each story should have a beginning, middle and
end,

> Hach group (3-4 students) can be given a fictional / hypothetical dangerous

situation and they have to find a solution to that problem, ‘They can present it

to the other teams who will then get the opportunity to pick flaws in the ideas.

10. | Presentation Skills:

Every student will have to choose a topic of his/her choice and make a 5-minute
presentation
using audio-video aids / PPT. The topic

an either be technical or non-technical. Focus and

evaluation of each presentation should be the depth of knowledge about the topic,
originality
of perspective on the topic, well-researched or not, verbal and non-verbal skills and ability
to
answer questions effectively, Plagiarism should be discredit and students should be warned
about it.

Tl, | Expert Lecture:

Highlighting the need to manage stress and time, experts from the fields of health and
fitness,

counselling, training, medical or corporate HR can be invited to deliver a participatory

session

that focus on helping students to cope with parental, social, peer and career pressures.

Virtual LAB Link:

1. Virtual English Communication Lab:

http: g.vlabs.ac.it

Note: Additional (min.3) tutorials are to be performed using Virtual Lab.