Industrial Training Role of Mentor

Summary of Industrial Training Evaluation
On the basis evaluation criteria in Section – 2 of this Guideline Manual

Sl. Industrial Training Evaluation Stages Maximum Marks
No. Marks Obtained
1 Daily diary and attendance 20
2 Report of the industry supervisor and 20

mentor
3 Seminar paper presentation and viva-voce 20
4 Training report 40
Total Marks 100
(Note: The performance requirement for successful completion, as per

Academic regulations of the FIP, will be 50%)
Signature……………………………………………………………………………
………… Name of the
Mentor........................................................................................... AICTE
Faculty Code: ………………………………………………………………………
Designation of the
Mentor.................................................................................. Name and
address of Institution of Mentor: ……………………………………………
Place: …………………………
Date: ………………………..
1.9 SUMMARY OF EVALUATION OF ON–THE–JOB

TRAINING (To be reported by AICTE Identified Mentor)
The Phase – II FIP ‘On-the–Job Training’ by the inductee teacher in a
semester is monitored and evaluated by the identified mentor using the
respective rubrics of each module discussed in Section – 3 of this ‘Mentor
Guideline Manual’. The Total Score of each rubric is an indicator of the
acquisition of the respective competency as envisaged in NITTT Policy (2019)
through the concerned modules as the qualifying score is 50%. At the end of
the semester, the summary report of each rubric corresponding to the
competencies of the respective modules is prepared in the format given
below.
Summary Report of On-The–Job Training Evaluation in
Phase – II (The total final scores transferred from
respective Rubrics in Section – 3)
Module Competency Statement of each Module Envisaged in Total %
NITTT Policy (2019) Score
of
each
Module
Module- Implements the curriculum effectively applying the

1 psychological and pedagogical principles of learning and
instruction to meet the challenges of technical education
Module- Displays ethical professional behaviour as a teacher of

2 engineering including attitudes for sustainability.
Module- Disseminates knowledge in various contexts by

3 communicating effectively in oral and in written form using
correct grammar especially in teaching-learning and
assessment situations.
Module- Delivers the planned teaching learning activities effectively,

4 integrating the instructional design principles with
development of various learning outcomes in order to
promote students' overall ability, personality and social
development.
Module- Uses technology enabled learning in various teaching-

5 learning, assessment, research and lifelong learning
skills.
Module- Assesses students using relevant tools scientifically

6 designed to assess the learning outcomes related to
projects and various domains of learning.
Module- Undertakes research and development activities to find

7 innovative solutions to the problems in teaching-learning, in
their respective domain areas as required by the society.
Module- Manages effectively the day-to-day educational institution

8 related activities such as administrative, purchase, finance,
employers, alumni matching with the vision and mission of
the institute
(Note: The performance requirement for successful completion, as per

Academic regulations of the FIP, will be 50%)
Signature……………………………………………………………………………
………… Name and Designation of the
Mentor........................................................................................... AICTE
Faculty Code: ………………………………………………………………………
Name and address of Institution of Mentor:
…………………………………………… Place: …………………………
Date: ………………………..
1.10 MENTOR CHECKLIST
Name and Designation of the Mentor:

………………………………………………………… Email and Mobile
No…………………………………………………………………………… AICTE
Faculty Code: …………………………………………………………………….
Name of Institution:
………………………………………………………………………… Address of
Institution: …………………………………………………………………………
…………………………………………………………………………………………
………
(Please √ in relevant column)

Sl. Activities Yes No Remarks
No.
1 Maintained an E-Portfolio of the inductee

teachers.
2 Prepared detailed action plan for the Phase – II

the industrial training and on-the-job training of
the inductee teacher.
3 Maintained assessment record of industrial

training of each inductee teacher using the
relevant rubric.
4 Provided feedback on the assignments and

activities completed in 1 phase of the training
st
using respective module rubrics in the 1 week of

st
the semester of Phase – II.
5 Conducted orientation programme of Phase – II in

the 1 week of the semester for effective
st
implementation of the 8 modules in an integrated

manner during the whole semester.
6 Maintained evidences of the best practices

adopted by inductee teachers during the Phase –
II
7 Evaluated the inductee teacher during the

semester Phase – II based on the evidences
included in the portfolio built up by the inductee
teacher.
8 Prepared Assessment of ITP and On-the-job

training in Phase – II of FIP.
Comments/
Suggestions………………………………………………………………………
…………………………………………………………………………………………
………
Signature: ………………………….
Place: ………………
Date: ………………
SECTION – 2: INDUSTRIAL TRAINING
2.1 INTRODUCTION
The industrial training of an engineering teacher plays an important role in
his/her career. For the industrial training to be meaningful, it should be either
task-oriented and/or problem solving oriented, or small project oriented. Such
tasks/problems/projects should be beneficial to the industry/field agency as it
will help in the teaching of various courses by the inductee
teacher, as well as his/her own professional development.
2.2 CHOICE OF INDUSTRY FOR INDUSTRIAL TRAINING For effectiveness

of this training phase, the mentors and the beneficiary institutions are
required to identify relevant and committed industrial/field/research
organizations well in advance. For teachers of UG/PG programmes, the
industry chosen should preferably be such that the inductee teacher will get
an experience of solving complex engineering problems. Whereas, teachers
of engineering diploma programmes should get an exposure of solving broad-
based engineering problems. Hence, the selection of the industry preferably
need to be in consultation with the inductee teacher so that it is also related to
his/her domain area wherein the state-of-the-art equipment and processes
are being practiced. The type of simple tasks/problems/micro-projects which
can be given/assigned to new inductee teachers for the fulfilment of pre-
determined learning outcomes can also become one of the choice of
industries. The AICTE internship policy for students can also be referred by
the mentors available at https://www.aicte-india.org/sites/default/files/AICTE
%20Internship%20Policy.pdf
2.3 OUTCOMES OF INDUSTRY FOR INDUSTRIAL TRAINING The major
outcomes of the 4-week industrial training in respect of inductee teachers
need to include the following:
a) Relate the size and scale of industrial operations with the current
technological developments in their domain to the existing curriculum.
b) Develop understanding of the Industrial Environment, processes, practices
and challenges.
c) Identify the competencies in terms of knowledge and abilities required of
the new engineers relevant to the domain area by the industry.
d) Interpret the job roles of the engineers in various functional areas like
Project Planning; Research and Development; Shop-floor and Quality
Control Operation; Maintenance Management; Inventory/Stores
Management; Marketing and Sales; General Administration and such
others
e) Document the entire training process and products as advised by the
mentor related to tasks of problem solving/small projects/research
laboratory work/field organization work and approaches adopted when
solving industry oriented problems.
f) Develop the habit of punctuality, teamwork, sense of responsibility, dignity

of labour, value of time, money and discipline.
g) Identify the approaches of research and development, innovation and
improvement, expansion, diversification and modernization being
undertaken in the industry. h) Identify scope/opportunities of liaison with
the industry.
i) Identify the social, economic and administrative considerations that
influence the working of an industrial organisation.
Hence, the tasks/problems/projects for the industrial training need to be

identified well in advance preferably by the inductee teacher or mentor with a
clear understanding of the outcomes expected form industrial training.
In order to achieve the expected outcomes of industrial training, the following

activities need to be understood and carried out by the mentors:
i. Planning of industrial training
ii. Orientation for industrial training of inductee teachers
iii. Execution of industrial training plan
iv. Evaluation of industrial training.
2.4 PLANNING OF INDUSTRIAL TRAINING

Planning phase helps to design appropriate strategy for industrial training
focusing attention on pre-determined outcomes. It facilitates control, and
better coordination and follow-up with appropriate agencies. Some of the
suggested activities to be performed by mentor while planning for industrial
training for inductee teachers are mentioned below.
a) Gather information of the inductee teachers profile and their training
needs. b) Prepare data base of industries/organisations and map them to
the domain areas of the inductee teachers.
c) Maintain a databank of technical problems of industry to be given as live
projects to the inductee teachers and thereby develop a ‘win-win’
relationship with industry. d) Negotiate with industries/organisations for
training of inductee teachers and inform them about purpose and
objectives of training of inductee teachers.
e) Prepare a list of supervisors and contact persons from industries and
academic institutions who will be facilitating and guiding inductee teachers
during the 4-weeks industrial training.
f) Prepare industrial training schedule in consultation with
industry/organisation. g) Prepare supervision and evaluation plan in
consultation with industry supervisor. h) Prepare detailed plan of the
orientation programme to be conducted before the training in industry is
started.
i) Finalise formats for maintaining daily diary of the training activities and
training report to be prepared at the end of the training.
2.5 ORIENTATION FOR INDUSTRIAL TRAINING

A 2-day orientation programme by the mentor will help the inductee teachers
know about the expected outcomes of the industrial training basic information
about industry and facilities available, procedure that will be followed for
supervision, monitoring and evaluation of industrial training. Guidance
regarding learning methods for optimum learning, how to identify industrial
problems, communicating and dealing with people, seeking appropriate
permission, wherever applicable.
The daily diary (samples given in Appendix I) is a logbook (or file) which
records the related activities and an important evidence of the daily activities.
Simultaneously, an ‘Industrial Training Portfolio’ also gets compiled. In this
portfolio, all material such as marketing pamphlets of the products of that
industry, diagrams, observations, interpretations, reflections and conclusions
drawn by inductee trainee also gets filed for future referencing when teaching,
presenting paper in conferences and at such other places. It is important to
note that the daily records will also be evaluated at the end of each week by
industry supervisor and mentor.
The inductee teachers are also given the training report format (Appendix III)
on the basis of which they have to prepare a report at the end of the industrial
training programme and submit to the mentor for evaluation. Out of the wealth
of information gathered in the industry, these two ‘instruments’ are intended
to mainly channelize their minds specifically what to look for and learn during
the industrial training specific to their engineering domain area.
2.6 EXECUTION OF INDUSTRIAL TRAINING

During the actual 4-week industrial training period, the inductee teacher must
observe specified office hours, adhere to all rules and regulations of the
organisation, just like the other staff within the organisation. Weekly
supervisory report (Appendix II) of industrial training is very crucial as it helps
in achieving the planned outcomes of industrial training. Feedback received
during supervision can be utilised for taking corrective measures. Supervision
is done by the designated industry Supervisor and the Mentor. The mentor’s
periodic supervisory visits will build up the rapport of his/her institute with the
industry, as well as facilitate further learning of the inductee teacher. Mentors
may take into consideration parameters like: regularity, interest shown,
motivation to learn, and industrial training report submitted by the inductee
teachers for evaluating the inductee teachers as Very Good/Good/Fair/Needs
to Improve.
First Week: Exposure- ‘Oriented Work-bench Involvement’ to study the role of

engineers in all functional areas listed above where by teachers is expected
to prepare their notes/diary regarding these roles. Study the overall
organisational structure, their vision, mission
Mentor Guideline Manual – NITTT

Phase – II FIP 14
Section – 2 Industrial Training
statements and their goals. Also study the products, processes, quality
practices and safety practices followed as organisation. As advised by the
mentor identify /take up and get acquainted with the dimensions of the
task/problem/small project to be completed within the 4-weeks.
Second Week: Inductee Teachers (if more than one) may suitably divide the
time slot in this week so that they are able to visit each functional area. ‘Task-
Oriented Work-bench Involvement’ where by teachers, depending upon the
specific discipline, observe couple of process as per their areas of problem
and interest e.g. Concreting Operations; Assembly Lines; Process
Operations, Repair and Maintenance; Testing Procedures, and prepare their
notes/diary/portfolio of experiences accordingly.
Third Week: Problem-solving ‘Oriented Work-bench Involvement’ in solving at

least one problem of their interest like: pollution control, waste minimization,
shop-floor operations, prototype design, sub-system design, operational
efficiency, repair and maintenance and the like and prepare their
notes/diary/portfolio of experiences accordingly.
Fourth Week: Testing Procedures etc., if any, can be completed in this week
which may be of interest to the industrial/field organization and prepare their
notes/diary/portfolio of experiences accordingly regarding the work done.
Complete in all respect the chosen/ identified or as assigned task or the
problem/small project work and get a completion certificate from industry after
its satisfactory presentation.
2.7 EVALUATION PLAN FOR INDUSTRIAL TRAINING

The industrial training report (sample in Appendix III) is another important tool
for evaluating learning of inductee teachers’ learning that occurred in industry.
Every inductee teacher will prepare a comprehensive training report in
alignment with the information and data recorded in daily dairy and the
‘Industrial Training Portfolio’. This is to be submitted to the mentor within a
span of one week to be jointly evaluated by the industry supervisor and the
mentor.
The purpose of evaluation of the industrial training (see rubrics Appendix-IV)

is to assess objectively the performance of the inductee teachers in industry
and provide them feedback for improving the learning process. The feedback
is to be provided at regular intervals so that optimum learning takes place.
The following scheme with appropriate methods, may be used for evaluating
the inductee teachers for attainment of the outcomes of the industrial training.
a) Daily Diary – 20%
b) Industry supervisor and mentor reports – 20%
c) Seminar paper presentation and Viva-voce – 20%
d) Training report – 40%
Total – 100%

