Ccmia601 Handout

Program: -TVET DIPLOMA IN ELT
-TVET DIPLOMA IN ETT
RQF LEVEL: 6
Department: EEE
Option: ELT & ETT
Module code &Title: CCMIA 601- Industrial attachment Program
Credits: 30
Academic year: 2021-2022 Semester Two
Prepared by KARANGUZA Francois
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Purpose statement
This module describes the skills, knowledge and attitudes required to integrate
learners in workplace for an industrial attachment program to gain work-based
experience for future employment. The module will allow the learner to
Analyze own professional gaps in line with industry demands for better
Enhancement innovation during IAP program and be able to promote skills
transfer.
Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance
criteria describe the required performance needed to demonstrate achievement of
the learning unit.
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Module assessment guidelines
Component Weighting Learning objectives covered (%)

(%)
In-course assessment(FA) 100 All Learning Outcomes
CATs Assignment 1/10 20
Assignment 2/10 40
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CAT 1/20 70
CAT2/20
Summative assessment 80 100
(All content)
TOTAL 100
Formative Assessment
- A trainee to be competent for a formative module must have at least 70% on
checked items or “yes” in indicators (e.g. questions, indicators in the checklist)
- Each trainee should be competent on all formative assessments to be declared
competent on that module
- All formative assessment should be declared competent before taking the
summative/integrated assessment
Summative Assessment
-All Summative assessment should match with the content of the module in the
curriculum.
- Summative Assessment is as a theoretical type of assessment.
Table of content
Table of Contents
Purpose statement ................................................................................................................. 2
Elements of competence and performance criteria............................................................... 2
Module assessment guidelines............................................................................................... 3
Table of content ..................................................................................................................... 4
L.U.1: Analyze own professional gaps in line with industry demands ................................... 6
1.0. Introduction ................................................................................................................. 6
1.0.1. Definition: ................................................................................................................. 6
1.0.2. Objective of industrial attachment ........................................................................... 7
1.0.3. Benefits of Industrial attachment for students ........................................................ 7
L.O. 1.1: Identification of professional gaps in own carrier ................................................ 7
1.1.1. Key terms ................................................................................................................. 7

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1.1.2. Labor market Demand .............................................................................................. 9
1.1.3. Techniques of identifying professional gaps ............................................................ 9
L.O.1.2: Establishment of strategies to fill the professional gaps ....................................12
L.O.1.3: Selection of relevant placement .........................................................................13
1.3.1. Identifying IAP stakeholders ...................................................................................13
L.U.2: ENHANCE INNOVATION DURING IAP PROGRAM .......................................................15
L.O .2.1: Explanation of innovation ..................................................................................15
2.1.1. Description of Innovation .......................................................................................15
2.1.2. Types of innovation ................................................................................................16
2.1.3. Core values related to .............................................................................................20
L.O 2.2: Description of innovation strategies during IAP..................................................27
2.2.1. Key term..................................................................................................................27
2.2.2. Types of innovation strategies................................................................................28
2.2.3. Examples of Innovation strategies..........................................................................30
L.O.2.3: Integration of innovation process during IAP program .......................................31
2.3.1. Integration of Innovation process ..........................................................................31
L.U. 3: IMPLEMENT PROFESSIONAL SKILLS TRANSFER .........................................................33
L.O.3.1: Elaboration of the implementation plan of competences acquired during IAP

..........................................................................................................................................33
3.1.1. Definition of implementation plan .........................................................................33
3.1.2. Description of components of implementation plan .............................................33
L.O .3.2: Application of skills, knowledge and attitudes acquired during IAP ..................38
3.2.1. Execution of implementation plan .........................................................................38
L.O .3.3: Impact assessment of applied competences acquired during the .....................39
continuous professional development programs.............................................................39
3.3.1. Definition of impact assessment ............................................................................39
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3.3.2. Description of impact assessment components .....................................................39
L.U.4: REPORT IAP ACTIVITIES ..............................................................................................40
L.O.4.1: Description of IA documents (refer to IPRC logbook ) .....................................40
4.1.1. Description of Types of IA documents ....................................................................40
4.1.1.1. Trainee’s documents ...........................................................................................40
4.1.1.2. Company’s Trainer documents ............................................................................40
L.O.4.2: Description of gained work experience during IAP .............................................40
4.2.1. Description of IA work carried out..........................................................................40
4.2.2. Description of the competences acquired during IA ..............................................40
4.2.3. Description of challenges encountered in IA ..........................................................40
4.2.3. Explanation of the approaches used to address challenges...................................41
4.2.4. Clarification of Recommendations toward .............................................................41
L.O 4.3: Description of skills transfer ....................................................................................41
4.3.1. Definition of skills transfer ......................................................................................41
4.3.2. Explanation of types of transferable ......................................................................41
4.3.3. Descriptions of utilization of skills acquired during IA............................................41
L.U.1: Analyze own professional gaps in line with industry demands

Learning Outcomes: 1.1. Identification of professional gaps in own carrier
1.2. Establishment of strategies to fill the professional gaps
1.3. Selection of relevant placement
1.0. Introduction
1.0.1. Definition:
Industrial attachment means the placement of a person in a workplace for the
purpose of gaining knowledge and practical skills.
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1.0.2. Objective of industrial attachment
The specific objectives include providing a structured attachment programme
with emphasis on applications, management and hands-on experience for the
students to:
(a) Apply knowledge learned
(b) Acquire practical skills (c) Strengthen work values
(d) Gain interpersonal skills.
1.0.3. Benefits of Industrial attachment for students
1. Industrial attachment can make the students aware of the Industry Norms.
2. The students get to work in a real work environment which can help them in
understanding how an organization works.
3. It also helps them in knowing the latest happenings in the industry.
4. It helps the students in understanding and using the latest technologies.
5. Industrial attachment can fetch them job offers from good companies.
6. Another benefit of industrial attachment and work placement helps the
individual to explore other career options.
7. The students can get certifications and recommendations from the company
after completion of their attachment program.
L.O. 1.1: Identification of professional gaps in own carrier
1.1.1. Key terms
 Professional gap:
A skills gap is when your current workforce’s skill set doesn't align with the skills,
they need to do their jobs.
The importance of analyzing skills gaps in your company
For years, employers have preferred to hire new people to close their skills gaps.
But it’s becoming difficult to find new employees with the skills companies need.
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By the time many companies realize they have a skills gap, they could be in dire
need of support. Assessing your skills gap helps you recognize the capabilities
your teams need to thrive.
 Labor Market
The labor market or job market is a platform where the demand for (by employers)
and supply of (by workers) employment meet. It assists in creating a skilled
workforce that flourishes with competition, development, and economic
expansion.
In other word, the labor market, also known as the job market, refers to the supply
of and demand for labor, in which employees provide the supply and employers
provide the demand. It is a major component of any economy and is intricately
linked to markets for capital, goods, and services.
The labor market is where people and employers come together to bargain for
labor and wages or other forms of compensation. The number of people willing
to work is based upon the level of pay that employers are offering. The higher the
wage being offered, the more people will enter the labor market to compete for
jobs
 Labor market components

#1 – Manpower Participation
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Please note that it denotes the number of people available to work in the job
market, incorporating all employees providing their services for a job, irrespective
of their profession.
#2 – Candidate Population
In other words, it signifies individuals applying for a specific job that matches
their ability and knowledge, determining their participation rate. Additionally,
recruiters observe the job market to identify people fulfilling their eligibility
criteria for a certain job.
#3 – Candidate Pool
In short, this is the real bunch of people primarily revealing their interest in the
job by resume submission. Furthermore, it can be regarded as the beginning of
the selection procedure wherein the company’s recruitment department acquires
and screens applications. It helps them forward capable applicants to the
following screening round.
#4 – Appointed Individuals
Lastly, after contemplating many details and a successful screening method, it
displays the candidates selected for the position.
Example
Suppose that an economic system has a complete civilian non-institutional
populace of 100,000. Moreover, out of this, 80,000 individuals are in the working-
age group. In the same vein, 75,000 people belonging to this group are either
employed or are active job-seekers (part of the job market), while 4000 people
are unemployed. Hence, this amounts to a 5.3% unemployment rate.
1.1.2. Labor market Demand
Labor market role in training
Labor market opportunities
1.1.3. Techniques of identifying professional gaps
 SWOT Analysis
SWOT analysis (or SWOT matrix) is a strategic planning and strategic
management technique used to help a person or organization identify Strengths,
Weaknesses, Opportunities, and Threats related to business competition or project
planning. It is sometimes called situational assessment or situational analysis.
This technique is designed for use in the preliminary stages of decision-making
processes and can be used as a tool for evaluation of the strategic position of
organizations of many kinds (for-profit enterprises, local and national
governments, NGOs, etc.).[4] It is intended to identify the internal and external
factors that are favorable and unfavorable to achieving the objectives of the
venture or project.
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Strengths – Own strengths and advantages
Weaknesses – Own weaknesses and disadvantages
Opportunities – Possible chances and future possibilities
Threats – Possible risks and dangers
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 Benchmarking competences
Competence: the quality or state of being competent, such as the quality
or state of having sufficient knowledge, judgment, skill, or strength (as for
a particular duty or in a particular respect).
Competence in the workplace: It’s the ability to complete a task
effectively. A person should be able to perform various tasks at a target
proficiency level to achieve competence in something. Job competencies
give employees a clear idea of what is expected of them in terms of their
performance.
Competency: The combination of observable and measurable
knowledge, skills, abilities and personal attributes (attitudes and values)
that contribute to enhanced employee performance and ultimately result
in organizational success.
 Identify important skills

