PD1

DA Comprehensive Guide
Developmental Assignments
A Comprehensive Guide
Facilitators Name:
____________________________________________________
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Table of Contents
I. Using This Guide
! Overview
Page Nos.
03 - 04 05 10
II. Understanding Developmental Assignments

! ! ! ! ! ! Concept Note Milestones in the Developmental Assignment Journey Methodology Review Process Evaluation Criteria Purpose of Developmental Assignments Questions Facilitators Must Ask
III. Index Chart IV. Campus Connect Process Flow V. Developmental Assignments
1. Body Talk 2. The Handshake 3. Crossing Boundaries 4. Helen Rofe Case Analysis 5. Television Under Scrutiny 6. Becoming Assertive 7. Marketing Ones Self Through Resumes 8. Email Journaling 9. Email Writing Exercises 10. Evolution in Written Professional Communication 11. Movie Magic: Youve Got Mail 12. Planning Sams Day 13. Stress Log 14. How do leaders manage their time? 15. Movie Magic: Oceans 11 16. Individual Presentations 17. Vocabulary Building 18. Movie Magic: Gandhi 19. Frequently Asked questions 20. Anticipating Questions
11 12 13 13 14 64
15 16 17 18 19 20 21 23 24 25 26 28 29 30 31 32 33 36 37 38 39 40 41 44 45 46 47 48 49 50 51 51 52 52 53 54 55 56 5 7 58
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21. On the Other Side of the Table 22. Aligning Organisational Vision with Personal Values 23. Dining Etiquette 24. Visioning Exercise 25. Movie Magic: Devils Advocate
59 59 60 61 62 63 64 65 66 67
VI. Notes
68 73
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Using this Guide

This comprehensive guide on Developmental Assignments (DAs) is written as an application-focused reference for novice and veteran facilitators, working in academic as well as corporate sectors, who develop & deliver competency based materials or learning activities.
It is recognised that many people who access this guide will have been exposed to a good deal of the content, so in many instances using this book will serve as a means of refreshing your knowledge. In other circumstances you will be looking for specific information or guidance on an aspects of various types of DAs, methodologies and evaluation parameters. Whatever your need, by using the comprehensive table of contents you should be able to quickly find what you are seeking with relation to DAs.
Overview
Before we begin it may be useful to consider some of changes that are impacting behavioural training in India today. We are in the midst of a shift from the traditional approaches to training to a focus on the application of learning through assessing competency. This shift from a training activity to a focus on performance is generating a significant increase in our:
! Awareness of how students learn and what facilitators should do to encourage effective learning. ! Understanding of the pivotal role of assessment in the learning process. ! Capacity to develop and deliver competency based behavioural training for students. ! Expectations by organisations that training professionals / facilitators will
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direct their attention beyond the training activity to improving or enhancing performance (an outcome) right at the collegiate level among students.
So the challenge we all face is to develop and deliver training and assessment resources that enable the student to transport the skills and knowledge learnt to whatever situation they may find themselves in, while at the same time instilling in them the confidence to do well in their current situation.
As described by Gilbert (1996) there are two elements in performance: the behavior or activity and the outcome or accomplishment. For example the delivery of training has an activity component (presenting or facilitating) and an outcome (participant learning). For training to support improvements in learner performance it needs to connect with the learners experiences and current activities in a way that promotes transfer of learning.
Knowledge must come through action; you can have no test which is not fanciful, save by trial.
---Sophocles (496 BC - 406 BC)
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Understanding Developmental Assignments

Concept Note
The concept behind developmental assignments is to encourage and strengthen skill practice as well as achieve change in exhibited behaviour at the workplace. It addresses each of the four stages described in Kolbs Learning Cycle. The emphasis on doing encourages both active
experimentation and concrete experience; the emphasis on review and journaling encourages reflective observation and finally, the result of the review/reflections takes the form of new hypothesis building or abstract conceptualization.
From the facilitators perspective, developmental assignments provide an avenue for following through on the action plans that participants may have drawn up during the classroom session, thus making learning more long term and meaningful.
From the participants perspective, the developmental assignment provides the proof of the pudding they provide him with an opportunity to test the new skills and concepts he has learnt and decide for himself if they do make a difference.
The organization too benefits in a number of ways. With a maturing of the learning function, the focus gradually shifts from being exclusively focused on classroom interventions to exploring alternative vehicles of training. Alternative vehicles, like e-learning are typically more economical, and often more impactful. In the case of e-learning, scalability and reach are the
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most significant contributors towards bringing the cost of learning down over a period of time.
The current endeavour to broaden the scope of learning interventions by focusing on program specific developmental assignments is outlined in the rest of this document.
Milestones in th e Dev elopm ental Assignment Journey

The Feedback and the Comprehensive Post Assessment kicks off the Development Assignment process.
The development plan may include more than one developmental assignment per competency depending on the total duration of the developmental relationship and the duration of each individual & group development assignment.
It is recommended that the total duration of the developmental relationship should not exceed 16 weeks.
The Development Plan must be drawn up in duplicate, with one copy being retained by the participant and one copy with the Facilitator.
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Methodology Review Process