Phase – II FIP 15
(Note: The performance requirement for successful completion according to

the Academic regulations of the FIP will be 50%)
a) Daily Diary
The daily diary (Appendix I) is a very good evidence of the activities
undertaken by inductee teacher during each day of the training programme.
Hence, the daily diary can be evaluated based on the following criteria:
i. Regularity in maintenance of diary
ii. Adequacy and quality of information recorded
iii. Data, diagrams, drawings, sketches, specifications, photographs, URLs of
videos and such others appended with daily dairy
iv. Record of innovative thought process and recording
techniques used. For ease, clarity and uniformity of evaluation
Table 1 can be used.
Table – 1 Evaluating Daily Diary
(Tick √ in relevant cell and award the relevant marks)

Sl. Criteria Very Good Good Fair Needs to
No. Improve
5 Clarity of Adequacy, Adequacy, Adequate Adequacy

activities in quality of quality of activities not clear
daily diary and activities activities for need to
attendance in all the but not in few be
fulfilling above weeks all weeks clearly
mentioned weeks written
criteria
(Maximum
20
marks)
b) Reports of Industry Supervisor and Mentor

The following criteria/points can be used for industry supervisor’s report
(Appendix II) of the weekly achievements made by inductee trainees based
on performance, behavioural aspects and daily dairy.
i. New knowledge and skills acquired
ii. Conceptual clarity and comprehension related to the problem
area/task/project iii. Communication during interaction and writing
iv. Sense of responsibility and discipline
v. Initiative, motivation and leadership
The copy of joining report of supervisor and mentor is to be given to inductee

trainee for future improvements. For ease, clarity and uniformity of evaluation
Table –2 can be used.

Phase – II FIP 16
Table – 2 Evaluating Industry Supervisor and Mentor Reports

Sl. Criteria Very Good Good Fair Needs to
Improve
No.
1 Report of Acquired Acquired Acquire Hardly

the considerable fairly d only acquired
industry new good some new
supervisor knowledge new new knowledge
fulfilling and skills as knowledg knowledg and skills
above well as e and e and
mentioned initiative, skills as skills as
criteria motivation, well as well as
(Maximum leadership initiative, initiative,
20 marks) motivatio motivatio
n, n,
leadershi leadershi
p p
c) Seminar Paper Presentation and Viva-Voce

Before the final submission of the complete training report, the inductee
teachers are given an opportunity to make a seminar presentation of the
industrial training highlighting the significant learning and achievements
during their training. During the seminar presentation inductee teacher shall
be provided with constructive feedback. Following criteria can be used for
evaluating seminar presentation.
i. Proper planning
ii. Originality
iii. Quality of material presented

iv. Effectiveness for presentation and communication
v. Handling of questions
vi. Depth of knowledge and skill.
Viva-Voce Examination
After the seminar presentation on the industrial training is over, a viva-voce is
also conducted so that the inductee teacher is also given one more
opportunity to air their views orally and the evaluation of viva-voce
examination will be based on the following criteria: vii. Acquisition of Cognitive
skills and new knowledge.
viii. Effective oral communication.
ix. Relevance and quality of learning experiences
x. Application of knowledge in solving field problems
For ease, clarity and uniformity of evaluation Table –3 can be used.

Phase – II FIP 17
Table – 3 Evaluating Seminar Paper Presentation and Viva Voce

Sl Criteria Very Good Fair Needs to
. Good Improve
N
o.
1 Seminar Very Fairly good Satisfactory Presentation

Presenta good presentatio presentatio skills need
tion with presentat n n considerable
seminar ion indicating indicating improvement
paper indicat the the with respect to
fulfilling ing acquisition acquisition the above
above the of state-of- of state-of- criteria
mentione acquis the the
d ition art art
criteria of knowledge knowledge
(Maxim state-of- with respect with respect
um 10 the-art to the to the
marks) knowled above above
ge with mentioned mentioned
respect criteria criteria
to the
above
mentione
d
criteria
2 Viva-Voce

Output of Answers Answers to Answers to Answers to
the Viva- to questions questions questions
Voce questions indicating a indicates hardly
fulfilling fairly good only indicating
above indicati amount of satisfactory the
mentione ng indicating acquisition of the
d very the acquisition above
criteria good acquisition of the mentioned
(Maxim the of the above criteria
um 10 acquisitio above mentioned
marks) n of mentioned criteria
the criteria
above
mentione
d
criteria
Total
d) Training Report
A spiral bound training report (format given Appendix III) will
suffice i. Originality and innovative presentation of
material;
ii. Relevant examples of experiences are mentioned;
iii. Organisation, communication, drawings sketches, format, style,
language and others; iv. Field practices, applications and their correlation
with basic theory and concepts are as required in the curricular courses;
v. Originality in reflections and learning presented.
For ease, clarity and uniformity of evaluation Table – 4 can be used.

Phase – II FIP 18
Table – 4 Evaluating Training Report

S Criteria Very Good Good Fair Needs to
l. Improve

No
.
1 Training Very nicely Organized, Information Report

Report presented logical and presented lacks a
fulfilling Relevant easy to has some coherent
above examples understand level sequence.
criteria of presentation. organizati The
(Maxi experience Sufficient on. There information
mum s are examples is
40 mentioned. about the difficulty in presented
marks) The experiences understandi is
reflection is are ng some difficult to
original. mentioned. sections. understand.
Information Information Few
presented presented examples Inadequate
is has no about the examples
consistent significant experiences about the
with neat errors and are experiences
sketches, very few mentioned.
minor errors There are are
some mentioned.
significant several
and minor significant
errors errors are
seen
2.8 SUMMARY
It can be summarised that if the industrial training of the inductee teacher shall
be systematically and logically planned, executed and evaluated in letter and
spirit as discussed in this guidelines of the manual, so as to greatly benefit
his/her performance as a good engineering teacher. It is important that
inductee teacher takes the industrial training sincerely, it will give them a
good exposure of the industrial processes and practices which they will be
able to relate their teaching and assessment of the topics particularly of those
industrial practices that they have experienced themselves. In this initial phase
of their career in the teaching profession, the inductee teacher will also get a
first-hand feel of how they will also be able to systematically manage the
industrial training of their students in the years to come. Further, this industrial
training experience when implemented will be highly beneficial to the inductee
teacher as how to guide and allot industry oriented ‘micro-projects’ to
students (learnt in the basic eight NITTT modules in Phase – I of the FIP).
--------------

Phase – II FIP 19
Appendix – I
Daily Diary Format
(One A4 size sheet this format is to be filled and the portfolio built up by
the Inductee Teacher each day)
Name and Location of Industry:

……………………………………………………………… Name of
Department/Section………………………………………………………………
Name of Inductee Teacher and Designation:
………………………………………………… Name and Location of
Institution……………………………………………………………
Week No……………………. Date…………… Observations/Activities of

the Day
.........................................................................................................
............................................ ............................................................
......................................................................................... ...............
.........................................................................................................
............................. ...........................................................................
.......................................................................... ..............................
.........................................................................................................
..............
Daily dated Signature of Inductee Teacher

Phase – II FIP 20
ATTENDANCE SHEET
Name and Location of Industry:

…………………………………………………………… Name of Inductee
Teacher and Designation: ……………………………………………… Name
and Location of
Institution…………………………………………………………… Date of
Commencement of Training: …………Date of Completion of Training:
……………
Day Date Signature
10
11
12
13
14
15
16
Day Date Signature
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
ature of Industry Supervisor with organization stamp/seal) Name of Industry

Supervisor………………………………………..
Contact No……………………………………….
Date…………………….
Note:
1. Attendance Sheet should be affixed in Daily Diary Report.
2. The inductee teacher should sign in the attendance column. Do not
mark ‘P’ 3. Holidays should be marked in Red Ink in attendance
column. Absent should be marked as ‘A’ in Red Ink.
Phase – II FIP 21
Appendix - II
Format of Industry Supervisor/Mentor’s Weekly Report

(Each weekend this form is to be filled up to be attach in the inductee
teacher’s portfolio) Name and Location of Industry:
…………………………………………………………… Name of Inductee
Teacher and Designation: …………………………………………… Name and
Location of Institution……………………………………………………………
Date of Commencement of Training: ………………
Date of Completion of Training: ……………………

Observations/Activities of the Week
.........................................................................................................
............................................ ............................................................
.........................................................................................
Weekly Dated Signature of Industry Supervisor

Name of Industry Supervisor………………………………………..
------------------------------------------------------------------------------------------------------
------- Mentor’s Weekly Observations
Weekly Dated Signature of Mentor

Name of Mentor………………………………………..
Designation………………………………………..

Phase – II FIP 22
Appendix - III
Industrial Training Report Format
(in A4 sheets with 2.5 cm margin all round, Calibri 11 pt. spacing 1.2 written in
third person)
Title Page (which includes Name of Industry, Location, Inductee

Teacher’s Name, Designation, Institution)
∙ Certificate of completion of Industrial Training
∙ Executive Summary (one page)
∙ Acknowledgements (one page)
∙ Content Page
Chapters
1.0 INTRODUCTION OF INDUSTRY
(History, organization structure of industry and general layout, type of
products and services, turnover and number of employees and others)
1.1 Introduction
……………
…………….
1.5 Summary
2.0 MAJOR EQUIPMENT

(Includes their functions, specification, approximate cost and their routine
maintenance) 2.1 Introduction
……………
…………….
2.4 Summary
3.0 PRODUCTION/SERVICE PROCEDURES

(Includes Production procedures/processes along with production
planning and control methods)
……………above subtitles for all main headings are same for all
chapters
4.0 TESTING (if applicable)
(Includes testing of raw materials, components and finished products with
quality assurance procedures)

Phase – II FIP 23
5.0 SAFETY PROCEDURES

(Includes Safety procedures which includes Preventive maintenance
schedule and breakdown maintenance procedures).
6.0 SHORT DESCRIPTION OF THE INDUSTRY PROJECT/TASK (This task/micro

project for the whole month may be given industry/mentor or chosen by you)
7.0 SPECIAL/CHALLENGING EXPERIENCES ENCOUNTERED (Include

your special or interesting experiences which will benefit many others)
8.0 REFLECTIONS /LESSONS LEARNED
*************
Phase – II FIP 24
Section – 3 Evaluation Rubrics
of Modules
National Initiative for Technical

Teacher Training (NITTT)
Phase – II
Faculty Induction Programme (FIP)
Mentor Guideline Manual
SECTION – 3
Evaluation Rubrics of Modules
1 to 8
NITTTR Bhopal NITTTR Chandigarh NITTTR Chennai NITTTR Kolkata

Phase – II FIP 25
Section – 3 Evaluation Rubrics of Modules
NOTE
The on-the-job training Phase – II of the FIP for the inductee

teachers will begin, in the respective institutes, soon after
the inductee teacher has successfully completed all the
AICTE–NITTT eight modules in Phase – I. In Phase – II on-
the-job training during the semester, the inductee teacher is
supposed to implement the outcomes of the eight modules
as well as some of the activities in the E-portfolio
maintained by him/her during the online training in Phase –
I. Therefore, during Phase – I itself, there is need for every
inductee teacher to be aware of the rubrics of every module
in order to understand how they are being assessed in the
FIP. Hence, the rubrics of all eight modules are displayed in
the NITTTR portal for the reference of all inductee teachers
and, of course, their mentors.
.