To identify your skills and decide what skills to develop, you could:
Think about what you do in your current job.
Reflect on your past education and work experiences.
Think about the skills you've gained in daily life.
Talk to people who know you well outside of work, for a different
perspective.
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The top skills employers look for include:
Critical thinking and problem solving.
Teamwork and collaboration.
Professionalism and strong work ethic.
Oral and written communications skills. Leadership.
Confidence
Organization and Management.
Effective Communication
ACTIVITY ONE: Perform SWOT analysis based on Labor market
References:
1. https://www.efrontlearning.com/blog/2017/10/identify-skill-
gapsworkplace.html
2. https://www.wallstreetmojo.com/labor-market/
3. https://newmanu.edu/top-5-skills-employers-look-for
4. https://www.google.com/search?q=+Perform+SWOT+analysis+based+o
n+Labor+market
5. file:///C:/Users/gip/Downloads/Connecting-Employment-Training-
withLabor-Market-Demand-and-Opportunities.pdf
L.O.1.2: Establishment of strategies to fill the professional gaps

1.2.1. Strategies to fill the professional gaps:
 Online Training: Online training lets organizations and managers teach
people skills and knowledge over the internet via a computer, smartphone,
or other device.
 IAP: Student Industrial Attachment Programme (SIAP) is a “work-based
experience programme” providing a real-life organizational context for
students to develop specific or generic skills, valuable to their professional
development.
 Volunteering: to offer to do something that you do not have to do, often
without having been asked to do it and/or without expecting payment.
 Attending seminars: attending a conference or other meeting for
discussion or training.
1.2.2. Market opportunity

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A situation in which a product, service, etc. that is potentially wanted or needed
by consumers is identified by a business as not being supplied by rival companies.
Look at products, services or brands that are doing well in the market and think
about how you could improve on them with your offering. You could do this
through a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis of
your own and competing businesses.
1.2.3. Matching strategies with labor market opportunities

 Identifying occupational trends
An occupational trend can be defined as the fastest growing industries that hold
the best opportunities for potential employees.
For example, let's assume that you work in the IT field and are searching for
jobs that work around your busy schedule. After visiting with a professional in
the IT industry, you learn that independent IT consulting has become one of the
newest career trends for those in IT looking to make money on their own
schedule.
 Anticipating and matching skills and jobs
Skills anticipation is a strategic and systematic process through which labour
market actors identify and prepare to meet future skills needs, thus helping to
avoid potential gaps between skills demand and supply.
https://study.com/academy/lesson/how-to-identify-career-trends.html
https://www.google.com/guide to anticipating and matching skills+and+jobs
L.O.1.3: Selection of relevant placement

1.3.1. Identifying IAP stakeholders
Stakeholders are those who may be affected by or have an effect on an effort.
They may also include those interested for academic, political, or philosophical
reasons.
Identify stakeholders by:
 Brainstorming.
 Collecting categories and names from informants in the community.
 Consulting with organizations that either are or have been involved in
similar efforts, or that work with the population or in the area of concern.
 Getting more ideas from stakeholders as you identify them.
 If appropriate, advertising.
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Select Relevant workplaces
During the selection of relevant workplaces for IAP, the following must be taken
into consideration:
 Select industrial attachment place based on Industry location
 Select industrial attachment place based on Industry type  Select
industrial attachment place based on Industry size
 Select industrial attachment place based on training package.
Responsibilities of the industrial attachment’s stakeholders
Responsibilities of trainer
Responsibilities of learner
Responsibilities of host Industry
IAP placement process
Making requests
ACTIVITY TWO : Select any three relevant workplaces for industrial

attachment and explain why are the workplaces selected?
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L.U.2: ENHANCE INNOVATION DURING IAP PROGRAM
Learning Outcomes: 2.1. Explanation of innovation
2.2. Description of innovation strategies during IAP
2.3. Integration of innovation process during IAP program
L.O .2.1: Explanation of innovation
Simply put, innovation is about successfully implementing a new idea and
creating value for your customers and stakeholders. Innovation starts with a
new idea. It could be a plan for an improved product or service; it could be an
updated method for running your operations; it could also be a new business
model.
Innovation is the process of creating new ideas, products, or methods to solve a
problem. Often, innovating involves approaching an existing idea or product from
a new perspective with the goal of improving it.
2.1.1. Description of Innovation

 Definition
It starts with a new idea, addresses a market need and creates value. And it’s
something that every company should be looking at.
Innovation is, at its core, about solving problems — and there are as many ways
to innovate as there are different types of problems to solve. Just like we wouldn’t
rely on a single marketing tactic for the life of an organization, or a single source
of financing, we need to build up a portfolio of innovation strategies designed for
specific tasks. Leaders identify the right type of strategy to solve the right type of
problem, just by asking two questions: How well we can define the problem and
how well we can define the skill domain(s) needed to solve it. Well-defined
problems that benefit from well-defined skills fall into the category of “sustaining
innovation.” Most innovation happens here, because most of the time we’re trying
to get better at something we’re already doing. “Breakthrough innovation” is
needed when we run into a well-defined problem that’s just devilishly hard to
solve. In cases like these, we need to explore unconventional skill domains. When
the reverse is true — skills are well-defined, but the problem is not — we can tap
into “disruptive innovation” strategies. And when nothing is well-defined, well,
then we’re in the exploratory, pioneering realm of basic research. There are
always new problems to solve; learn to apply the solution that best fits your
current problem.
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Innovation in education encourages students and teachers to research,
explore, and use all the tools to uncover something new. Innovation
involves a different way of looking at problems and solving them. It also
improves education because it compels students to use a higher level of
thinking to solve complex problems.
Benefits & why is innovation important in business:
• Innovation Improves Productivity and Profitability

• Innovation improves your Brand Value and Worth
• Innovation helps you to Solve Problems
• Innovation helps you to Beat your Competitors
• Innovation improves your relationship with Customers
• Innovation makes you Creative and lets you think out of the
Box
2.1.2. Types of innovation

 Radical
Radical innovation is an invention that destroys or supplants an existing business
model. Unlike architectural or incremental innovation, radical innovation blows
up the existing system or process and replaces it with something entirely new.
Examples of radical innovation include the iPhone, which paved the way for the
modern smartphone market, and the merging of farming equipment with sensor
technology that provides farmers with data that is used to alter the farming
industry.
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 Incremental
Radical innovation involves significant improvements in products and services
and the provision of new products and services (Nguyen, 2018). Incremental
innovation involves slight changes in technology and some new value or
differentiation in current products, services and technology (Okuyama, 2017).
Incremental innovation is a series of small improvements or upgrades made to

a company's existing products, services, processes or methods. The changes
implemented through incremental innovation are usually focused on improving
an existing product's development efficiency, productivity and competitive
differentiation.
For example, when Apple entered the mobile phone market with its Phone, it
made radical change in the look of the mobile phones. Every next new iPhone on
the market was incremental innovation while only the first iPhone was a radical
innovation.
In the automobile industry, the improvements made each year to the newest model
of car are incremental innovations. No new markets are formed, and existing
technology is used to make the car better.
 Disruptive
Disruptive innovation refers to the innovation that transforms expensive or

highly sophisticated products or services
Disruptive innovation refers to innovations and technologies that make expensive
or sophisticated products and services accessible and more affordable to a broader
market.
Disruptive innovation refers to the use of technology that upsets a structure,
as opposed to "disruptive technology", which refers to the technology itself.
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Disruptive innovation requires enabling technology, an innovative business
model, and a coherent value network.
Netflix is a classic example of disruptive innovation that used a new business