Phase – II FIP 26
Section – 3 Evaluation Rubric of Module 1
3.1 Module – 1: Orientation Towards Technical Education & Curriculum

Aspects
Performance Evaluation Rubric of FIP Phase – II in the

Respective Institute by AICTE Identified Mentor
Coordinator: Dr. P. Malliga, Associate Professor & Head i/c CEMT,

NITTTR, Chennai Course Instructor: Dr. S. Renuka Devi, Professor &
Head, Dept of Engg. Education, NITTTR, Chennai, Dr. G. A. Rathy, Asso.
Professor, Dept of EECE, NITTTR, Chennai Editor: Dr. Joshua Earnest,
Professor of Electrical Engineering, NITTTR Bhopal
Name of Inductee Trainee Teacher:

……………………………………………………… Name of Department:
……………………………………………………………………… Name and
address of Institution of Inductee Trainee Teacher: …………………
………………………………………………………………………………………
…………
A. Major Learning Outcomes of the Module

The following are the major outcomes the inductee trainee will have to display
during the on the-job-the training in Phase – II of the FIP:
1. Identifies the issues and challenges in the domain of technical education,
especially concerning quality.
2. Formulates Instructional Objectives at different level of cognitive, psychomotor
and affective domains
3. Applies the principles of learning in teaching learning process
4. Interprets the psychological characteristics of adolescent learners
5. Uses the appropriate motivational techniques to improve the attitude of
the students 6. Integrates the various aspects of curriculum for effective
implementation of the predetermined outcomes.
B. Rubric of Module – 1
(Tick √ in relevant cell for each KPC and total the final score in last row)
Sl Key Very Good Good Fair Need to Sugge
. Performance (4) (3) (2) Improve stion s
N Criteria (1) to
o. (KPC) of improve
Module
Outcomes
Displayed by
Inductee
Teacher
I Identifies the Logically Organized Written Listed

factors that organized with some some the
influence with all supporting relevant common
quality in supporting details of
higher details of the best practice practices
education the best practices s adopted
institutions. practices adopted in adopte in the
adopted in a d in a technical
a selected selecte institutes
selected Technical d
Technical Institution Technic
al
Instituti
on
Mentor Guideline Manual – NITTT Phase – II FIP
27
S Key Very Good Good Fair Need to Sug

l. Performa (4) (3) (2) Improve gest
N nce (1) ion
o Criteria s to
. (KPC) of impro
Module ve
Outcome
s
Displaye
d by
Inductee
Teacher
Institution. Presented
This is in a
presented in a written
written format format
I Formulat Prepared a full Prepared a Prepared Prepared

I es set of partial set a partial non
Learning measurable of set measur
Objective and achievable measurable of abl e
s in Instructional measurab instructio
different objectives for instructional le and nal
domains the given topic objectives non objectiv
learning in all the three for the measurab es for
domains by given le the
following the topic in all instruction given
standard three a l topic
procedures domains objectives
for the
given
topic in
any of
the two
domains
III Maps Classified Classified Classified Classifi

Instructio entire list of few few ed very
nal instructional instructional instruction few
Objectiv objectives objectives al instructio
es in with respect to with objectives nal
two Cognitive respect to with objectiv
dimensi abilities and Cognitive respect es
ons: Knowledge abilities to with
Cognitiv Dimensions and Cognitive respect
e Knowledge abilities to
Process Dimensions and only
Level partially cognitive
and knowledg abilities
Knowled e without
ge dimension specifyi
Dimensio s ng the
n knowledg
e
dimensi
on s.
IV Applies Evidence of Evidence Evidence Evidence

principle Expert and of Good of of Very
s of highly familiar grasp of Familiarity little
learning with the the with the familiarit
in the teaching teaching Teaching y with
class learning learning learning Teachin
room process and its process process g
teachin applicability in and its and its learning
g classroom applicability applicatio
learning teaching. in n to process
process classroom and
teaching applicatio

28
S Key Very Good Fair Need to Sugg

l. Performanc Good (3) (2) Improve estio
N e Criteria (4) (1) n s to
o (KPC) of improv
. Module e
Outcomes
Displayed
by
Inductee
Teacher
classroom n to
teaching classroom
teaching
V Uses the Evidenc Evidence Evidence of Evidence

relevant e of of. Familiarity of hardly
motivation Very good with the any
al High knowledg adolescents’ knowledg
techniques expertise e of psychologic e of
on student al student
to
Student characteri characterist psycholog
improve Psycholo y and
stic , ics
the gy types handling
attitude of and students.
the problems
students
VI Motivates Evidenc Evidenc Evidence of Evidence

students e of e of Knowledge of hardly
to very Very of concepts any
improve high good of knowledg
their expertise knowledg motivation, e of
learning on e of and concepts
Motivati Motivation strategies of
on, its , its for Motivatio
theories theories motivating n and
and and students in strategies
applicab applicabilit and outside for
ility in y in the motivatin
and motivating classroom g students
outside students in and
the in outside
classro and the
om outside classroom
and the
also classroom
able to
conduc
t
studies
VII Interprets Effectivel Reasonabl Constructe Construct

the y y d the course ed with
various Interpre Interpreted plan incomplet
component ted all without e details
s of the the incorporati and with
Curriculum compon compone ng all the few
ents of nts of components
Curricul Curriculum
um
and and
construct
ed

29
S Key Very Good Good Fair Need to Sugg

l. Performanc (4) (3) (2) Improve estio
N e Criteria (1) n s to
o (KPC) of improve
. Module
Outcomes
Displayed
by
Inductee
Teacher
the Course constructe of componen

plan d the the ts
∙ Course Course curric
Objectives plan ulum
∙ Course ∙ Course
Outcomes Objectives
∙ Learning ∙ Course
Outcomes Outcomes
∙ Instructional ∙ Learning
Methods Outcomes
∙ Resource ∙ Instruction al
Materials Methods
∙ ∙ Resource
Assessment Materials
Methods ∙
Assessment
Methods
VI Integrates Effectively Identified Identi Only

II the selected and the fied listed
curricular developed relevant some curricular
and co strategies to curricular and co
curricular implement and co curric curricular
activities to the curricular ular activities
develop curricular activities and
the and co- for a co
students’ curricular course to curric
personality activities for attain the ular
a course to learning activit
attain the outcomes. ies
learning Developed rele
outcomes. few vant
strategies or
to a
implement cou
them. rse
Total Score
of ‘B’
C. Attainment of Module - 1 Competency

Module - 1 Competency based on NITTT Policy (2019) Total
Score of
‘B’
Implements the curriculum effectively applying the psychological

and pedagogical principles of learning and instruction to meet the
challenges of technical education
Note: Qualifying Score for Each Module is 50%

Phase – II FIP 30
D. Comments/Suggestions about team work/leadership/inter-

personal communication and any other
………………………………………………………………………………
………………………………………………………………………………
E. Evidences of Module 1 to be Maintained by Inductee Teacher

Sl. Evidences Maintained in E-portfolio files by Inductee Yes No
No. Teacher
1 Course Journal of Module 1
2 Learning Outcomes in the Lesson plans
3 Mapped Learning Outcomes
4 Lesson Plans
5 Probing questions asked to students
6 Evidences proving motivating students
7 Course plans
8 Evidences of planned curricular and co-curricular activities
Signature:
…………………………………………………………………………………
Name of the Mentor:
...........................................................................................
AICTE Faculty Code:
…………………………………………………………………………… Designation
of the Mentor: .................................................................................. Name
and address of Institution of Mentor: ……………………………………
Place: ………………………...
Date: ………………………...

Phase – II FIP 31
3.2 Module – 2: Professional Ethics and Sustainability

Coordinator: Dr. S. K. Gupta, Professor of Assessment, NITTTR Bhopal Co-
Coordinator: Dr. Joshua Earnest, Professor of Electrical Engineering,
NITTTR Bhopal

…………………………………………………… Name of Department:
………………………………………………………………………… Name and
address of Institution of Inductee Trainee Teacher: ………………………
…………………………………………………………………………………………
… A. Major Learning Outcomes of the Module
1. Displays the characteristics of Professionalism.
2. Displays characteristics to develop professional excellence.
3. Displays characteristics to become ‘Guru’ in place of teacher.
4. Maintains diary of evidences of Guidance and Counseling to students
effectively. 5. Motivates Students for Social Responsible Works actively as
member/leader in committees supervising NCC/NSS/Green Club/Poor
Students Help Group and such others.
6. Lives in harmony with self and system.
7. Displays ethical behaviour and positive attitudes according to
professional values. 8. Works for development and improvement of
department/ institute/ Profession. 9. Displays evidences of academic
activities for sustainable development. 10. Displays evidences for
concern of environment protection in personal behaviour.
(Tick √ in relevant column cell for each KPC and total the marks in last row)
Sl. Key Very Good Fair Need to Sugge
Performance Good (3) (2) Improve sti ons
No Criteria (KPC) of (4) (1) to
. Module improve
Outcomes
Displayed by
Inductee
Teacher
I Displays the Shows Shows Shows Displays

characteristics all the 5 only 4 only 3 only 2
of charact out of 5 out of out of
Professionalism er Characte 5 5
1. Has mastery on istics ristics. Charac Charac
the subjects. 2. ter ter
Engages in (state istics istics
research to create which Sl.
new knowledge. Nos. are (state (state
3. Shows lacking) which which
initiative to work Sl. Sl.
in new areas Nos. Nos.
having high are are
uncertainty. lacking) lacking
4. Enjoys trust of in the
the students. 5. teacher)
Shows self-
regulation in
behaviour.

32
Sl. Key Performance Very Good Fair Need to Sugg

Criteria (KPC) of Good (3) (2) Improve esti
N Module Outcomes (4) (1) ons
o. Displayed by to
Inductee Teacher improve
II Displays Displays Displays Displays Displays

characteristics to all the at least 5 at only 1
develop 6 out of 6 least out of
professional charact Characte 3 out 6
excellence: 1. er istics ristics. of 6 Chara
Devotes time for Chara cter
improving (state cter istics
fundamentals by which Sl. istics
referring Nos. are (state
back to basic/core lacking) (state which
subject which Sl.
matter as and Sl. Nos.
when required. 2. Nos. are
Learns new are lacking)
knowledge by lacking)
reading
journals/net/
attending
conferences.
3. Proposes
procurement of
new software/
books/equipment
and learns on
them.
4. Supervises
challenging
projects of bright
students.
5. Implements
new/advance
teaching
methods.
6. Give suggestions
for
improvement
of working of
department/
Institute.
III Displays Displays Displays Displays Displays
characteristic all the only 3 only 2 only 1
s to become 4 out of 4 out of out of
‘Guru’ in charact Characte 4 4
place of er istics ristics. Chara Chara
teacher cter cter
1. Behaves in ethical (state istics istics
manner and shows which Sl.
right attitude in-front Nos. are (state (state
of students so that lacking) which which
they also learn the Sl. Sl.
same. Nos. Nos.
2. Gives extra time to are are
students to solve lacking) lacking)
their individual
academic
difficulties.
3. Shows affection
and
compassion
towards
students so
that they feel
free to
interact with
him/her.
4. Apart from
transferring
knowledge to
students also
discusses
importance of
desired values
and attitudes
(wherever
finds scope
to
discuss these) so
that they also
imbibe good
values.

33
Sl Key Very Good Fair Need to Sug

. Performance Good (3) (2) Improve gesti
N Criteria (KPC) (4) (1) ons
o. of Module to
Outcomes improv
Displayed by e
Inductee
Teacher
IV Maintains Maintain Maintain Maintains Maintains

diary as s diary s diary diary diary
evidence of with at with at with at with at
Guidance and least 30 least 20 least least 5
Counseling to records records 10 records
students evidence evidence records evidence
effectively: of of evidence of
1. Guides whole guidance guidance of guidance
class in general and and guidance and
about career counselli counselli and counselli
and personal ng in a ng in a counselli n g in a
matters semester semester n g in a semester
occasionally. semester
2. Develops
good
acquaintance
with the
assigned
students for
guidance and
counseling so
that they
feel free to
interact
with
him/her.
3. Devotes time for
listening
patiently to
assigned
students to
understand
their
background and
problems.
4. Gives
proper
personal and
career advice
to students
according to
their context
(i.e. family
conditions,
socio
economic
and
academic
level,
emotional
strength
etc.)
V Motivates Displays Displays Displays Displays
Students for all the 3 only 2 only none of
Social character out of 3 1out of the
Responsible istics Characte 3 characte
Works actively ristics. Charact ri stics
as er istics
member/leader (state
in committees which Sl. (state
supervising Nos. are which
NCC/NSS/Gree lacking) Sl. Nos.
n are
Club/Poor lacking)
Students
Help
Group and
such
others
1. Motivates
students to join
NCC/NSS/
Green Club/Poor
Students Help
Group, etc.
2. Motivates
students to take
up projects
which can help
villages/poor
people such
as designing
sanitation and
water supply
for a
village/solar
power or
wind power
project for
remote
village etc.
3. Arranges
activities such
as blood
donation
camp/cultural
event or run for
charity/mass
awareness
programmes
for
common
people on
issues such
as AIDS,
Cleanliness
etc. with the
help of

34
Sl. Key Very Good Fair Need to Sugg

Performance Good (3) (2) Improve esti
N Criteria (KPC) (4) (1) ons
o. of Module to
Outcomes improve
Displayed by
Inductee
Teacher
VI Lives in Displays Displays Displays Displays

harmony with all the 4 only 3 only 2 only 1
self and character out of 4 out of out of
system istics Characte 4 4
1. Seems satisfied ristics. Chara Chara
with the cter cter
present (state istics istics
occupation (do which Sl.
not Nos. are (state (state
compare job of lacking) which which
faculty with Sl. Sl.
others such as Nos. Nos.
administrators/ are are
politicians/ lacking) lacking)
businessperson
s).
2. Does not try to
gain
respect/
attention by
owning very
costly and
palatial house,
cars,
ornaments,
cloths etc.
3. Chooses
tasks according
to his/her own
interest and
capabilities
(there is
consistency in
behaviour).
4. Does not
unnecessarily
compare his/her
performance
with others,
rather sets
VI Displays ethical Displays Displays Displays Displays
I behaviour and only 7 only 5 only 3 only 1
positive out of 8 out of 8 out of out of
attitudes Characte Characte 8 8
according to ristics ristics Chara Chara
professional cter cter
value systems: (state (state istics istics
1. Maintains which Sl. which Sl.
regularity, Nos. are Nos. are (state (state
punctuality lacking) lacking) which which
and sincerity Sl. Sl.
in routine Nos. Nos.
working. are are
2. Does not lacking) lacking)
undertake any
other
employment such
as
tuitions/coaching
etc. which may
affect normal
working. 3.
Does not engage
in antic
academic
activities such
as
publishing
important
questions and
guides/keys
for them.
4. Acknowledges
work done by
others and does
not engage in
plagiarism.
5. Does not use
the professional
relationship with
students for
taking private
advantage or
personal
relationship with
students for giving
them
professional
advantage.
6. Maintains privacy

35
Sl. Key Performance Very Good Fair Need to Sugg

Criteria (KPC) of Good (3) (2) Improve esti
N Module Outcomes (4) (1) ons
o. Displayed by to
Inductee Teacher improve
7. Does not allow

malpractices by
students (copying
of
assignments/
copying during
exam/proxy
attendance etc.) 8.
Does not give any
student/colleague
undue
advantage/
disadvantage
due to his/her
religion, race,
cast, gender,
sexual
orientation,
economic/
social status
and others
VII Works for Displays Displays Displays Displays
I development all the only 2 only none
and 3 out of 3 1out of
improvement charact Characte of 3 the
of er istics ristics. Chara charac
department/ cter teri
institute/ (state istics stics
Profession which Sl.
1. Contributes Nos. are (state
positively as lacking) which
member/leader of Sl.
different Nos.
committees constituted are
for lacking)
administration
and
development of
labs/
library/hostel/
institute etc. 2.
Joins relevant
professional
bodies such as
ISTE/
IEEE/AMIE and works
as
active member
for
development of
self and
profession.
3. Gently
criticizes/opposes
the wrong policies/
practices of others
(Colleagues/
HODs/ Principal)
with constructive
suggestions for
maintaining dignity
of the
system/
profession and
for its
improvement.

36
Sl Key Very Good Fair Need to Sug

. Performance Good (3) (2) Improve gest
N Criteria (KPC) of (4) (1) i
o. Module ons
Outcomes to
Displayed by improv
Inductee e
Teacher
I Displays Displays Displays Displays Displays

X evidences of all the 4 only 3 only 2 only 1
academic character out of 4 out of out of
activities for istics for Characte 4 4
sustainable sustaina ristics Chara Chara
development: ble for cter cter
1. Relates relevant develop sustaina istics istics
course ment ble for for
content with develop sustain sustain
sustainable ment. abl e abl e
development in the develo develo
theory (state pm pm
classes. which Sl. ent ent
2. Guides students Nos. are
to take up lacking) (state (state
researches/ which which
projects which Sl. Sl.
may help in Nos. Nos.
poverty are are
alleviation. lacking) lacking)
3. Guide students
to take up
researches/
projects which
may help in
sustainable
development.
4. Attempts to
integrate cradle to
cradle and 5R
approach in
design and other
relevant
subjects such
as materials
and
production
processes.
X Displays Displays Displays Displays Displays

evidences for all the 3 only 2 only none
concern of character out of 3 1out of
environment istics of Characte of 3 the
protection in environ ristics of Chara charac
personal ment environ cter teri
behaviour: protectio n ment istics stics
1. Shows in protectio n of of
concern for personal in enviro enviro
energy behaviou r personal nm nm
conservation behaviou ent ent
in r. protecti protecti
workshop/lab/ on in on in
classrooms/offi (state persona persona
ces by which Sl. l l
appropriate use Nos. are behaviou behaviou
of lacking) r r
energy consuming
appliances. 2. (state
Show commitment which
for 5Rs in Sl.
personal Nos.
consumption are
pattern (such as lacking)
refusing use of
disposable
items,
reduction in
variety of
cloths, repair
of
appliances
(rather than
discard them),
reduced use of
paper and
other material,
collecting and
segregating
office waste for
recycling and
others).
3. Develops culture
in the
institute for
sustainable
development by
arranging
student’s
awareness
workshops/
competitions
on such
themes/working
actively for
green and
clean
club/developing
book bank (to

37
Sl. Key Performance Criteria Very Good Fair Need to Suggesti

No. (KPC) of Module Outcomes Good (3) (2) Improve ons to
Displayed by Inductee (4) (1) improve
Teacher
reduce consumption of
paper) and others.
Total Score of ‘B’

Module - 2 Competency based on NITTT Policy (2019) Total Score
of ‘B’
Displays ethical professional behaviour as a teacher of engineering

including attitudes for sustainability.

………………………………………………………………………………
……
……………………………………………………………………………
…………

Sl. Evidences Maintained in E-portfolio files by Inductee Teacher Yes No
No.
1 Evidence of practicing characteristics of Professionalism
2 Evidence of characteristics of developing Professional

excellence
3 Evidence of characteristics to become ‘Guru’ in place of

teacher
4 Diary showing evidence of guidance and counselling
5 Record of motivating Students for Social Responsible Works
6 Evidence of living in harmony with self and system
7 Evidence of ethical behaviour and positive attitudes
8 Evidence of working for development and

improvement of department/ institute/ Profession
9 Evidence of academical work for sustainable development
10 Evidence of showing concern for environment protection in

personal behaviour
Signature:
…………………………………………………………………………………
Name of the Mentor:
........................................................................................... AICTE Faculty
Code: ……………………………………………………………………………
Designation of the Mentor:
.................................................................................. Name and address
of Institution of Mentor: ……………………………………
Place: ………………………...
Date: ………………………...

Phase – II FIP 38
3.3 Module – 3: Communication skills, Modes and Knowledge

Dissemination

Coordinator: Er. Amandeep Kaur, Assistant Professor, NITTTR

Chandigarh Editor: Dr. Joshua Earnest, Professor of Electrical
Engineering, NITTTR Bhopal
Name of Inductee Trainee Teacher: ……………………………………………

Department of Inductee Trainee Teacher:
………………………………………………… Name and address of
Institution of Inductee Trainee Teacher: ……………………
…………………………………………………………………………………………
………

1. Demonstrate effective Communication skills i.e. Listening, Speaking,
Reading and Writing.
2. Select active learning strategies to enhance students’ engagement.
3. Select and integrate media to enhance interaction in classroom
4. Evolve strategies for obtaining and provide feedback for improving
effectiveness of teaching learning.
C. Rubric of Module – 3
(Tick √ in relevant cell for each KPC and total the final marks in last row)
Sl Key Very Good Good Fair Needs to Sugge
. Performance (4) (3) (2) Improve stion
N Criteria (1) s to
o. (KPC) of impro
Module ve
Outcomes
Displayed by
Inductee
Teacher
I Effe a) Holds Consistent use Maint Avoid

ct Maintain attention of direct eye ain eye
ive Eye of the contact with less contact
Contact entire students eye with
Spe students conta students
ak with the ct
ing use of with
direct eye stude
Skil contact nts
ls
b)Voice Speaks Speaks with Spea Speaks

quality with satisfactory ks in
voice variation of in very low
modulatio volume unev and
n to en uneven
maintain volu volume
students me,
interest
c)Refer Taking Seldom Read Reading

Notes hints only refers to ing from
and from the notes and partia notes
notes and slide and lly and
slides from slides
and the
emphasize notes
all the and

39
S Key Very Good Good Fair Needs Sugg

l. Performance (4) (3) (2) to e
N Criteria Improve stio
o (KPC) of (1) ns
. Module to
Outcomes impro
Displayed by ve
Inductee
Teacher
emphasi key points emphasize slides

zing on and on and
the make best important emphasi
content utilization of key points ze on
time only few
important
points
only
I Eff a) Use of Teacher Teacher is Teacher Teacher

I ect Listenin use active actively is willing is
iv g Skills and listening to to listen just
e empathetic the to listenin
Lis students the g to
ten listening in students the
in classroom. and student
g accept s
S their only
kil ideas
ls
b) Ask Ask Ask No

Question genuine genuine and genuine questio
ing and thoughtful question ns
thoughtfu questions only and to the
l inquire show student
questions about their concern s
to clarify level of to them and
and ensure understandi not
their ng ensure
understand about
ing their
level
of
under
standi
ng
c) Use of Make Use of good Avoid Body

Body smooth body distractiv langua
Languag transition language e body ge is
e between while language very
listening teaching while distra
and listening ctive
responding for
roles and the
verbal student
behavior s
aligned
with
Nonverbal
behaviour
III Effa) Enriched The The teacher Read Read

ect Content teacher read extensivel from
iv Delivery read extensively y to the
e extensive to provide provide textboo
Re ly to enriched enriched k
adi provide information informati only to
n advanced in o n in provide
g classroom classroom essenti
S informatio provided in essential al
kil n in the to inform
ls classroom curriculum achieve ation
more all the in
that learning classro
required outcomes om
by the
prescribe
d
curriculum

40
S Key Very Good Fair Needs to Sugge

l. Performan Good (3) (2) Improve stio
N ce Criteria (4) (1) ns
o (KPC) of to
. Module impro
Outcomes ve
Displayed
by
Inductee
Teacher
IV Eff a) All the Most of Some of Written

ec Purpo written the the written Stateme
ti sef statemen written statements nts
ve ul ts focus stateme focused on based
Wri Writin on main nts main key on
ti g ideas and focus learning the
ng key on with opinions
Skil learning key details only with
ls with all learning no details
the with at all
essential specific
details details
b) Use Using Using a Use of Use of

of wide good good vocabula
Voca range range of vocabulary ry is not
bul of structure very
ary structur and good
e and vocabulary
vocabular
y.
c) Activities Activities Activities No

Desig designed are are activities
nin by the designed designed are
g teacher by the by the designed
activiti that teacher teacher by the
es provides that that teacher
opportunit provides provides that
ies to opportun opportunit ies provides
practice iti es to to opportun
writing write compulsor y iti es to
in in writing practice
class, classroom writing
indepen
dently and
and compulso
compuls ry writing
ory
writing
V Cre a) Use Consider Consider Sometimes Not

at of all the all the the consideri
e infras facilities facilities activities ng the
an tru available available are facilities
activ ctur at at designed available
e e institute institute to promote at
lear availa level to level to active institute
ni ble promote promote learning in level to
ng in active active classroom promote
clas Class learning learning active
sr roo in in engagem
oo m classroom classroo ent of
m Teac m students
hin in
g classroom
b) Style Teaching The Students Students

of is students are are totally
teachi developm are interacting dependent
ng ental dependen
rather t
than

41

. Performanc (4) (3) (2) Improve stio
N e Criteria (1) ns
o (KPC) of to
. Module impro
Outcomes ve
Displayed
by
Inductee
Teacher
directive on the with each on teacher

and teacher other for for
made it for their clarificatio information
clear to learning ns if any
them but not and
that they spoon feed. teacher is
must there to
develop clear
their their
own doubts
independ
ent
learning
plan and
are
responsi
ble to
verify
their
knowledge.
VI Integr a) The The The The
ation Integ teacher teacher teacher teacher is
of rati use use design not using
Medi on media media activities any
a of that to deliver by using media
in Medi enable instruction media to to deliver
Classr a in the s and deliver instructio
oom Clas students perform instruction n and
sroo to activities s only. creating
m learn in group interactio
teac independ while n among
hing ently and sitting in all
in groups. classroom. (Teacher
as well
as
students)
b) The The Use No

Guide teacher teacher media to direction
asks provides pass the given in
stud students variety of directions terms of
ents to find media to and media
to and create activities usage
bec assess interactio to the
ome online n students.
resources among
active that can students
meet their in and out
user abilities the
s and classroom
of needs,
differ help among all.
ent them to
media communi
cate with
avail teacher
able and with
each
other.
VI Use a) The The The The

I of Prep teacher is teacher teacher is teacher is
Boar lann preplann is preplanned not well
d ing ed along preplanned along planned
(Whit to with all along with with all on the
eboar use the other all the the board
d/ resource other other
Black Boar s to resources resources
board) d in make to make to make
Clas instructio instruction instruction
sroo n effective effective
m effective

42

N e Criteria (1) ns
o (KPC) of to
. Module impro
Outcomes ve
Displayed
by
Inductee
Teacher
b) Highlights Highlights Writing Use

Emph the the main is not abbrevi
asi main points points in précised atio ns
zed in writing on but in
Writin writing on the develop writing
g the board understa and do
on board along with nd ing of not
Board along with explanation the ensure
explanatio to make content understa
n to students ndi ng
make understan
students d the
fully content
understand
the
content
c) Complete Complete Most of Writing

Visibili Visibility of Visibility of the time, is not
ty of writing to all writing to Board is visible
writing the students all the used by to the
on and students the distant
Board invites and teacher students
students to occasionall only of the
board to y call classroom
inquire and students
discuss to board
the to
content inquire
about the
content
VIII Obtai n a) Create Foster a Foster a Foster Very
and a creative creative an Minimal
pro Condu environme environme environ feedbac
vid ci nt in n t in me nt k is
e ve which which in provided
feed Environ feedback is feedback which to the
ba ment intended to is feedback students
ck in aid in intended is
classr learning to aid in provided
oo growth on learning to
m continuous growth on students
basis and continuous to
adaptation basis improve
learning
when it
is
essentia
l
b) Identify the Identify Identify Feedbac

Criterio areas of the areas the k is
n of strengths of areas oriented
Provid and areas strengths of towards
in for and areas strengths punishm
g improvement, for and ent and
feedba improvem weakness judgeme
ck confidently e nt, nt but
delivered confidently student
and delivered is able
clearly state to
the produce
expected
outcomes

43
Sl. Key Performance Criteria Very Good Fair Needs to Sugge

No. (KPC) of Module Good (3) (2) Improve stions to
Outcomes Displayed by (4) (1) impro
Inductee Teacher ve
quality
work
due to
fear

Score of
‘B’
Disseminates knowledge in various contexts by communicating

effectively in oral and in written form using correct grammar
especially in teaching-learning and assessment situations.