model and technology to disrupt an existing market. It initially offered a DVDby-
mail rental service and later launched its online, subscription-based movie
streaming service.
Amazon, launched as an online bookstore in the mid-1990s, is an example of
disruptive innovation.
 Architecture
Architectural innovation refers to changing the overall design of a product
by putting existing components together in new ways. This innovation
occurs in the short to medium term. Examples: Winchester Disk Drives,
Desktop Photocopiers & Multi-core Processors.
Peloton, maker of home exercise bicycles, packages the already existent bicycle,
internet, and communications technologies to create new consumers who
otherwise would not buy an exercise bike. Some firms have leveraged solar cell
technology to produce small outdoor ground lighting.
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The type of innovation is dependent on two factors:
1. Market – does the innovation create a new market, or address

the existing market?
2. Technology – does the innovation use a new technology or an
existing technology?
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https://pressbooks.lib.vt.edu/strategicmanagement/chapter/7-4-types-of-
innovation/
2.1.3. Core values related to IAP
 Competences acquired
Acquired skills are talents and expertise often obtained through education or
experience. These include soft skills such as communication and hard or technical
skills such as computer programming.
Skills acquisition can help prepare you to perform the functions of your job at a
proficient level and take on other roles in your industry. You can do this through
practice and commitment and by seeking an apprenticeship or internship,
pursuing on-the-job training, reading related books and taking classes.
Importance of acquired skills
Acquired skills can help you progress in your current role and potentially find
new career opportunities. This path of development may also help keep you
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current in continuously changing work environments and practices. Some
benefits of acquiring skills include:
 Building confidence and a sense of achievement
 Creating a stronger resume
 Developing a growth and flexibility mindset
 Diversifying your job responsibilities
 Increasing your learning speed
 Creating a possibility for promotion
Examples of acquired skills
Each industry has unique skills that can help employees succeed. These acquired
skills are helpful to include on your resume and cover letters to show your
proficiency in the field. Here are some examples of acquired skills in several
industries that you can work to develop:
 Administrative careers
Skills connected to keeping an office organized and managing a business include:
 Anticipation of needs
 Collaboration
 Customer service
 Document management
 Interpersonal skills
 Problem-solving
 Resourcefulness
 Time management
 Written and oral communication
 Customer-service careers
Customer-service careers may require the following skills:
 Active listening
 Communication
 Efficiency
 Empathy
 Patience
 Positive attitude
 Time management
 Troubleshooting
 Education careers
Those working in the education industry may develop skills such as:
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 Collaboration
 Classroom management
 Flexibility
 Leadership
 Organization
 Public speaking
 Information technology (IT) careers
Besides learning a specific program related to your job, some IT skills to develop
include:
 Analytics
 Coding languages
 Collaboration
 Critical thinking
 Multi-tasking
 Project management
 Wireless modems and routers
 Marketing careers
Here are some skills to help you succeed in the marketing industry:
Attention to detail
Adaptability
Creativity
Critical thinking
Digital marketing
Project management
SEO practices
Social media
 Medical careers
The following skills are helpful for those working in the medical or healthcare
field:
 Adaptability
 Attention to detail
 Diagnosis
 Leadership
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 Multi-tasking
 Problem-solving
 Research
 Time management
 Innovation process
An innovation process is a set of steps between an idea's conception and its
implementation. It is a streamlined process that is managed in a way that reflects
a company's structure and innovation goals.
 Skills transfer
Transferable skills are exactly what they sound like: the skills that you use in
every job, no matter the title or the field. Some transferable skills are hard skills,
like coding, data analysis, or other technical skills, and some are soft skills like
communication and relationship building.
Think of transferable skills as part of your career tool belt. No matter what you
learned in school or at a previous job, transferable skills are what every worker
gains from each career experience, including volunteering, internships, freelance
jobs, and more. They are the skills that you can use in any professional setting.
Doug Ebertowski, a Career Coach at Flex Jobs, offers this example. “Assume you
have a background in business development and you find a project manager
position you want to pursue. Even though your previous job title sounds different,
you likely spent time planning, developing processes and timelines, and
organizing a team to reach your goals. Those are the transferable skills that can
help you land the new job.”
15 Important Transferable Skills (Examples)
All transferable skills are important. However, employers seek out some
transferable skills, such as interpersonal skills, over others. These are the skills
that you’ll use in any job and can turn you from a good employee into an
invaluable employee.
These transferable skills are desirable because if you already have them, your
employer doesn’t have to worry about training you on them.
You can hit the ground running in any career field and start making positive
contributions right away with this list of transferable skills.
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1. Problem Solving
Your problem-solving skills help you not only identify that there is a problem,
they also help you identify what is causing the problem and find a way to
implement a solution. Employers appreciate it when an employee identifies
bottlenecks or inefficiencies in a process or procedure. However, they are even
more appreciative when staff also offer solutions to those issues.
2. Analytical Reasoning
Analytical reasoning is, in some ways, part of your problem-solving skills: taking
the larger problem and breaking it down into smaller problems to identify a
solution. Put another way, employers want staff who can find logical solutions to
the company’s problems.
3. Critical Thinking
Similar to problem-solving and analytical reasoning, critical thinking is the
evaluation and interpretation of information to make a judgment, come to a
conclusion, or choose a course of action. It’s more than reading something and
saying, “Well, it must be true.” It’s looking at the evidence and evaluating it to
help decide if the information is more opinion than fact before using it to back up
a decision.
4. Leadership Leadership skills aren’t only your ability to supervise and manage a
team. Leadership skills also include your ability to take the lead on a project and
get a team to follow through and accomplish shared goals. Leadership
encompasses many additional transferable skills like communication, problem-
solving, and relationship building.
5. Adaptability
As you work in a role, you may discover that you need to adjust due dates,
workflow, or even how you approach your job. In some cases, you may need to
learn new skills to help get the job done. Pivots often happen in business, whether
it’s a strategy or a product line.
Demonstrating that you can adapt to change shows that you’re able to go with the
flow while maintaining a positive attitude and getting your work done.
6. Teamwork
Teamwork means working together as a group to achieve a common goal. But
being on the team and part of the team are two separate things. Employers don’t
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want employees who show up but don’t help the team accomplish its goals. They
want team players, people who make positive contributions to the group to help
it succeed.
7. Communication
A transferable skill in any setting, you will communicate in almost every job.
Your communication skills are your ability to share ideas and information in a
clear and concise manner, leaving no room for misunderstanding. You need the
ability to communicate effectively and efficiently, so whomever you are
communicating with understands your message.
8. Writing
Writing is, of course, a communication method. While writing may not be the
primary task of every job, given the nature of modern businesses, writing skills
have become an essential element of most careers. Employees with effective
written communication skills can convey messages and information clearly
despite the lack of visual cues.
9. Listening
Listening skills, specifically active listening skills, are transferable skills that
cannot be overlooked especially if you’re in management. To solve a problem for
a client or resolve team conflicts, you have to be able to listen and understand
what the other side is saying. If you aren’t a good listener, you may not truly
understand what the speaker is trying to convey.
10. Creativity
Creativity isn’t always about your painting or drawing skills (unless it’s relevant
to your role). Creativity is about how you approach tasks and solve problems. Are
you an out of the box thinker? Do you employ novel techniques to help clients
understand how to use the product?
Creative thinkers find novel solutions to the problems they face. They use these
skills to help their employer see things differently and solve problems in new
ways.
11. Attention to Detail

Paying attention to the finer details means you notice everything. You go through
projects with a fine-tooth comb to make sure it’s all correct and that nothing—no
matter how small—gets lost. Being detail-oriented means your employer can
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count on you to pay attention to every detail in an assignment, and to catch errors
and correct them as needed. It also means that you’re intentional about how
projects are executed and there’s strong reasoning behind all decisions.
12. Project Management

Project management skills help you manage tasks from start to finish. You make
sure everything stays on time and also adjust the timeline when things aren’t going
as planned. Employers want people who can not only see a task through, but who
can visualize what needs to happen on a project from start to finish. This
transferable skill helps ensure that deadlines are met and projects are completed
efficiently and effectively.
13. Relationship Building

Relationships are often the key building block of any company. Without good
relationships between departments or with clients, there won’t be any business!
People who build relationships manage conflict or differing goals, and help
parties arrive at a solution.
14. Computer Skills

You may not be a technological wizard, but it’s a good idea to know your way
around the many software programs that businesses use today. For example, if
you know how to work in one type of spreadsheet, the odds are pretty good you
can figure out any spreadsheet, which means the company won’t have to teach
you the basics.
15. Management
Management is so much more than assigning tasks. It’s also making sure people
get things done and helping them overcome any stumbling blocks they may
encounter. Management skills enable you to make sure that people are where they
need to be and that they are completing their tasks effectively.
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L.O 2.2: Description of innovation strategies during IAP
2.2.1. Key term