……………………………………………………………………………………
…………
……………………………………………………………………………………
…

No.
1 Classroom Observations
2 Recorded Lectures
3 Handouts/Assignments/Tutorial sheets designed by the

teacher
4 Written feedback provided to the students
5 Feedback obtained from the students
Signature……………………………………………………………………………
Mentor...........................................................................................
AICTE Faculty Code:
……………………………………………………………………… Designation
of the Mentor.................................................................................. Name
and address of Institution of Mentor:
……………………………………………… Place: …………………………
Date: ……………………….…
Phase – II FIP 44
3.4 Module – 4: Instructional Planning and Delivery

Coordinator: Dr. S. S. Kedar, Asso. Professor, Dept. of Electronic Media,

NITTTR Bhopal Co-Coordinator: Prof. (Mrs.) Chanchal Mehra, Asso. Professor,
Dept. of Electronic Media, NITTTR, Bhopal
Editor: Dr. Joshua Earnest, Professor of Electrical Engineering, NITTTR Bhopal

……………………………………………………… Name of Department:
………………………………………………………………………… Name and
address of Institution of Inductee Trainee Teacher:
…………………………

during the on the-job-the training in Phase – II of the FIP I:
1. Interpret the learning outcomes after curriculum analysis of a
given course. 2. Select appropriate instructional methods and
strategies in view of the learning outcomes.
3. Prepare session plan for classroom, laboratory, workshop and
industry-based instruction.
4. Relate the classroom delivery with relevant assignments, tests and other
activities for reinforcement of learning.
5. Supplement the classroom presentations with appropriate media and
materials for effective teaching learning process.
6. Deliver a session in a classroom and obtain feedback for
improvement. B. Rubric of Module – 4
Sl Key Very Good Fair Needs to Sugg
. Performance Good (3) (2) Improve estio
N Criteria (KPC) (4) (1) ns to
o. of Module improve
Outcomes
Displayed by
Inductee
Teacher
I Prepared Prepare Prepare Prepared Prepared

course plan d d course course
for the date- course plan for plan for
selected wise plan whole whole
course in the course for semester semester
given format plan whole addressin addressing
for semest g only only one
whole er two CO and
semeste address COs and other
r ing other
address only
ing three
all COs
COs and
and other
other

45
S Key Very Good Good Fair Needs to Sug

l. Performan (4) (3) (2) Improve ges
N ce Criteria (1) tio
o (KPC) of ns
. Module to
Outcomes improv
Displayed e
by
Inductee
Teacher
outcomes outcomes outcomes outcomes

to be to be to be to be
developed developed developed developed
in all in all in all three
three three in all domains in
domains in domains in three the learnt
the learnt the learnt domains format.
format. format. in the
learnt
format.
I Interpreted Drawn the Drawn the Drawn Only

I course course/ course/ the identified
curriculum concept concept course/ the
to map to map to concept industry
derive identify identify map to relevant
learning the the identify practical
outcomes/ industry industry the skills to be
Skills for relevant relevant industry developed
classroom practical practical relevant through
and skills, skills, and practical the
laboratory cognitive social skills to identified
skills and skills to be course,
teaching. social be develope each skill/
skills to developed d outcome
be through through starting
developed the the with an
through identified identified action
the course, course, verb.
identified each skill/ each
course, outcome skill/
each skill/ starting outcome
outcome with an
starting action starting
with an verb. with an
action action verb.
verb.
III Develope Developed Developed Develope Developed

d lesson lesson lesson d lesson lesson
plans plans for plans for plans for plans for
indicating all the 75% of 50% of 25% of
the lessons the the the
learning according lessons lessons lessons
outcomes, to the according according according
relevant developed to the to the
instruction course developed to the developed
al plan of course developed course
methods the plan of plan of the
and semester the course semester
media indicating semester plan of indicating
the indicating the the
learning the semester learning
outcomes learning indicating outcomes
and outcomes the and
relevant and learning
instruction relevant outcomes
al instruction
methods al and
and methods relevant
media and instructiona
media

46
S Key Very Good Good Fair Needs to Su

l. Perform (4) (3) (2) Improve gg
ance (1) est
N Criteria io
o (KPC) of ns
. Module to
Outcome impro
s ve
Displaye
d by
Inductee
Teacher
l methods relevant
and media instructio
n al
methods
and
media
I Designed/ Designed/ Designed/ Designed/ Designe

V Selected Selected Selected d/
Selected instruction instruction instructiona l Selected
instructio al media al media media for 50%
nal for all the for of the instructi
media lessons 75% of lessons on al
for planned as the planned as media
classroo above for lessons above for for 25%
m classroom planned as classroom of the
teaching teaching. above for teaching. lessons
based classroom planned
on the teaching. as
develop above
ed for
lesson classro
plan om
teachin
g.
V Used Apart from Apart from Apart from Only uses

relevant chalkboar chalkboar chalkboard/ chalkbo
instructio d/ d/ whiteboard ard /
nal whiteboar whiteboar uses at least whiteboa
methods d d two rd to
to uses at uses at instruction al develop
develop least least methods to identified
identifie four three develop
d instructio instructio identified learning
learning nal nal learning outcomes
outcome methods methods outcomes in
s in the to to the in the
classroo develop develop classroom classroo
m identified identified m
learning learning
outcomes outcomes
in the in the
classroom classroom
V Used Used at Used at Used at Used at

I relevant least least least two least
Instructio four three designed/ one
nal designed/ designed/ selected designe
media to selected selected instruction al d/
develop instruction instruction media in the selected
identifie al media al media classroom
d in the in the instruct
learning classroom classroom io nal
outcome media
s in the in the
classroo classroo
m m
V Designed Designed Designed Designed at Designed

II laboratory at least at least least 4 at least
/ 10 7 laboratory/ 2
workshop laborator laborator workshop laborato
y/ y/ practicals to ry /
practicals workshop workshop develop workshop
to practicals
develop practicals practicals to develop
identified to to
develop develop

47
S Key Very Good Good Fair Needs to Sug

l. Performa (4) (3) (2) Improve ges
N nce (1) tio
o Criteria ns
. (KPC) of to
Module impro
Outcomes ve
Displayed
by
Inductee
Teacher
industry identified identified identified identified

relevant industry industry industry industry
practical relevant relevant relevant relevant
skills practical practical practical practical
skills of skills of skills of skills of
selected selected selected selected
course. course. course. course.
VI Prepared Prepared Prepared Prepared Specificat
II test specificati specificati specificat i on
papers/ on table, on table, i on table
end two one table not
semester test test paper and one prepared,
question papers and one end prepared
papers to and one end semester only test
assess end semester question papers.
the semester question paper
identified question paper matching
learning paper matching the
outcomes matching the specificatio
and the specificatio n table to
matching specificatio n table to assess
the n table to assess identified
specificati assess identified learning
on table identified learning outcomes
learning outcomes
outcomes
IX Taken Written Written Written Written

written feedback feedback feedback feedback
feedback taken from taken from taken taken
with mentor and mentor and from from
respect to peers on peers on mentor mentor
the course course and peers and peers
activities plan, plan, on on course
and designed designed course plan,
resources media, media, plan, designed
develope selected selected designed media,
d for the instruction instruction media, selected
course al al selected instruction
from methods methods instruction al
peers taken at taken at al methods
and least for least for methods taken at
mentor four three taken at least for
classroom classroom least for one
sessions sessions two classroo
and and classroo m session
four three m and one
laboratory laboratory sessions laborator
sessions. sessions. and two y session.
laboratory
sessions.

48
Sl Key Very Good Good Fair Needs Sugg

. Performance (4) (3) (2) to estio
N Criteria Improv ns to
o. (KPC) of e improve
Module (1)
Outcomes
Displayed by
Inductee
Teacher
X Used ICT for Used ICT Used ICT Used ICT Use
assessment tools for tools for tools for d
of assessmen assessmen assessme only
students t of t of nt of pen
learning students students students and
learning in learning in learning paper
all tests one test in all tests
and and tests
assignme assignme
nts nts
Total Score
of ‘B’

Score of
‘B’
Delivers the planned teaching learning activities effectively, integrating the

instructional design principles with development of various learning
outcomes in order to promote students' overall ability, personality and
social development.
D. Comments/ Suggestions about team work/ leadership/ inter-

……………………………………………………………………………………
…………
……………………………………………………………………………………..

No.
1 A course plan for selected course in the given format
2 Concept map/s using open source software like

CmapTools on topics from the selected course
curriculum
3 Prepare a list of practical outcomes which can be achieved

through laboratory work with justification
4 Suggest three topics related to your curriculum for

organizing panel discussion with justification. (In about
100 words each)
5 Design an educational game to fulfil the curriculum

outcomes of the course

49

No.
6 Select a topic for group discussion and identify the criteria,

and the specific activities that are to be performed by the
students before, during and after the discussion
7 Suggest three titles each for a micro-project and capstone

project. For any one of the projects, state the broad
activities expected from students
8 Formulate learning outcomes in the three domains to be

achieved through industrial visit related to the selected
courses
9 Formulate/ choose learning outcome(s) for any selected

course and suggest the relevant instructional methods with
justification for your selection. Suggest topics for
demonstration.
10 Prepare an activity plan to incorporate blended and

flipped Learning approach to develop a learning
outcome
11 A list of media equipment such as interactive display,

interactive board, interactive panel and pad, multimedia
projector, Opaque projector, etc. with broad
specifications.
12 Prepare a relevant handout to support the classroom
session, an assignment and a laboratory worksheet as
per suggested format
13 Prepare a computer-based presentation of about 15

slides, incorporating all the media elements, design
principles and guidelines on the topic of your choice
14 Prepare and submit a peer validated session plan for a

classroom session of 45-60 minutes in the suggested
format
15 Record your video and submit the recorded video to the
mentor
16 Develop an action plan for the next six months in order to
improve your teaching skills, based on the feedback
provided by mentor, colleagues and self-feedback
17 Prepare a checklist to ensure the availability of

resources for effective implementation of the
validated laboratory session
18 Prepare one Check list for product and process

assessment each to assess selected tasks/ topics from
the course teacher has taught
Signature……………………………………………………………………………
Mentor..............................................................................................................
......... AICTE Faculty Code:
……………………………………………………………………………… Designation
of the
Mentor..............................................................................................................
... Name and address of Institution of Mentor:
………………………………………………
Place: …………………………
Date: ………………………...