Strategy
Strategy is about making choices between a number of feasible options to
have the best chance at “winning”, and innovation is just one of the means to
achieve your strategic goals.
Without a good one, it’s actually quite difficult to achieve long-term success
and orient your business for speed in order to secure competitive advantage.
What’s interesting is that according to statistics, 96% of executives have

defined innovation as a strategic priority. However, the lack of clear
innovation strategy is a fundamental problem especially for established
companies when optimization of existing business becomes a priority.
While developing an innovation strategy isn’t necessarily difficult in itself,

aligning it with your overall business goals and ways of working is what takes
most of the time and effort.
This time, we’ve decided to try to make sense of the broad topic by
introducing five steps for developing your own innovation strategy.
27
In addition, we’ll introduce a few tools that can be used when mapping your
strategic goals in order to make the best choices for long-term success.
Innovation Strategy
Innovation is about creating new value people are willing to use and pay for,
whereas strategy is the plan for harnessing for example marketing, operations,
finance and R&D to support achieving the competitive goal.
To clarify, innovation strategy isn’t about innovation tactics, such as setting

up an idea challenge, but more about mapping organization’s mission, vision
and value proposition for defined customer markets. It sets boundaries to your
innovation performance expectations by simplifying and structuring your
innovation work to achieve the best possible outcome.
5 Steps for Developing an Innovation Strategy:

1. Determine objectives and strategic approach to innovation
2. Know your market: customers and competitors
3. Define your value proposition
4. Assess and develop your core capabilities
5. Establish your innovation techniques and systems
Best Practices - How to Make your Innovation Strategy Work?
1. Pick your focus
2. Align innovation strategy with your business goals
3. Communicate and integrate your strategy to the ways of working
4. Measure systematically and adapt
2.2.2. Types of innovation strategies
An innovation strategy is just a plan to grow a market and profit share through
product and service innovation. Innovation strategies can be classified as
proactive, active, reactive, and passive.
• Proactive: Companies with proactive, innovative strategies tend to have a

strong market orientation. They acquire knowledge from a wide range of
sources and take high risks.
The types of technological innovation utilized in a proactive innovation

strategy are:
28
Radical – Breakthroughs that change the nature of products and services.
Incremental – The constant process or technological changes that lead to
improved performance of services and products.
• Active: An active innovation strategy defends existing technologies and

markets while being prepared to quickly once market and technologies are
proven.
• Reactive: The reactive innovation strategy copies proven innovation and
uses entirely incremental innovators. Mostly used by companies which
1. Are followers
2. Follows wait and see approach
3. Take low-risk opportunities
• Passive: Companies with a passive innovation strategy waits for its customer
review or demand for a change in their product or service.
 5 Steps for Developing Your Innovation Strategy.
1.Determine Objectives and Strategic Approach

The first step is to define your innovation objectives and why behind your
innovation strategy. As already mentioned, your innovation strategy should help
support your business objectives and vice versa.
2.Know Your Market: Customers and Competitors
The second step is defining the market you’re operating in and the customer
segment you’re offering value for.
29
So, to innovate and to respond to your customers’ needs, you should listen and
understand what your customers want.
3.Define Your Value Proposition
Next, and probably the most important step is to define the value proposition.
How will you win? What type of innovation strategy allows the company to
capture that value and achieve a high level of competitive advantage?
So, you should focus on creating value that either saves your customers money
and time or makes them willing to pay more for your offering.
4.Assess and Develop Your Core Capabilities
When assessing your set of capabilities that need to be in place, consider the
following:
 Culture
 R&D
 Behaviors
 Values
 Knowledge
 Skills
So, the ability to connect and develop these capabilities is key to innovation.
5.Establish Your Innovation Techniques & Systems
Last but not least, you should find out what systems need to be in place. Define:
which innovation techniques and systems do we need to be able to link our
innovation infrastructure elements together?
What are the most important systems that help and support measuring the
outcome of our innovation strategy?
2.2.3. Examples of Innovation strategies
 The innovative strategy of Microsoft
Microsoft has struggled to achieve radical innovation. That may soon change.
Now, Microsoft’s innovation strategy involves going for R&D to advance its
position in a range of markets – including healthcare.
 The Innovative Strategy of Google
Google’s innovation initiatives are all over the matrix, so it’s difficult to assign
them just one innovation archetype.
Additionally, its parent company, Alphabet, invests heavily in R&D. This
indicates that it’s targeting radical, disruptive, and architectural innovation.
 The Innovative Strategy of Apple
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Apple used to outsource R&D initiatives, instead to focus on product
development. But these days, they are developing competencies in-house through
internal accelerators while acquiring startups.
 The Innovative Strategy of Samsung
Samsung’s innovation action plan in recent years has been to diversify its
portfolio. Its R&D arm is exploring digital health, AI, the Internet of Things,
autonomous mobility, security, data-center infrastructure privacy, and more. In
addition, Samsung also strategically invests in a range of external initiatives to
co-create businesses.
 The Innovative Strategy of Amazon
Having achieved the impossible feat that is keeping its startup culture while
scaling up, innovation is ingrained in every part of Amazon’s culture – not just
the R&D arm.
https://slidecompass.com/developing-innovation-strategy/
L.O.2.3: Integration of innovation process during IAP program

2.3.1. Integration of Innovation process
Innovation process
A process innovation is the implementation of a new or significantly improved
production or delivery method. This includes significant changes in techniques,
equipment and/or software.
FIVE STAGES IN THE INNOVATION PROCESS
 Idea Generation and Mobilization

New ideas are created during idea generation. Mobilization occurs when the idea
is moved to a different physical or logical location, such as an outside firm or
another department.
 Advocacy and Screening
Advocacy and screening help evaluate an idea and measure its potential benefits
and problems. From there, a decision can be made about an idea's future. One of
the biggest advantages for the joint processes of advocacy and screening is
refinement. If the idea has potential, discussions and arguments help enhance it.
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 Experimentation
A test under controlled conditions that is made to demonstrate a known truth, to
examine the validity of a hypothesis, or to determine the efficacy of something
previously untried. The process of conducting such a test; experimentation. An
innovative act or procedure.
An example of experiment is when you try out a new hair style. An example of
experiment is when you use test tubes and chemicals in a lab to complete a project
and to try to better understand chemical reactions. The result of experimentation.
The process of conducting such a test; experimentation.
 Commercialization
Commercialization is the process of bringing new products or services to market.
The broader act of commercialization entails production, distribution, marketing,
sales, customer support, and other key functions critical to achieving the
commercial success of the new product or service.
 Diffusion and Implementation

The diffusion of innovations theory describes the pattern and speed at which new
ideas, practices, or products spread through a population.
Creating systems and processes to grow new ideas might not sound as exciting as
developing an innovation strategy or investment portfolio, but it's one of the most
crucial steps in the innovation process. Without these processes, innovation
implementation is impossible.
Diffusion and implementation research have each sought to understand necessary
conditions and motivations and to identify obstacles. Whether these two areas of
research have the same determinants, overlap, or are separate is controversially
affecting the interpretation of current research.
32
L.U. 3: IMPLEMENT PROFESSIONAL SKILLS TRANSFER
Learning Outcomes:
3.1 Elaboration of the implementation plan of competences acquired during IAP
3.2 Application of skills, knowledge and attitudes acquired during IAP
3.3 Impact assessment of applied competences acquired during the continuous
professional development programs
L.O.3.1: Elaboration of the implementation plan of competences acquired

during IAP
3.1.1. Definition of implementation plan
An implementation plan—also known as a strategic plan—outlines the steps your

team should take to accomplish a shared goal or objective. This plan combines
strategy, process, and action and will include all parts of the project from scope
to budget and beyond. In this guide, we’ll discuss what an implementation plan is
and how to create one. An implementation plan covers all aspects of a project
including budget, timeline, and personnel.
The purpose of implementation plan
The purpose of the implementation plan is to provide a format in which to: Define
the tasks/actions required to implement each selected best practice. Develop a
communication/training and implementation plan. Set a timeframe and target
dates for the completion of tasks/actions and communication/training.
5 Key Steps in the Implementation Process
1.Set Clear Goals and Define Key Variables. …

2. Determine Roles, Responsibilities, and Relationships. …
3. Delegate the Work. …
4.Execute the Plan, Monitor Progress and Performance, and Provide Continued
Support. …
5.Take Corrective Action (Adjust or Revise, as Necessary)
3.1.2. Description of components of implementation plan

 Task to be performed
 Steps required
 Resources needed
 Risks identification
33
 Schedules
 Task Verification
1. Define goals
The first step in the implementation process is defining your goals. Determine
what you hope to accomplish when your project is complete, like whether you
hope to win over a new marketing client or revamp your internal content strategy.
Starting with your project objectives in mind can help flesh out your project plan.
Tips to consider:
• Ask questions: When defining your goals, you and your team may want to ask
questions about your project such as, “What are we trying to achieve with this
project? What deliverables do we hope to produce? Who are the stakeholders we
plan to share our project deliverables with?”
34
• Brainstorm risk scenarios: Although you’ll perform a more in-depth risk
assessment later on in your implementation plan, brainstorming potential risk
scenarios early on gives you a more realistic idea of what you’re able to achieve.
Read: How to write an effective project objective, with examples
2. Conduct research
Once you have a broad idea of the project goals you want to achieve, you can
hone in on these goals by conducting research such as interviews, surveys, focus
groups, or observations. Your research should come from key experts in your
field. These experts may be team members or external stakeholders. Your
research outcomes should include a list of what your project timeline, budget, and
personnel may look like.
Tips to consider:
•Collaborate using shared tools: Collaboration is easier when you have the right
communication tools in place to do so. Use a team collaboration tool to share your
project goals and get feedback from others, regardless of their location.
3. Map out risks
You brainstormed risk scenarios in step one of your implementation strategy, and
in step three, you’ll map out all the potential risks you may face in your project.
Risks can include anything from paid time off and holidays to budget constraints
and loss of personnel.
A great way to map out your risks is by using a risk register. This tool will help
you prioritize project risks and prepare for them accordingly. You can also
conduct a SWOT analysis, which will identify any weaknesses or threats affecting
your project.
Tips to consider:
•Be flexible and proactive: Mapping out risks is more than just a preparation
strategy. If you identify preventable risks during this stage of the implementation
plan, you can take action to prevent those risks. This may mean adjusting your
initial project goals.
4. Schedule milestones
Scheduling your project milestones is an important step in the planning process
because these checkpoints help you track your progress during execution.
Milestones serve as metrics—they are a way to measure how far you’ve come in
your project and how far you have left to go.
To visualize project milestones and keep your entire team on track, use a Gantt
chart. With a Gantt chart, you can visually lay out your implementation schedule
and show how long you think each task will take. Tips to consider:
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•Add wiggle room: Things don’t always go as planned, even if you do everything
in your power to a schedule. By adding wiggle room to your schedule, you can
ensure your project stays on track instead of keeping tight milestones and failing
to meet them.
•Clarify dependencies: Dependencies are tasks that rely on the completion of
other tasks. Clarifying your dependencies makes it easier to keep the project on
track and hit your milestones.
5. Assign responsibilities and tasks
Every action plan must include a list of responsibilities with team members
assigned to each one. By assigning responsibilities, you can assess the
performance of each team member and monitor progress more closely.
Assigning responsibilities is different from assigning individual tasks. One team
member may be responsible for overseeing the project review, while you may
assign three other team members to handle the delivery and communication of the
project to various teams for review. When you assign responsibilities and tasks,
be sure to make your expectations clear. Tips to consider:
•Communication is key: When you assign roles, responsibilities, or tasks, it’s best
to communicate why you’re choosing one team member over another. Instead of
letting team members question why they have specific roles, you can use this step
in the planning process as an opportunity to highlight team member strengths.
•Track responsibilities in a shared tool: Having a shared tool, like project
management software, can give team members clarity on who's doing what and
by when.
6. Allocate resources
Resource allocation is one of the best ways to reduce risk. If you can plan out
what resources you need for your project and ensure those resources will be
available, you’ll avoid the risk of running out of resources mid-project. If you
notice that you don’t have enough resources in this step of the implementation
process, you can adjust your project accordingly before it kicks off.
Resources may include money, personnel, software, equipment, and other
physical or technical materials. Time can also be a resource because the team
members you need to complete the project may be working on other projects. Tips
to consider: Ask yourself the following questions when identifying available
resources for your project: •What is the project’s priority level?
•Who is available to work on this project?
•What budget or tools are available?
•What additional resources do we need?
•Who needs to approve the resource allocation plan?
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Following these steps as you create your implementation plan will increase the
likelihood of hitting your project goals. Having a checklist of the items to include
in your implementation plan can also lead to successful implementation
https://asana.com/resources/implementation-plan
37
L.O .3.2: Application of skills, knowledge and attitudes acquired during IAP
3.2.1. Execution of implementation plan

 Performance test of the task carried out
 Preparation of report on the work done
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L.O .3.3: Impact assessment of applied competences acquired during the
continuous professional development programs
3.3.1. Definition of impact assessment
Impact assessment (IA) is a structured a process for considering the implications,
for people and their environment, of proposed actions while there is still an
opportunity to modify (or even, if appropriate, abandon) the proposals. It is
applied at all levels of decision-making, from policies to specific projects.
3.3.2. Description of impact assessment components

 Social impacts assessment
 Environmental impact assessment
 Policy impact assessment
 Financial impacts
Social impact assessment (SIA) is a process for the identification, analysis,
assessment, management and monitoring of the potential social impacts of a
project, both positive and negative.
Environmental Impact Assessment (EIA) is a tool used to assess the significant

effects of a project or development proposal on the environment. EIAs make sure
that project decision makers think about the likely effects on the environment at
the earliest possible time and aim to avoid, reduce or offset those effects.
EIA is a tool used to assess the positive and negative environmental impacts of a
project. This is used to predict the environmental impacts of a project in the
preplanning stage itself so that decisions can be taken to reduce the adverse
impacts. Policy impact assessment seeks to inform decision-makers by
predicting and evaluating the potential impacts of policy options. It is the latest
extension of the assessment concept, namely from the project and/or programme
level to the policy level.
Policy impact evaluation examines changes in key indicators that have occurred
since the implementation of a policy and the extent to which changes can be
attributed to the policy.
Financial Impact means either a decrease in the value of the Assets or an increase
in the Losses and Liabilities pertaining to the Assets, net of any insurance
...
39
Financial Impact Analysis calculates the expected stream of expenditures and
revenues associated with a project or program, in order to assess its economic
feasibility.
L.U.4: REPORT IAP ACTIVITIES
Learning Outcomes: 4.1 Description of IA documents
4.2 Description of gained work experience during IAP
4.3 Description of skills transfer
L.O.4.1: Description of IA documents (refer to IPRC logbook )
4.1.1. Description of Types of IA documents
4.1.1.1. Trainee’s documents

 Logbook
IAP list of competencies to be developed
IAP attendance sheet
IAP agreement
IAP report form
IAP Evaluation form
 IA report format
4.1.1.2. Company’s Trainer documents
 Joining report of attachment
 General Departmental information to companies
 Training assessment form
 IPRC supervisor’s form
L.O.4.2: Description of gained work experience during IAP
4.2.1. Description of IA work carried out
4.2.2. Description of the competences acquired during IA
4.2.3. Description of challenges encountered in IA
 Technical challenges
 Social Challenges
Technical challenges
Related to new technology
Related to new technical skills
Social Challenges
Related to financial issues
40
Related to community issues
Social challenges are common problems in present-day society and one that many
people strive to solve. Social challenges are those conditions or behaviors that
have negative consequences at the personal and work level
https://www.ijbmi.org/papers/Vol(5)9/version-2/F05923742.pdf
4.2.3. Explanation of the approaches used to address challenges
Addressing Challenges and Solving Problems: 4-Step Approaches can be used

1) Identifying the issue. Perhaps the most important step in problem solving is
actually working to understand the issue and defining what really is the problem.
2) Generate many alternative solutions. ...
3) Consider the consequences of each solution. ...
4) Pick one.
4.2.4. Clarification of Recommendations toward

 Company
 College
L.O 4.3: Description of skills transfer
4.3.1. Definition of skills transfer
A skills transfer is the method in which we teach an employee how to perform a
new task or skill. The key to an effective skills transfer is that the individual
transferring the skill needs to understand and be able to translate this particular
skill to their peer.
4.3.2. Explanation of types of transferable skills
 Social skills
 Professional skills
4.3.3. Descriptions of utilization of skills acquired during IA
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IPRC GISHARI P.O. Box60
RWAMAGANA-
Integrated Polytechnic Regional RWANDA
College Tel:
+250 788 329149
Email:info@iprcgisha
ri.rp.ac.rw
.rp.
INDUSTRIAL ATTACHMENT LOGBOOK
Student’s full name:

Student’s registration number:
Department: Electrical and Electronics Engineering Option
/ trade:
Student’s Cell Phone No: Student’s
e-mail:
Company/Organization Name:
Company/Organization Cell Phone No:
Company/Organization e-mail:
42
1. RATIONALE
Integrated Polytechnic Regional College (IPRC) Gishari is a Government-Based
TVET School with the main objective of expanding access to technical skills and
knowledge to the Rwandan youth in line with the government policies and
National Strategy for Transformation (NST).
In order to achieve its mandate, the school requires support from the public and
private institutions to enable students’ link acquired knowledge and skills with
the reality at the ground by allowing students to be attached to these during their
industrial training period so that they gain enough work experience. So that in the
end the college produce graduates capable of developing and implementing
creative technical solutions to market needs as well as competent workers in
Rwandan workforce rather than becoming stuck the time they leave IPRC
GISHARI.
2. THE IMPORTANCE AND PURPOSE OF INDUSTRIAL
ATTACHMENT
 Cultivate the student’s professionalism, aptitude, attitude and adaptive

skills in real-life working experience;
 Encourages the spirit of creativity, innovation and entrepreneurship;