Phase – II FIP 50
3.5 Module – 5: Technology Enabled Learning and Lifelong Self-Learning

Coordinator: Dr. G. Janardhanan, Associate Professor of Civil and

Environmental Engineering, NITTTR Chennai
Co-Coordinator: Dr. V. Shanmuganeethi and Dr. K. S. A. Dinesh Kumar,
NITTTR Chennai Editor: Dr. Joshua Earnest, Professor of Electrical
Engineering, NITTTR Bhopal

……………………………………………………….. Name of Department:
………………………………………………………………………… Name and
…………………………

1. Design effective lessons using various instructional technologies.
2. Identify online Free and Open Source Software [FOSS], Open Educational
Resource (OER) and other digital tools for the creating active learning
environment. 3. Select relevant online platforms and social media to promote
student communication and peer discussion.
4. Design different types of formative and summative assessment strategies and
tools for a technology-enabled learning.
5. Participate effectively in MOOC courses/webinars for knowledge
enhancement. 6. Use different types of online journals and other learning
resources for professional growth avoiding plagiarism.
7. Use the Artificial Intelligence appropriately in classroom teaching
learning situations C. Rubric of Module – 5
Sl Key Very Good Fair Need to Sugg
. Performanc Good (3) (2) Improve estio
N e Criteria (4) (1) ns to
o. (KPC) of improv
Module e
Outcomes
Displayed
by
Inductee
Teacher
I Implemente Adapte Adapted, Adapted, Adapte
d ICT tools d, prepared and prepared d,
for prepare implemented and prepare
Teaching d three online implemented d
and course two online and
imple learning course imple
ment learning ment
ed ed
four one
online online

51
S Key Very Good Fair Need to Sug

l. Performan Good (3) (2) Improve gest
N ce (4) (1) io
o Criteria ns
. (KPC) of to
Module impro
Outcomes ve
Displayed
by
Inductee
Teacher
course environme environme course

learning nt, nt, learning
environ course course environmen
men t, materials materials t, course
course including including materials
material assessing assessing including
s the skills the skills assessing
including using using the skills
ICT Tools. ICT Tools. using ICT
assessin Tools.
g
the
skills
using
ICT
Tools.
I Used Used Used three Used two Used one

I relevant four designed/ designed/ designed/
ICT Tools designe selected selected selected
to develop d/ ICT Tools ICT tools ICT Tool
identified selected in the in the in the
learning classroom classroom classroom
outcomes ICT
in the Tools
classroom in the
classroo
m
III Interpreted Implem Implement Implement Implemente

the ente d ed the ed the d the
course the virtual virtual virtual
curriculum virtual laboratory laboratory laboratory for
and laborat for 50% for 25% 10% the
implement ory the the listed
ed virtual for all listed listed practicals of
laboratory the practicals practicals a course
for listed of a course of a course and
laboratory practical and and assessed the
teaching. s of a assessed assessed developmen t
course the the of the
and developm developm practical
assesse ent of ent of cognitive
d the the the and social
develop practical practical skills
men t of cognitive cognitive
the and social and social
practical skills skills

cognitiv
e
and
social
skills
IV Adopted Implem Implement Implement Implemente

ICT ente d ed at least ed at least d at least
technologie at any any any one
s in the least one ICT one ICT ICT
classroom any technologic technologic technologic
one al tool al tool at al tool at
ICT either in least in least in one
technol theory or two classroom
ogic al practical classroom sessions
tool in course. sessions
both
theory
and
practic
al
course.
52
S Key Very Good Fair Need to Sug

l. Performa Good (3) (2) Improve ges
nce (4) (1) tio
N Criteria ns
o (KPC) of to
. Module impro
Outcome ve
s
Displaye
d by
Inductee
Teacher
V Adopted Develop Developed Developed Develop

Blended ed lesson plans lesson plans ed
and lesson implemented implemented lesson
Flipped plans, blended and blended plans
Classroom impleme flipped and flipped impleme
nte d approach for approach nte d
blended 30% of the for 20% of blended
and lessons the and
flipped according to lessons flipped
approac the developed according to approac
h course plan the h
for 40% of the developed for 10%
of the semester course plan of the
lessons indicating the of the lessons
accordin learning semester accordin
g outcomes and indicating the g
to the relevant learning to the
developed teaching outcomes develope
methods and and d
course media relevant course
plan of teaching plan of
the methods the
semester and media semester
indicating indicating
the
learning the
outcomes learning
outcome
and s
relevant and
teaching relevant
methods teaching
and methods
media and
media
V Digital Created Created the Created the Created
I Literacy the researcher ID research ID the
– research in any three in two research
Possess er portals portals ID in
ORCID, ID in any one
SCOPUS four portal
ID, portals
GOOGLE
SCHOLAR,

RESEARC
H
GATE
V Completed Enrolled Enrolled Enrolled and Enrolled

II one MOOC MOOC from completed but not
MOOC in National any one complete
related on Platform and MOOC d
to Internati completed any MOOC
Internati on al MOOC with
onal and and commendable
also National certificate.
SWAYA Platform
M a and
ARPIT completed
course
MOOC
with
commen
dab le
certificate.

53
Sl Key Very Good Fair Need to Sugg

. Performanc Good (4) (3) (2) Improve estio
N e Criteria (1) ns to
o. (KPC) of improv
Module e
Outcomes
Displayed
by
Inductee
Teacher
VI Used Develope Used Enrolled Enrolled

II WEBINAR d own available for but not
to teach Webinar webinar webinar attended
students to teach material and webinar
students to attended
teach the
students webinar.
IX Used Social Used Used two Used one Partially

Media three Social Social Used
account for Social Media Media Social
Teaching Media Account Account Media
Learning (T- Account (Google (Google Account
L) (Google meet, meet, (Google
situations meet, YouTube YouTube meet,
YouTube Facebook, Facebook, YouTube
Facebook, WhatsApp, WhatsApp, Facebook
WhatsApp, ,
Telegram, Telegram, WhatsAp
Telegram, Twitter, Twitter, p,
Twitter, Instagram, Instagram, Telegram
Instagram, Google Google ,
Google Plus, Plus, Twitter,
Plus, etc.) etc.) Instagra
etc.) effectivel effectivel m,
effectively y in T-L y in T-L Google
in T-L situations situations Plus,
situations etc.)
effectively

in T-L
situations
X Developm Develope Participat Participat Not

ent of ICT d the ed as a ed as a prepared
Policy ICT team team any ICT
Document Policy leader in member Policy
for T-L Documen Developing in Documen
situations t for T-L Developing t
situations the ICT
Policy the ICT
Document Policy
for T-L Document
situations for T-L
situations
Total Score
of ‘B’

Module - 5 Competency based on NITTT Policy (2019) Total Score
of ‘B’
Uses technology enabled learning in various teaching-learning,

assessment, research and lifelong learning skills.

Phase – II FIP 54

personal communication and any other.
…………………………………………………………………………………
…………
…………………………………………………………………………………………
… E. Evidences of Module 5 to be Maintained by Inductee Teacher
No.
1 Evidences of ICT tools used for Teaching
2 Evidences of ICT Tools to developed
3 Evidences of Virtual laboratory practicals implemented
4 Evidences of Adopted ICT technologies in the classroom
5 Evidences of Blended and Flipped Classroom adopted
6 Evidences of Digital Literacy – Possess ORCID,

SCOPUS ID, GOOGLE SCHOLAR, RESEARCH
GATE
7 Evidences of Completed MOOC
8 Evidences of developed WEBINAR
9 Evidences of used Social Media account and

implementation in classroom
10 Evidences of Developed Part in preparing ICT Policy

Document.
Signature……………………………………………………………………………
Mentor..............................................................................................................
……………………………………………………………………………… Designation
of the
Mentor..............................................................................................................
………………………………………………
Place: …………………………
Date: ………………………...

Phase – II FIP 55
3.6 Module – 6: Student Assessment and Evaluation

Coordinator: Dr. V. Shanmuganeethi Associate Professor, NITTTR

Chennai Co-Coordinator: Dr. G. Janardhanan and Dr. K. S. A. Dinesh
Kumar, NITTTR Chennai Editor: Dr. Joshua Earnest, Professor of
Electrical Engineering, NITTTR Bhopal

………………………………………………………………………… Name and
…………………………

1. Use relevant characteristics of assessment practices in assessing various
engineering courses.
2. Prepare convergent and divergent questions in assessment
schemes. 3. Plan direct and indirect assessment strategies for
engineering courses. 4. Design specification table to address the
Revised Bloom’s taxonomy. 5. Design relevant rubrics to assess the
student performances in all three domain of learning.
6. Check the content, construct and predict validity.
7. Estimate the reliability of your question set.
8. Interpret the assessment score with respect to Item difficulty index and
discrimination index. 9. Integrate different assessment software tools for
relevant classroom teaching-learning.
D. Rubric of Module – 6
S Key Very Good Fair Needs to Sugg
l. Performan good (3) (2) Improve esti
N ce Criteria (4) (1) ons
o (KPC) of to
. Module impr
Outcomes ove
Displayed
by
Inductee
Teacher
I Classroom Classroo Classro Classroom Classroom

Interaction m om interaction interaction
and interacti interact with with
constructiv on ion different without
e with with types feedback
feedback different few questions
for types types
assessment questio questi
ns and ons
feedbac and
k are feedba
displaye ck are
d display
ed

56
Sl Key Very good Good Fair Needs to Sugg

. Performan (4) (3) (2) Improve esti
N ce Criteria (1) ons
o (KPC) of to
. Module impr
Outcomes ove
Displayed
by
Inductee
Teacher
and
without
feedback
II Prepare Prepared Prepared Prepared Prepared

short short short short short
answer answer answer answer answer
questions with action with action with with
and MCQ verbs and verbs and action action
based on MCQ for MCQ for verbs verbs and
revised four units three units and MCQ
bloom’s of the of the MCQ for for one
taxonomy syllabus syllabus two units unit of
matching matching of the the
with with syllabus syllabus
Revised Revised matching matching
Bloom’s Bloom’s with with
taxonomy taxonomy Revised revised
to assess to assess Bloom’s Bloom’s
the the taxonomy taxonomy
learning learning to assess to assess
outcomes outcomes the the
(LOs) (LOs) learning learning
outcomes outcomes
(LOs) (LOs)
II Designed Prepared Prepared Prepared Prepared

I the specificatio specificatio specificatio specificati
Specificati n table n table n table on table
on table to 100% 75% 50% 25%
match the matching matching matching matching
cognitive the the the the
domain Cognitive Cognitive Cognitive Cognitive
learning Domain Domain Domain Domain
outcomes LOs of a LOs of a LOs of a LOs of a
(LOs) course course course course
I Prepared Prepared Prepared Prepared Prepared

V question mid-term mid-term mid-term mid-term
paper question question question question
mapping paper for paper for paper for paper for
with the 50% of the 40% of the 30% of 10% of
specificati syllabus syllabus the the
on table matching matching syllabus syllabus
of a the the matching matching
course Specificatio Specificatio the the
n Table to n Table to Specifica Specifica
assess LOs assess LOs tio n tio n
Table to Table to
assess assess
LOs LOs
V Designed Designed Designed Designed Designed

rubrics rubrics rubrics rubrics rubrics
for related to related to related to related to
assessme
nt of

57

. Performan (4) (3) (2) Improve esti
N ce Criteria (1) ons
o (KPC) of to
. Module impr
Outcomes ove
Displayed
by
Inductee
Teacher
LOs related psychomot psychomot psychomot psychomot

to or domain or domain or or
psychomoto LOs with LOs with domain domain
r ALL 75% LOs with LOs with
domain. major KPC major KPC 50% 25%
and their and their major major
correspond correspond KPC and KPC and
in g in g their their
descriptors descriptors correspon correspon
clearly clearly di ng di ng
defined defined descriptor descriptor
s clearly s clearly
defined defined
V Designed Designed Designed Designed Designed

I rubrics rubrics rubrics rubrics rubrics
for related to related to related to related to
assessme Affective Affective Affective Affective
nt of LOs domain domain domain domain
related LOs with LOs with LOs with LOs with
to ALL 75% 50% 25%
Affective major major major major
domain KPCs KPCs KPCs and KPCs and
and their and their their their
correspond correspond correspon correspon
in g in g di ng di ng
descriptors descriptors descriptor descriptor
clearly clearly s clearly s clearly
defined defined defined defined
V Prepared a Designed Designed Designed Designed

II rubric to rubric to rubric to rubric to rubric to
assess the assess ALL assess assess assess
mini course 75% 50% 25%
project in outcomes course course course
a course (COs) with outcomes outcomes outcomes
ALL major (COs) with (COs) (COs)
KPC and 75% major with 50% with 25%
their KPC and major major
correspond their KPC and KPC and
in g correspond their their
descriptors in g correspon correspon
clearly descriptors di ng di ng
defined clearly descriptor descriptor
defined s clearly s clearly
defined defined
VI Maintain Maintained Maintained Maintaine Maintaine

II ed the the records the records d the d the
portfolio of ALL of 75% records of records of
of the the the 50% the 25% the
assessed assessed assessed assessed assessed
student Co Co Co Co
activities curricular curricular curricular curricular
for the and extra and extra
whole
semester

58

. Performance (4) (3) (2) Improve esti
N Criteria (1) ons to
o. (KPC) of impro
Module ve
Outcomes
Displayed by
Inductee
Teacher
curricular curricular and extra and extra

activities activities curricular curricular
of of activities activities
ALL 75% of 50% of 25%
students students students students
I Prepared Prepared Prepared Prepared Prepared

X question a a a valid a valid
paper with valid valid Question Question
correct Question Question paper paper
Content and paper with paper with with with
construct 100% 75% 50% 25%
validity and content content content content
estimated and and and and
reliability construct construct construct construct
validity validity validity validity
and and and and
calculate calculated calculated calculated
d reliability
reliability reliability reliability
X Used Used four Used Used two Used one

software software three software software
tools or tools or software tools or tools or
platform to platform to tools or platform platform
assess assess platform to to
cognitive cognitive to assess assess
domain domain assess cognitive cognitive
related related cognitive domain domain
skills in the skills in domain related related
students the related skills in skills in
students skills in the the
the students students
students
Total Score of
‘B’
C. Attainment of Competency Module - 6

Score of
‘B’
Assesses students using relevant tools scientifically designed to
assess the learning outcomes related to projects and various
domains of learning.