 Further develop the student's interpersonal, professional network,
teamwork and collaborative/ communication skills through working with
fellow colleagues;
 Boost the student's technical and design competency;

 Provides opportunities for students to gain practical experience in the
working environment
 Prepare the student for ready absorption into the workforce in his/her field
of study;
 Help forge and support a closer relationship between the

companies/institutions/industries and IPRC Gishari;
 Provide the industry the opportunity to identify talents and potential

skilled workers;
 Students may realize their ambition and ascertain their career path from
the experience gained during industrial training;
 Provides greater exposure for students;
43
 Creates opportunities for future employment with attached company after
graduation.
3. OBJECTIVES OF INDUSTRIAL ATTACHMENT
Upon completion of industrial training period, Trainees will be able to:

a) Appreciate the importance of human relationships and work attitudes;
b) Understand the constraints of working life and functional relationships

within and between organizations;
c) Be oriented towards work processes;
d) Apply theoretical concepts and school based skills to practice;
e) Develop work attitudes like curiousness, self-confidence, maturity and

self-reliance;
f) Obtain knowledge of potential careers and develop new areas of

interest;
Employers will be able to:

g) Know future skills availability;
h) Improve the training delivered at training institutions for industrial

relevance;
i) Influence the training of future generation of employees.
4. EXPECTATIION /RESPONSABILITIES OF DIFFERENT PARTIES

INVOLVED IN INDUSTRIAL ATTACHMENT
4.1 Introduction
The attached student would work in the office / site of the company/ intuition for
the whole duration of the attachment. He/she would be working on the assigned
project under the direct supervision of trained staff from the company/institution,
whom we would term as the Training Supervisor. The attached student would
abide with the company/institution’s operating hours, dress code and any other
human resource requirements as well as RP-IPRC GISHARI student rules and
Regulations.
There would be a staff from IPRC Gishari, whom we termed as the IPRC Gishari
Supervisor who will liaise with the Training Supervisor and with the company to
44
oversee the attachment. At the end of the attachment, the student would be graded
on his/her overall performance.
4.2 Responsabilities of Student

During the industrial attachment student is expected to:
1. Report to the company to which he/she is attached;
2. Strictly adhere to organizational hours of business, punctuality and
attendance ;
3. Be accountable to the Company Training Supervisor throughout the
duration of the industrial attachment;
4. Demonstrate his/her professionalism, good attitude, adaptive and
collaborative abilities, besides the technical and design skills that he/she
had learnt;
5. Put his/her best effort to acquire extensive knowledge and skills in order
to achieve the required standard of training;
6. Approach the work diligently, show initiative and creativity, take
responsibility for works and actions;
7. Work individually at the discretion of the Company training supervisor;
8. Take reasonable care of own health and safety and the health and safety
of other people who may be affected by the student’s actions;
9. Respect the confidentiality of both the placement organization/company
and that of IPRC Gishari;
10. Keep the department informed of any problems relating to the placement
programme which cannot be solved at local level;
11. Notify the department of any significant matters in the placement
programme eg. relocation of the company or any emergency that may
affect the smooth running of the placement programme;
The student would be required to maintain a student logbook throughout the
duration of the industrial attachment.
He/she would be responsible in filling the weekly summary of work done with
regards to his/her tasks and assignments given during industrial attachment. This
should be endorsed by the company Training Supervisor as specified in the log
book.
At the end of the attachment, the student should submit the student log book
together with an industrial attachment report on the project highlighting his/her
individual effort and contribution. The student should give a demonstration and/or
a presentation of his/her contributions to the industrial attachment. Students
45
would be evaluated jointly by both the Company Training Supervisor and His
Departmental Appointed Panel Members together with IPRC Gishari Supervisor
The student must always bear in mind that his/her conduct during the attachment
period will reflect not only on him/her but also on the institution and that may
also affect considerably the future attachment placements and the relationship
between IPRC Gishari and the training company.
4.3 Responsabilities of the company Supervisor
The Company Supervisor is a staff of the company/institution appointed to jointly
assess the student's performance in the industrial attachment programme.
The following are the roles that the company's Supervisor will play:
✓ He/she will advise the student on matters and information on the
company/organization’s regulations and code of conduct;
✓ He/ she should be able to assist the student in adjusting to the company and
also in providing technical guidance with regards to the project;
✓ He/ She will be responsible for evaluating the student's performance based
on the student's attitude, reliability, quality, productivity, teamwork, and
initiative and communication skills;
✓ He/she will work with the IPRC Gishari Supervisor who will provide the
necessary assistance and liaison;
✓ He/she would highlight to the IPRC Gishari Supervisor for any disciplinary
issues or concerns.
The industrial attachment report should be vetted and endorsed by the company
Supervisor before submission to ensure that confidential information of the
company or project will not be accidentally divulgated.
Thus, the submitted report may be desensitized if necessary. The information in
the report would be kept within the premises and will only be used for assessment
purposes.
4.4 IPRC Gishari supervisor
The IPRC Gishari Supervisor would be appointed to oversee the smooth running
of the attachment. The role of the IPRC Gishari Supervisor includes the following:
✓ liaising with the Company Training Supervisor of the student in the
company;
46
✓ checking on the student’s hard and soft skills performance;
✓ ensuring that project objectives are met;
✓ Making visits to the student in attachment and assessing the efforts and
contributions of the student to the project in consultation with the Company
Training Supervisor;
✓ Also IPRC Gishari supervisor’s visit maintain a good contact among the
college, student and training company/organization;
During the placement period, the student will be visited by IPRC Gishari
supervisor; ideally two visits should be made. But seeing the prevailing
economic situation, one might suffice. During the visit(s), the IPRC Gishari
supervisor will talk to both student and his/her company training supervisor
as per guidelines provided on page 29 of this logbook
5. STUDENT’S ACCIDENT INSURRANCE
You will be spending eight (8) weeks in industry undergoing your industrial
training programme. During this period you will be covered under the RP-IPRC
Gishari student insurance policy. If you meet any accident or injury at any time,
please see immediate medical attention. Please contact the student affairs
department RP-IPRC Gishari to advise you on sensitive matters and report all
matters to concerned department at RP-IPRC Gishari college level.
6. Criteria for the award of the final Industrial Training Programme

Grade (Marks)
The student is expected to meet the following requirements:
47
1. To have at least 85% of attendance in industrial training programme. All
Leave and days off will be recorded against your attendance. One day of
absence without official approval will be equivalent to 2 days off
2. Any other criteria that may be set by the IPRC Gishari college or
Department
7. GENERAL INFORMATION TO THE INDUSTRIAL TRAINING

COMPANY/INSTITUTION
Programme title: Advanced Diploma in Electrical Technology
Final award: Advanced Diploma (A1)
Institution: RP-IPRC GISHARI
7.1 ELECTRICAL TECHNOLOGY STUDENT CAPABILITIES.
After completing successfully, the concerned ELECTRICAL TECHNOLOGY

curriculum, students are able and have acquired enough competence in the
following areas (see Table below).
S/ Specific competence Activities to carry out
N to implement
1 Apply Health and a. Carry personal protective equipment on site
safety precautions at
b. Address unsafe situations on the job
work
c. Carefully manage company site materials
d. Avoid carrying any site work without

instructions from the supervisor
e. Keeping moral and ethical values in working
environment
2 Perform Electrical a. Orientation on guide regulations and
Services Designs and standards of electrical system design
Installation works procedures.
b. Read and interpret layout drawings of
complex buildings
c. Preparing power and lighting layout drawings
for a given site and prepare the bill of quantity.
48
d. Site organization and preparing wiring
materials and tools for installation.
e. Installation of indoor and outdoor lighting
system.
f. Plan and installation of automatic and
emergency lighting system.
h. Installation of earthing systems and bonding.
g. Plan, design, installation and maintenance of
fire detection systems, alarm systems and
firefighting systems.
i. Plan and installation of lightning protection
systems.
j. Plan, installation and maintenance of Lifts.
k. Installation and maintenance of Air
Conditioning system.
l. Perform Lighting systems designs
3 Perform industrial a.Installation, operation and maintenance of
Electric heating and industrial heating systems
welding Systems b. installation, Operation and maintenance of
Operation and electric welding machines
Maintenance
c.Weld properly metal pieces and perform
finishing work
4 Perform Periodic a. Periodic inspection, testing and maintenance

inspection on of site standby generator.
substation and b. Periodic inspection, testing and maintenance
transmission lines of earthing systems.
c. Installation, maintenance and repair of

overhead and underground power systems
equipment.
d. Periodic inspection, testing and maintenance
of Power Transformers.
49
e. Periodic inspection, testing and maintenance
of station and substation system equipment.
f. Periodic inspection , testing and maintenance
of surge arrestors, lightning arrestors, CT, and
PT.
5 Perform Electrical a.Work with appropriate measuring devices, and
Measurements and data acquisition systems to record information
Instrumentation and measurement for analysis and
interpretation.
b. Installation, troubleshooting and maintenance
of pre-paid cash power(meter)
6 Perform Power a. Remote control of power system protective
Systems Automation equipment using Supervisory Control And Data
and Control Acquisition System, smart grid.
b. Control automated components in power
systems using programmable logic controllers
(PLC), and computer numerical control (CNC).
c. Design, install and maintain automated
production systems required for high-tech
manufacturing industries.
d. Parameterization and troubleshooting of
Remote terminal Units (RTUs )
7
Perform electrical Electrical machines installation, control,

machines installation rewinding and maintenance
and maintenance
8 Electrical power plant a. Alternator, turbine and transformer
operation inspection operation, inspection, …
and maintenance b. Synchronization of generated voltage and
frequency to the national grid
c. Batteries, regulators, invertor maintenance
for solar power plant,…
50
d. Standalone PV system installation and
maintenance,…
e. Operation and maintenance of switchyards
Done at IPRC GISHARI
DATE: ………/……………. /………
Name, signature and stamp
Director of academic quality assurance
INDUSTRIAL ATTACHMENT JOINING REPORT FORM
Student’s full name: ……………………………………………………………

Student’s registration number: …………………………………………………
Department: …………………………………………………………………….
Option / trade: …………………………………………………………………
Student’s Cell Phone No: ………………………………………………………
Student’s e-mail: ……………………………………………………………….
I declare that I have started Industrial Training Programme in
Company/organization/industry name: …………………………………………
Company/organization/industry Address………………………………………
Company/organization/industry Cell Phone No: … ………………………
Company/organization/industry E-mail…………………………………………
Date of starting Industrial Attachment: …………………………………………
My Industry/company Supervisor1 is Mr. / Mrs. / Ms …… …….
1
The company Supervisor is a staff of the company appointed to jointly assess the student's
performance in the industrial attachment project.
51
…………………………………………………… ………………………
His/ Her job position: ……………………………………………………………….
(E.g. Electrical engineer, mechanical engineer, Civil Engineer etc.)
The company contact person: ……………………………………………………
(E.g. human resource manager, Technical Manager Etc.)
Description of the location of working place: ……………………………………
Done at (Place) and date ………………………….……………………
Signature of the student………………….………………
Company Supervisor’s signature and Company stamp:
NOTE: This report must be filled within the first week of the date of joining and it
should be collected by the IPRC GISHARI Supervisor during his/her first visit.
WEEKLY REPORT SHEET –WEEK 1
Daily report: The daily work carried out during the period of training is to be
recorded clearly with sketches and diagrams where applicable
Weekly report No: ……Week from (Date) ……….to ……………………
Day Brief description of work New Skills Number Comments
performed Learnt of /Remarks
hours of
company
supervisor
52
Total number of hours
This weekly report is certified correct on; -----/---------/------- by

53
Company supervisor
Name and signature and job title:
Company’s stamp
Weekly Summary Report-1
This is a summary of the work done in a week and should cover a report of work
covered. Students are required to present the logbook weekly to the industrybased
supervisor for assessment of content and progress. The supervisor can use any
page for his/her comments where necessary.
54
SUMMARY OFWEEKLY IPRC GISHARI SUPERVISOR’S
PERFORMED COMMENTS
ACTIVITIES
55
Student’s Name: IPRC Gishari supervisor’s name/Post:
…………………………… ………………………………………………
…………………………. ………………………………………………
Student’s Registration …….
Number:
…………………………… Signature:
…………. ………………………………
Signature: Checked date:…………………
……………………………
………………….
Company supervisor’s
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
56
Weekly report No: ………. Week from (Date)
………………………to…………………………
hours of
company
supervisor
57
TOTAL NUMBER OF HOURS
This weekly report is certified correct on; ----------------/---------------------/-------

by
Company supervisor Name and signature and job title:
Company’s stamp
58
59
PERFORMED COMMENTS
ACTIVITIES
60
…………………………… ………………………………………………
…………………………. ………………………………………………
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………

61
Weekly report No: ……Week from (Date) ………to…………………..
hours of
company
supervisor
62
This weekly report is certified correct on; ----------------/---------------------/--------

---------- by
Company’s stamp
63
PERFORMED ACTIVITIES COMMENTS
64
…………………………… ………………………………………………
…………………………. ………………………………………………
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
65
Weekly report No: ……….Week from
66
(Date)………………………to……………………
67

---------- by
Company’s stamp
68
PERFORMED COMMENTS
ACTIVITIES
69
…………………………… ………………………………………………
…………………………. ………………………………………………
Student’s Registration ……..
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
70
Weekly report No: ………. Week from
(Date)………………………to…………………………..
hours of
company
supervisor
71

---------- by
Company’s stamp
72
73
74
…………………………… ………………………………………………
…………………………. ………………………………………………
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
75
(Date)………………………to…………………………..
hours of
company
supervisor
76

---------- by
Company’s stamp
77
78
…………………………… ………………………………………………
…………………………. ………………………………………………
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
79
(Date)………………………to……………………..
hours of
company
supervisor
80

---------- by
Company’s stamp
81
Day Brief description of work New Skills Learnt Number Co

performed of of
hours
82
Weekly report No: ……….
(Date)………………………to………………………….
su
83
84

---------- by
Company’s stamp
85
86
…………………………… ………………………………………………
…………………………. ………………………………………………
Number:
…………. ………………………………
……………………………
………………….
Name:
……………………………
…………….
Signature:
……………………………
……………………………
……
Date:
……………………………
……………
87
8. STUDENT INDUSTRIAL ATTACHMENT
ATTENDANCE SHEET
SECTION I (to be completed by student/trainee)
Student’s full name: Department:
Student’s registration number: Option /
Trade:
Student’s Cell Phone No: Student’s
email:
Name of attachment company/organization:
Wk Day and Date Student Wk Day and Date Student
‘s ‘s
Signature Signature

‘s ‘s
Signature Signature

‘s ‘s
Signature Signature
88
‘s ‘s
Signature Signature
Section II (to be completed by industrial attachment company supervisor) The

record of attendance above is certified correct on: ………. /………….
/……………by:
Company supervisor’s name:
Company supervisor’s signature and stamp
9. GUIDELINES FOR STUDENT ATTENDANCE SHEET

1. The attendance sheet is valid only if the following are fulfilled:
 Student has properly completed section I and the table below
 Student has correctly signed for days of present
 Company training supervisor has signed in section II
 It bears an industrial training company’s official stamp
2. The logbook with a properly completed attendance sheet should be returned to
IPRC Gishari - department office together with your completed student’s
industrial training report not later than 10 working days after the completion of
your industrial attachment period
3. If the industrial training company is not operating on any day or that your
offday falls on a working day, please indicate “company off” in your
89
attendance sheet. Any other indication will be taken as absent. (This include
Saturday and Sunday for those on 5 days’ week)
4. If you are on medical leave, please indicate “MC”. Please attach your medical
certificate (original or duplicate) to this attendance sheet, failing that, you will
be considered as absent on that day.
5. If you are granted on official leave by the IPRC Gishari, please indicate “on
leave” please attach supporting documents
6. Please make a photocopy of this attendance form and all absence supporting
document for your own reference before submitting the logbook to the
concerned department
7. If the industrial training company is operating day falls on any public holiday,
please indicate “Public Holiday” in your attendance sheet. Table 1: industrial
attendance status
SN Attachment Attendance Status Number Percentage
1 Number of days Present (Attended)
2 Number of Company off- days
3 Number of days of Approved Leave of
Absence
4 Number on Medical Certificate

5 Number of Public Holidays
I hereby declare that the information given in this document is true and accurate
Student’s name and signature company supervisor’s name
and signature
------------------------------------------------------ -----------------------------------
-------------------------
10. IPRC GISHARI SUPERVISOR’S VISIT
The IPRC Gishari supervisor will check the logbook when he/she visits the
students to ensure that proper training is being received, and record his/her
comment on the weekly summary report sheets and general comments about the
relevance of industrial attachment and the performance of the trainee in IPRC
90
Gishari Supervisor’s student performance evaluation form on Visit day provided
for that purpose, in the logbook for covered industrial attachment week.
IPRC Gishari Supervisor’s general comments on visit day
91
Student’s Name: IPRC Gishari supervisor’s
………………………………………… name/post:
……………… ……………………………………
……………
Student’s Registration Number:
………………………………………… Signature:
……………… ……………………………………
……………
Signature:
…………………………………………
……………………………………..
Visit date:
……………………………………
……………………………….
STUDENT ASSESSMENT GUIDELINES