…………………………………………………………………………………
…………
…………………………………………………………………………………
…………

Phase – II FIP 59

No.
1 Report on feedback evidences of formative and preparative

Assessment in the classroom
2 Evidence of short answer questions and MCQ prepared of a

course
3 Evidence of Specification table for cognitive domain learning

outcomes
4 Evidence of question paper mapping with specification table
5 Evidence of rubrics prepared for the psychomotor domain
6 Evidence of rubrics prepared for the psychomotor domain
7 Evidence of rubric used to assess the mini project
8 Evidence of assessed records of portfolio
9 Evidence of validity and reliability tested question paper
10 Evidence of using software tools
Signature……………………………………………………………………………
Mentor..............................................................................................................
……………………………………………………………………………… Designation
of the
Mentor..............................................................................................................
………………………………………………
Place: …………………………
Date: ………………………...

Phase – II FIP 60
3.7 Module – 7: Creative Problem Solving, Innovation and Meaningful

Research & Development

Coordinator: Dr. P. K. Tulsi, Professor (Retd.), Education & Educational

Management Department, NITTTR Chandigarh
Editor: Dr. Joshua Earnest, Professor of Electrical Engineering, NITTTR Bhopal

………………………………………………………………………… Name and
…………………………
1. Solve problems creatively.
2. Innovate in the processes, products and services in work life.
3. Build effective teams for R&D.
4. Build student teams.
5. Undertake research to improve the various sub-components of the technical
education systems.
E. Rubric of Module – 7
Sl Key Very good Good Fair Needs to Sugge
N e Criteria (1) ns to
o. (KPC) of impro
Module ve
Outcomes
Displayed by
Inductee
Teacher
I a) Identify Accurately Accurately Accurately Unable to

problem Identifies Identifies Identifies accurately
all major key some key identify
key elements elements in any of the
elements in the the key
in the problems problems elements in
problems and and the
and relationshi relationship problems
relationsh p among and
ip among them relationshi
among them p among
them them

61
. Performan (4) (3) (2) Improve stio
N ce Criteria (1) ns to
o. (KPC) of impro
Module ve
Outcomes
Displayed
by
Inductee
Teacher
b) Collect Presents Presents Presents Presents

relevant relevant, relevant, relevant, irrelevant,
information/ sufficient sufficient somewhat
data and credible and credible sufficient insufficien
data/ major data/ and t
information information somewhat and not
credible credible
data/ data/
information informatio
n
c) Analysis of Analyze all Analyze Analyze Analyze

information/ the major part of t
data data/informati data/informati the insufficien
on for on for data/ t
accuracy and accuracy and informa data/
validity validity tion for informat
taking taking into accuracy ion but
account of account and fails to
all major validity take into
limitations limitations but account
fails to take limitations
into
account
limitations
d) Develops a Develops Develops Develops Unable

creative multi multi the to
solution dimensional dimensional approach develop
approach approach based on the
based on based on selected approa
multi major perspective ch to
perspectives perspective to develop develop
to develop to develop solution to
creative creative problem solution
solution to solution to to
problem problem problem
e) Implement Implements Implements Implement Impleme

creative the approach the approach s the nts the
solution to arrive at to arrive at approach approac
to problem logical and logical and to h but
highly moderately arrive at fails to
creative creative logical but arrive at
solution to solution to not logical
problem problem creative and
solution creative
to solution
problem to
the
problem
II a) Define Exhibits Exhibits Exhibits Exhibits
problem clear clear understand no
understandin understandin in g of understa
g of g of problem ndin g of
problem problem from problem
from multi from limited
perspectives majority of perspectiv
perspectives es
b) Identify Identifies Identifies Identifies Identifies

innovative innovative innovative innovative solution
solution solution solution, solution, neither
technically technically technically innovative
feasible feasible but feasible but
with with nor
minimal technicall
risk y
feasible

62
N ce Criteria (1) ns to
o. (KPC) of impro
Module ve
Outcomes
Displayed
by
Inductee
Teacher
maximu
m
risk
c) Align Innovation is Innovation is Innovati Innovati

innovation to completely directly on is on is
institute aligned to aligned to indirectl not at
Objectives objectives of objectives of y all
institute institute aligned aligned
improvement improvement to to
objecti objecti
ves of ves of
institut institut
e e
improvem improvem
ent ent
d) Impact on Innovation Innovation Innovati Innovatio
student having high having on n
learning impact on moderate having having
student impact on some least
learning student impact impact
learning on on
student student
learning learning
e) Innovation is Innovation is Innovati Innovati

Applicability applicable applicable on is on is
of across across applica not all
innovation disciplines majority of ble applicabl
disciplines across e
limited across
disciplin disciplin
es es
II a) Contribution Contributes Contributes Express Does

I to ideas original ideas ideas on his/ agreeme not
on his/ her her own nt contribut
own with e
ideas ideas or
given express
by agreeme
others nt
b) Individual Completes Completes Complet Does

responsibility individual individual es not
& responsibilities responsibilities individua complete
standards and exceeds to the desired l
the desired standards respon individua
standards sibiliti l
es but respon
not to sibiliti
the es
desired

standard
s
c) Interaction Always Most of the Sometim Never

with other Interact with time Interacts es interacts
and others with others interact with
recognition to and give with respect with others
others respect and and others with
recognition to recognition to with respect
others others respect and
and recogniti
recogniti on
on to others
to others
d) Support to Supports Supports supports Neither

others others in others, when supports
accomplishing asked in others
assigned accomplishing half others
responsibilities assigned heartedl on his
without asking responsibilities y own
when nor
asked, when
in asked
accom for
plishin
g
assign
ed

63
N ce (1) ns to
o Criteria impro
. (KPC) of ve
Module
Outcomes
Displayed
by
Inductee
Teacher
responsibil
iti es
e) Facilitate Helps in Helps in Helps in Neither

decision taking taking taking facilitates
making/ decisions decisions decisions decision
resolving and and when taking nor
conflicts resolving asked for resolving
conflicts helps in conflicts
resolving
conflicts
I a) Building Constitutes Constitutes Constitutes Constitutes

V Student teams with teams with teams with teams
teams members members members without any
having having having considerati
complement complem similar skills on of skills
ar y skills entar y
skills but
some
having
similar skills
b) Remains Remains Remains Is not

Accessibilit accessible to accessible accessible accessible
y to team for most of the to teams to team
student facilitation time to sometimes during the
teams throughout teams for for work
the work facilitation facilitation
c) Monitor Continuously Frequently Sometime Never

progress monitors Monitors monitors monitors
progress of progress of progress of progress of
teams team team team
d) Evaluates Evaluates Evaluates Does not

Evaluate team team team evaluate
team performance performanc performan team
performan based on e ce based performance
ce self, peer based on on
and peer and teacher
teacher teacher assessment
assessment assessment
V a) Define a Selects and Selects a Selects Selects a

research defines a significant and problem
problem significant problem defines a but fails
problem problem to
adequately
define it.
Both are same
b) State States States States States

research adequate majority of some research
questions number of the research questions
research research questions inaccurately
questions questions accurately
accurately accurately

64
N ce (1) ns to
o Criteria impro
. (KPC) of ve
Module
Outcomes
Displayed
by
Inductee
Teacher
c) Select Selects Select Select Select

research relevant relevant relevant relevant
design method, method, method, method,
and adequate adequate inadequate adequate
describe sample, sample, sample, sample,
research appropriate somewhat appropriate tools and
procedure tools and relevant tools and statistical
statistical tools and statistical techniques
techniques statistical techniques
techniques
d) Collect Collect Collect Collect Collect data/

data/ relevant relevant and relevant information
information and reliable data/ from limited
reliable data/ information sources
data/ information from
informati selected
on from sources
from all majority of
sources sources
e) Analysis Interprets Interprets Interprets Interprets

of data/ the major data/ part of the the data/
information data/ information data/ information
information using informatio using
using appropriate n using inappropriate
appropriate statistical appropriate statistical
statistical techniques statistical techniques
techniques techniques
f) Interpretation Interpret Interpret Interpret Interpret the

of Results the majority of some of findings
findings the the incorrectly
correctly findings findings and draw
and correctly correctly illogical
draw and draw and draw conclusions
logical logical logical
conclusions conclusions conclusions
g) Research Write a Write Write a Write a

Report well reasonably research research
planned planned and report report
and organized omitting omitting
organized research report some major details
research details
report
Total Score
of ‘B’
C. Attainment of Competency Module - 7

Score of
‘B’
Undertakes research and development activities to find

innovative solutions to the problems in teaching-learning, in
their respective domain areas as required by the society.

Phase – II FIP 65

……………………………………………………………………
…………
……………………………………………………………………
…………

No.
1 a) Creative Problem solving: Anecdotal record of/

documentation related to problem(s) solved creatively
b) CreativeProblem solving: Photographs of problem(s)

solved, if available, if any
c) Creative Problem-solving: Recognition at institute level,

etc.
2 a) Innovations in teaching learning- Product available

(Teaching learning strategy, Media/ evaluation tool,
assignment, etc.), documented record.
b) Innovations in Recognition at institute level
c) Innovations leading to Patent
3 R&D: through Teamwork R

a) Documentation related to team work
b) Research reports, Papers published, Photographs or
video recording if any
c) Peer assessment related to team work if any
4 Build student teams

a) Documentation related to constitution of student teams,
team activity, outcome of activity ( Report/paper etc.)
b) Rubric for teacher evaluation, self evaluation or peer
evaluation
5 a) Reports of Research
b) Experimental set-ups of Research
c) Tools used of Research
d) Product as an outcome of Research
e) Paper published on the basis of research undertaken
Signature……………………………………………………………………………
Mentor..............................................................................................................
……………………………………………………………………………… Designation
of the
Mentor..............................................................................................................
………………………………………………
Place: …………………………
Date: ………………………...

Phase – II FIP 66
3.8 Module – 8: Institutional Management and Administrative Procedures

Coordinator: Dr. Rakesh K. Wats, Professor & Head, Media Centre,

NITTTR Chandigarh Coordinating Team: Dr. S. S. Pattnaik, Director,
NITTTR Chandigarh, Dr. Sunil Dutt, Professor & Head, Education and
Educational Management, NITTTR, Chandigarh Editor: Dr. Joshua Earnest,
Professor of Electrical Engineering, NITTTR Bhopal

………………………………………………………………………… Name and
…………………………

1. Interpret the planning in institutional management and development
procedures. 2. Prepare a strategic plan for the department/ institute and
priorities thrust areas for its growth and development.
3. Prepare institutional design/ chart highlighting clearly authority
accountability relationship.
4. Form teams for different projects and programmes and effectively network
with other agencies/ organisations.
5. Determine manpower requirements and recruit, select and place relevant
individuals applying appropriate rules and regulations.
6. Apply financial rules and regulations for management of institute/ department
budget, procurement of resources and inventory management.
7. Direct the activities of individuals through effective means of
communication, motivation and leadership.
8. Manage planned change by setting SMART goals and innovative
approaches. 9. Evaluate performance and prepare action plan for
improvement.
10. Develop students with managerial skills to emerge as leaders in their own
sphere of work.

Phase – II FIP 67
Sl. Key Performance Very Good Fair Need to Sugges
Criteria (KPC) of Good (3) (2) Improve tions to
N Module Outcomes (4) (1) improv
o. Displayed by e
Inductee Teacher
I Displays the Display Displays Display Displays

characteristics s all the only 5 s only 2
of 7 out of 7 only 3 out of 7
Professionalis charact Charact out of 7 Chara
m in e eristics. Chara cter
Institutional ristics cter istics
Planning (state istics
1. Interprets the which (state
planning in Sl.Nos. which
institutional are (state Sl.Nos.
management and lacking) which are
development Sl.Nos. lacking)
procedures are
2. Identifies the lacking)
important aspects
of his/her
curriculum and
has
mastery on the
subjects to be
taught by
him/her.
3.
Develops/assists
in developing
relevant
academic plan(s)
for
providing
appropriate
learning
experiences
to students
4. Identifies
curriculum gaps,
new projects and
programmes
and
plans for
bridging/
undertaking
them
5. Conducts/assists
in conducting
SWOT analysis of
his/her
institution/
department
6. Assists in

68

o. Displayed by e
Inductee Teacher
II resource Displays Displays Displays Displays

organisor all the 7 at at only 2
1. Identifies relevant characte least least out of 7
resources for the ristics 5 out of 3 out Charac
systematic 7 of 7 ter
implementation Charact Charac istics
of curriculum and eristics. ter
other academic istics (state
projects and (state which
programmes which (state Sl.Nos.
2. Organises the Sl.Nos. which are
appropriate are Sl.Nos. lacking)
resources for the lacking) are
effective lacking)
implementation of
teaching
learning process
3. Applies the
principles of
organisation.
4. Participates
in different
teams
formulated at
the institute/
department
level for new
projects/
programmes/pro
blems faced.
5. Formulates the
teams of students
to organize
academic events/
clubs/projects
and
programmes in
new and
emerging areas
6. Assists/builds
network with
important
stakeholders
of the
institution like
alumni,
community and
prospective
employers for
making the
institution
/department
responsive and
up to date.
7. Gives
suggestions for
improvement
in the working
of
department/
Institute

69

o. Displayed by e
Inductee Teacher
III Exhibits Displays Displays Displays Displays
transformation of all the only 5 only 3 only 2
role from manager 6 out of 6 out of 6 out of 6
to administrator 1. characte Charact Chara Chara
Deploys right man ristics eristics. cter cter
for the right job 2. istics istics
Applies rules and (state
regulations of which (state (state
Government and Sl.Nos. which which
statutory are Sl.Nos. Sl.Nos.
authorities for lacking) are are
recruitment lacking) lacking)
and selection
and training
and
development of
faculty and staff
in technical
institutions.
3. Uses different
types of training
methods for
his/her self
development.
4. Uses Government
and statutory
authorities rules and
regulations for
promotion and
compensation and
prepares
himself/herself for
the same
5. Appreciates the
importance of
compensation in
motivating faculty
and staff in an
institution.
6. Uses do’s and
don’ts of conduct of
employees for
maintaining proper
work environment in
an institution.
IV Displays qualities of Shows Shows Shows Displays
a good all the only 4 only 3 only 2
financial manager 5 out of 5 out of 5 out of 5
1.Facilitates in charact Charact Chara Chara
systematic e eristics. cter cter
financial planning ristics istics istics
and management (state
in the which (state (state
department/institu Sl.Nos. which which
tion are Sl.Nos. Sl.Nos.
2.Uses appropriate lacking) are are
accounting lacking) lacking)
standards and
general financial
rules in financial
management.
3.Applies proper
procedures for
procurement of
goods and
services in the
department/instituti
on
4.Uses E-Publishing
and E
Procurement for
procurement of
goods and
services
5.Applies proper
inventory
management and
disposal
procedures and
applicable rules.

70
Sl Key Performance Very Good Fair Need to Sugges

. Criteria (KPC) of Good (3) (2) Improv tions
N Module Outcomes (4) e to
o. Displayed by Inductee (1) improv
Teacher e
V Demonstrates Display Displays Displays Displays
characteristics of an s all only 5
effective academic the 6 out of 6 only only 2
leader charact Charact 3out out of
1. Applies his/her best to e eristics. of 6 6
be a leader of his/her ristics Chara chara
class and the (state cter cteri
projects/jobs which istics stics
assigned to him/her 2. Sl.Nos.
Uses different are (state (state
leadership models and lacking) which which
theories in different Sl.Nos. Sl.Nos.
situations to get the
best from his/her are are
students/colleagues/ lacking lacking
subordinates 3. Applies ) )
appropriate leadership
style in handling
different types of
students/colleagues/
subordinates in
diversified situations to
be
effective
4. Uses effective
communication in
his/her class for
enhancing the quality
of teaching learning
process
5. Applies appropriate
communication skills
for
enhancing the
interpersonal
relations with
colleagues and
subordinates
6. Applies appropriate
models of
Communication with
external
stakeholders to
enhance the
effectiveness of the
institution.

71

o. Displayed by e
Inductee Teacher
VI Displays Displays Displays Displays Displays

himself/herself as all the only 5 only 3 only 2
a Good human 6 out of 6 out of 6 out of 6
being, motivator characte Charact Chara Chara
and ‘Guru’ ristics eristics. cter cter
1.Teaches with great istics istics
enthusiasm and (state
inspires students which
to learn for better Sl.Nos. (state (state
quality of life are which which
2.Keeps lacking) Sl.Nos. Sl.Nos.
himself/herself are are
motivated by lacking) lacking)
learning new things
in the discipline and
other spheres of life
3.Motivates students
and
subordinates by
applying both
intrinsic and
extrinsic
techniques of
motivation
4.Acts as mentor,
coach and guide
to the students
not only in their
studies but also
for their
personal and
social
developmental
5.Develops good
acquaintance with
the assigned
students for
guidance and
counseling so that
they feel free to
interact with
him/her.
6.Gives proper
personal and
career advice to
students according
to their context (i.e.
family conditions,
socio economic
and academic
level,
emotional strength
VII Works as a Displays Displays Displays Displays
catalyst and all the only 3 only 2 only 1
facilitator for 4 out of 4 out of 4 out of 4
undertaking new Charact Charact Chara Chara
initiatives for the eristics eristics cter cter
growth and . istics istics
development of (state
department/ which (state (state
institution Sl.Nos. which which
1. Uses knowledge are Sl.Nos. Sl.Nos.
of SWOT of the lacking) are are
department/instituti lacking) lacking)
on identifies the
need and drivers
of change and
their impact on an
institution.
2. Facilitates the
implementation of
change initiatives
through relevant
planned change
models.

72
Sl. Key Very Good Fair Need to Sugges

Performance Good (3) (2) Improve tions to
No Criteria (KPC) (4) (1) improv
. of Module e
Outcomes
Displayed by
Inductee
Teacher
3. Uses creative
approaches
( methods,
media etc.) to
make his/her
teaching
interesting and
effective for
better student
learning
4. Makes the
students
understand the
importance of
creativity and
innovation in
today’s
scenario
and
inspires
them to
learn new
knowledge
and its
application
in their/
different
disciplines
VII Exhibits as a Displays Displays Displays Displays

I role model in all the 5 only 4 only 2 out of
terms of characte out of 5 3out of 5
management of ristics Charact 5 charact
goals, time eristics. Charac eri
and attitude ter stics
1. Sets (state istics
SMART goals which (state
and targets in Sl.Nos. (state which
terms of are which Sl.Nos.
his/her job/ lacking) Sl.Nos. are
career are lacking)
progression lacking)
and
professional
development
2. Facilitates
students in
setting
appropriate
goals for their
learning and
life and guides
them in
managing
the achievement
of those 3. Uses
available time for
the growth and
development of
students and
institution
4. Demonstrates
positive attitude
towards his/her

73
Sl. Key Very Good Fair Need to Sugges

Performance Good (3) (2) Improve tions to
N Criteria (KPC) of (4) (1) improv
o. Module e
Outcomes
Displayed by
Inductee
Teacher
IX Displays quality Displays Displays Displays Displays
performance as all the 6 only 4 only 3 only 2
Efficient and characte out of 6 out of 6 out of 6
effective teacher ristics Charact Chara Chara
the eristics. cter cter
characteristics istics istics
of which are: (state
1. Identifies his/her which (state (state
key performance Sl.Nos. which which
indicators and are Sl.Nos. Sl.Nos.
tries to control lacking) are are
their lacking) lacking)
achievement
2. Takes feedback
from students,
colleagues and
superiors on
his/her different
performance
parameters and
tries to improve
them
3. Helps the
students and
subordinates
identify their key
performance
indicators and
guides them to
achieve those
4. Uses different
performance
appraisal methods
to assess the
performance of
students/subordina
tes
5. Provides regular
feedback to the
students and
subordinates on
their
performance,
strengths and
weaknesse
s and
guides them
to enhance
the same.
6. Takes relevant
action on
feedback from
different
stakeholders viz.
Alumni, students,
parents, teachers
etc. for enhancing
the
responsiveness
and quality of
institutional

74

N Module (4) (1) improv
o. Outcomes e
Displayed by
Inductee Teacher
X Displays Displays Displays Displays Displays

professional all the only 5 only 2 out
competency in 7 out of 7 3out of of 7 of
institution characte Charact 7 the
evaluation for ristics eristics. Chara charac
excellence in cter teri
quality of (state istics stics
products and which
services Sl.Nos. (state (state
1.Facilitates in are which which
identifying lacking) Sl.Nos. Sl.Nos.
parameters of are are
programme lacking) lacking)
evaluation
2.Facilitates
the
department
in
developing
their criteria
of
measurement
3.Facilitates in
identifying the
parameters of
institutional
evaluation
and their
criteria of
measurement
.
4.Uses academic
Audit as a tool for
institutional
evaluation.
5.Identifies focal
areas of academic
audit of the
department/institutio
n 6.Facilitates in
conducting
academic audit to
evaluate the

Score of
‘B’
Manages effectively the other day-to-day educational institution

related activities such as administrative, purchase, finance,
employers, alumni matching with the vision and mission of the
institute
D. Comments/ Suggestions about team work/ leadership/ inter-

……………………………………………………………………………
…………
……………………………………………………………………………
…………
Mentor Guideline Manual – NITTT Phase – II FIP 75

Industrial Training Role of Mentor

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Summary of Industrial Training Evaluation

On the basis evaluation criteria in Section – 2 of this Guideline Manual

1 Daily diary and attendance 20

2 Report of the industry supervisor and 20

3 Seminar paper presentation and viva-voce 20

Total Marks 100

(Note: The performance requirement for successful completion, as per

1.9 SUMMARY OF EVALUATION OF ON–THE–JOB

Module- Implements the curriculum effectively applying the

Module- Displays ethical professional behaviour as a teacher of

Module- Disseminates knowledge in various contexts by

Module- Delivers the planned teaching learning activities effectively,

Module- Uses technology enabled learning in various teaching-

Module- Assesses students using relevant tools scientifically

Module- Undertakes research and development activities to find

Module- Manages effectively the day-to-day educational institution

(Note: The performance requirement for successful completion, as per

1.10 MENTOR CHECKLIST

Name and Designation of the Mentor:

(Please √ in relevant column)

1 Maintained an E-Portfolio of the inductee

2 Prepared detailed action plan for the Phase – II

3 Maintained assessment record of industrial

4 Provided feedback on the assignments and

using respective module rubrics in the 1 week of

the semester of Phase – II.

5 Conducted orientation programme of Phase – II in

implementation of the 8 modules in an integrated

6 Maintained evidences of the best practices

7 Evaluated the inductee teacher during the

8 Prepared Assessment of ITP and On-the-job

SECTION – 2: INDUSTRIAL TRAINING

2.2 CHOICE OF INDUSTRY FOR INDUSTRIAL TRAINING For effectiveness

f) Develop the habit of punctuality, teamwork, sense of responsibility, dignity

Hence, the tasks/problems/projects for the industrial training need to be

In order to achieve the expected outcomes of industrial training, the following

2.4 PLANNING OF INDUSTRIAL TRAINING

2.5 ORIENTATION FOR INDUSTRIAL TRAINING

2.6 EXECUTION OF INDUSTRIAL TRAINING

First Week: Exposure- ‘Oriented Work-bench Involvement’ to study the role of

Mentor Guideline Manual – NITTT

Section – 2 Industrial Training

Third Week: Problem-solving ‘Oriented Work-bench Involvement’ in solving at

2.7 EVALUATION PLAN FOR INDUSTRIAL TRAINING

The purpose of evaluation of the industrial training (see rubrics Appendix-IV)

Mentor Guideline Manual – NITTT

Section – 2 Industrial Training

(Note: The performance requirement for successful completion according to

techniques used. For ease, clarity and uniformity of evaluation

Table 1 can be used.

Table – 1 Evaluating Daily Diary

(Tick √ in relevant cell and award the relevant marks)

5 Clarity of Adequacy, Adequacy, Adequate Adequacy

b) Reports of Industry Supervisor and Mentor

The copy of joining report of supervisor and mentor is to be given to inductee

Mentor Guideline Manual – NITTT

Section – 2 Industrial Training

Table – 2 Evaluating Industry Supervisor and Mentor Reports

1 Report of Acquired Acquired Acquire Hardly

c) Seminar Paper Presentation and Viva-Voce

iii. Quality of material presented

Mentor Guideline Manual – NITTT