A. To be discussed between the IPRC Gishari Supervisor and company
supervisor)
1. What do you consider to be the strength of this student in terms of
technical competences
2. How would you describe this student’s personality to others (teamwork
spirit)?
3. What aspects of job performance (weakness) should this student seek to
improve?
4. Are there any special skills you would like to see in the student attached
to your company so that IPRC Gishari should reinforce or incorporate it
92
in the curriculum for the improvement of the future student industrial
attachment training programme?
5. What aspect of knowledge would you recommend this student to acquire
in order to be more effective in delivery of related services under the
current field condition/situation?
6. Would you consider having a student on field attachment next time?
B. (To be discussed between the IPRC Gishari Supervisor and student)

1. What do you consider to be the major strengths of field attachment
2. How have you specifically benefited from participating in this field
attachment?
3. How relevant is the field attachment to your degree program
4. What constraints have you experienced during the field attachment period
and how do you think those constraints could be overcome?
5. What changes, if any, would you wish to see in the organization and
management of the field attachment program to make it more effective?
6. What kind of knowledge/skills do you think would have enabled you to
perform better during the field attachment?
11. Assessment of industrial attachment
The attachment program is considered as one examinable unit that the students
are supposed to undertake. The whole exercise is marked out of 100 marks.
 The Industry supervisor’s assessment constitutes 50 marks,
 IPRC Gishari supervisor’s assessment constitutes 10 marks,
 Industrial attachment report 20 marks and
 Industrial attachment report presentation /Log Book Presentation 20
marks.
12. Industry Based Supervisor’s Evaluation

Towards the end of the attachment program, the industry-based supervisor will
undertake an overall assessment as per the form provided on next page.
93
INDUSTRY BASED SUPERVISOR’S EVALUATION FORM
This is to certify that
Mr./Mrs.……………………………………………………………………….
with the following student’s registration Number
………………………………………………. has worked as a trainee at
…………………………………………………………………… (Company
name) under the supervision of Mr. /Mrs.
…………………………………………………………
……………………………………………………. who is in charge of
……………………………
………….………………from……………………………….to…………………
…….…………
Assess the student performance during his/her industrial training period under
your valuable supervision as per criteria provided in the form below:
S/N Assessment criteria Scored results
1 Organizes work well /attend regularly and ………………./10
Punctuality
2 Completes assigned task on time /accuracy of work ………………./10
and Reliability
3 Attitudes towards practical work/has ability to apply ………………./10
theory in practice ………………./
4 Has ability to judge or take decision / has initiative ………………./10
or resourcefulness and independence
5 Adapts to working conditions, good teamwork spirit ………………./10
and good communication skills at workplace
Total Scored results 50
Any other Remarks/Comments/Recommendation:
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………
94
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………
……………………………………………………………………………………
…………………
Name of company/organization:
…………………………………………………………………
Company Training Supervisor’s name:
…………………….…………………………….……
Signature and Company/Organization stamp Date
and place:
STUDENT PERFORMANCE EVALUATION FORM ON VISIT DAY
This is to certify that
Mr./Mrs.……………………………………………………………………….
with the following student’s registration Number
………………………………………………. has been visited during his/her
industrial training period in …………………………………………….
(Company name) by
………………………………………………………………………. (as IPRC
GISHARI Supervisor) who is in charge of (job position)
………………………………………… on
……………/………………/…………….
Assess the student during his/her industrial training performance as per visit day
under your valuable supervision as per criteria provided in the form below:
Task title: ……………………………………………………………………….
S/N Assessment Indicators Scored results
criteria
95
1 Quality Appropriate use of materials, tools or …...……/5 Marks
of equipment during the task execution
process Respect of working procedures
2 Relevancy Demonstration is well done …...……/5 Marks
The explanations are clear
3 Quality of Dimensions are respected …...……/10
the product Product is well finished/neat Marks
4 Efficiency The work done meets the standard …...……/5Marks
Time management
5 Safety PPE is used …...……/5 Marks
precaution Wastage of materials is avoided
Respect of working regulations
Total …...……/30
Marks
Average ….……/10
Marks
Any other Remarks/Comments/Recommendation:
……………………………………………….
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………
Company Training Supervisor’s name
IPRC Gishari Supervisor’s name
…………………….…………………………….
………………………………………
Signature and Company/Organization stamp
Signature Date and place:
1. Adeaba, S. (2007). The impact of students industrial attachment

programme on the vocational/technical education: Unpublished VOTEC
Thesis, UEW; Accra, Ghana.
2. Boakye-Agyeman, N. A. (2006). Polytechnic education in Ghana: The

case of the HND Estate Management programme.
96
https//www.fig.net/pub/accra/papers/ts08/tso8/-01- Agyeman
3. Choy, S. C., & Haukka, S. (2008). Industrial attachment for instructors in

TVET delivery. In M. Rupert & W. David (Eds.). International Handbook
of Technical and Vocational Education and Training UNESCOUNEVOC-
Springer/UNESCO.
4. Donkor, (2009). Organizational issues and challenges of supervised

industrial attachment. www.uew.edu.gh/2010.
97

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Program: -TVET DIPLOMA IN ELT

-TVET DIPLOMA IN ETT

Prepared by KARANGUZA Francois

Elements of competence and performance criteria

Component Weighting Learning objectives covered (%)

Elements of competence and performance criteria............................................................... 2

Module assessment guidelines............................................................................................... 3

Table of content ..................................................................................................................... 4

1.0. Introduction ................................................................................................................. 6

1.0.1. Definition: ................................................................................................................. 6

1.0.2. Objective of industrial attachment ........................................................................... 7

1.0.3. Benefits of Industrial attachment for students ........................................................ 7

L.O. 1.1: Identification of professional gaps in own carrier ................................................ 7

1.1.1. Key terms ................................................................................................................. 7

1.1.3. Techniques of identifying professional gaps ............................................................ 9

L.O.1.2: Establishment of strategies to fill the professional gaps ....................................12

L.O.1.3: Selection of relevant placement .........................................................................13

1.3.1. Identifying IAP stakeholders ...................................................................................13

L.U.2: ENHANCE INNOVATION DURING IAP PROGRAM .......................................................15

L.O .2.1: Explanation of innovation ..................................................................................15

2.1.1. Description of Innovation .......................................................................................15

2.1.2. Types of innovation ................................................................................................16

2.1.3. Core values related to .............................................................................................20

L.O 2.2: Description of innovation strategies during IAP..................................................27

2.2.1. Key term..................................................................................................................27

2.2.2. Types of innovation strategies................................................................................28

2.2.3. Examples of Innovation strategies..........................................................................30

L.O.2.3: Integration of innovation process during IAP program .......................................31

2.3.1. Integration of Innovation process ..........................................................................31

L.U. 3: IMPLEMENT PROFESSIONAL SKILLS TRANSFER .........................................................33

L.O.3.1: Elaboration of the implementation plan of competences acquired during IAP

3.1.1. Definition of implementation plan .........................................................................33

3.1.2. Description of components of implementation plan .............................................33

3.2.1. Execution of implementation plan .........................................................................38

continuous professional development programs.............................................................39

3.3.1. Definition of impact assessment ............................................................................39

L.U.4: REPORT IAP ACTIVITIES ..............................................................................................40

L.O.4.1: Description of IA documents (refer to IPRC logbook ) .....................................40

4.1.1. Description of Types of IA documents ....................................................................40

4.1.1.1. Trainee’s documents ...........................................................................................40

4.1.1.2. Company’s Trainer documents ............................................................................40

L.O.4.2: Description of gained work experience during IAP .............................................40

4.2.1. Description of IA work carried out..........................................................................40

4.2.2. Description of the competences acquired during IA ..............................................40

4.2.3. Description of challenges encountered in IA ..........................................................40

4.2.3. Explanation of the approaches used to address challenges...................................41

4.2.4. Clarification of Recommendations toward .............................................................41

L.O 4.3: Description of skills transfer ....................................................................................41

4.3.1. Definition of skills transfer ......................................................................................41

4.3.2. Explanation of types of transferable ......................................................................41

4.3.3. Descriptions of utilization of skills acquired during IA............................................41

L.U.1: Analyze own professional gaps in line with industry demands

1.0.3. Benefits of Industrial attachment for students

1.1.1. Key terms

 Labor market components

 Identify important skills

ACTIVITY ONE: Perform SWOT analysis based on Labor market

L.O.1.2: Establishment of strategies to fill the professional gaps