There are two types of review methodologies:
1. Individual Review Process (IRP) Here students have to complete the DAs assigned to them independently without any help from external sources.
The purpose of this is multi fold: (i) To see if the students have grasped the concepts that were taught to them during the class room training sessions and (ii) If they are able to apply these learnings to practical every day situations. (iii) (iv) To track student progress over a period of time. To assess retention and application of concepts.
2. Group Review Process (GRP) Here the students are divided into teams and assigned their projects. He aim of this methodology is to see if students are able to work in teams sharing knowledge, helping each other and clearly defining roles and responsibilities.
Each competency has multiple group developmental assignments, which the students have to complete within the specified period of time. Group review process also helps the facilitators in observing how students deal with conflicts within teams & finally accomplish the tasks assigned.
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Evaluation Criteria
The criteria for evaluation have been kept simple so that interpretation becomes easy. Students are graded on a 5-point performance evaluation scale, which clearly states the level of competence the students display on each of the parameters.
Grade A+
Grade Interpretation Performance on the DA is exceptional & exceeds expectations. All the competency behavioural indicators are well displayed.
Performance on the DA is good. Clearly meets the competency behavioural indicators
B+
Performance on the DA is satisfactory. Just about meets the competency behavioural indicators.
Performance on the DA is below average; needs improvement. Is able to satisfy only a few competency behavioural indicators.
Performance on the DA is unsatisfactory. Is unable to satisfy the competency behavioural indicators.
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Purpose of Developmental Assignments
Developmental Assignments form the basis of most post training follow up, which is in the form of assessment activities. These materials can serve a number of purposes. The principal uses are:
! Provide facilitators with guidance and resources for conducting or supporting learning activities ! Provide learners with a resource that will support an instructor led delivery and will be a useful reference for future application of the learning. ! Providing learners and assessors with resources for understanding and completing assessments. ! Serve as guide or resource for self paced learning
A fundamental requirement for successful DAs is to invite the learner to connect to their framework for learning and to present information in an engaging manner that appeals to the diverse range of potential learners.
We hope that this guide will assist
facilitators to increase their
understanding of competency based DAs and help them come up with their own developmental assignments.
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Questions Facilitators Must Ask

Questions that facilitators should ask themselves before they begin using the Developmental Assignments (DAs) from this book.
1. What do I hope to gain by using these DAs? 2. Will I be using the DAs for knowledge development? 3. Will I be using the DAs Skills enhancement of the students? 4. Will I be using the DAs to assess the learnings of the students? 5. Will I be able to use the DAs to monitor and track individual progress of the students? 6. Will I be able to use the DAs to evaluate and assess group performance? 7. Will I be able to relate the instances in this book to corporate scenarios? 8. Which methodology (Group Review Process / Individual Review Process) would be most effective in driving home the learnings and concepts? 9. Am I clear about the assessment parameters and level interpretation? 10. What else can I add to make the DAs more robust?
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Index Chart
DA Competencies Mapped
1. Body Talk Communication Skills Body Language Communication Skills Body Language Communication Skills Body Language Communication Skills
Methodology Review
IRP
Time Frame
30 minutes 5 minutes everyday for 7days 8 hours
2. The Handshake 3. Crossing Boundaries 4. Helen Rofe Case Analysis 5. Television Under Scrutiny 6. Becoming Assertive 7. Marketing Ones Self Through Resumes 8. Email Journal 9. Email Writing Exercises 10. Evaluation in Professional Written Communication 11. Movie Magic: Youve Got Mail 12. Planning Sams Day 13. Stress Log 14. How do leaders manage their time? 15. Movie Magic: Oceans 11
IRP
GRP
GRP
1 hour
Assertiveness
GRP
1 week
Assertiveness
IRP
2 days
Effective Resume Writing
IRP
1 week
Effective Emailing Effective Emailing
IRP IRP
3 weeks 2 weeks
Effective Emailing
GRP
1 week
Communication & Effective Emailing Time Management Stress Management Time Management Planning & Prioritization (Goal Setting, Time &
GRP
3 days
IRP IRP GRP
2 days 2 weeks 1 week
GRP
1 week
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Stress Management) 16. Individual Presentations GD, Articulation and Presentation Skills Individual Presentations GD, Articulation and Presentation Skills Vocabulary Building GD, Articulation and 18. Movie Magic: Gandhi Presentation Skills Understanding good presentation skills 19. Frequently Asked Questions 20. Anticipating Questions 21. On the Other Side of the Table 22. Aligning Organisational Vision with Personal Values Interview Skills IRP 3 hours IRP 4 hours IRP 1 month IRP 10 minutes per person
17. Vocabulary Building
Interview Skills
IRP
3 hours
Interview Skills Corporate Etiquette and Business Ethics Organizational and Personal Values Corporate Etiquette and
IRP
3 hours
IRP
1 hour
23. Dining Etiquette
Business Ethics Dining Etiquette
IRP
1 hour
24. Visioning Exercise
Corporate Etiquette and Business Ethics Corporate Vision Corporate Etiquette and GRP 3 hours
25. Movie Magic: Devils Advocate
Business Ethics Business Ethics; Written Communication
IRP
3 hours
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Campus Connect Process Flow

Roll Out Plan by the College
Sign off by College SPOC & Infosys CC SPOC
Interactive Classroom Sessions (40 hours)
A. Comprehensive Pre Assessment (CPA)
B. Course Delivery
C. Knowledge Test (K-Test)
D. Comprehensive Post Assessment (CPA)
Developmental Assignments (DA) (60 hours)
Closure Report to be submitted by the colleges
Handing over of Certificates by Infosys (Students Felicitation)
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Developmental Assignments
The Learning Journey Begins.
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1. Body Talk
Competency: Communication Skills Body Language
Review Methodology: Individual Review Process
Objective(s): ! To understand the various signs & signals used by people while conversing with each other. ! To carry out a social psychology experiment and see the impact of negative body language on people around.
Time: 30 minutes
Materials Required: ! Learning Journal to note the key learnings from the DA
Procedure: ! Ask your self, how does your body language affect others? ! At morning tea or lunch, fold your arms or turn slightly away while talking to your best friend. Use the negative body language signs that you learnt in class to make some small potentially negative change to your behaviour. ! Now observe the manner in which your friend reacts to you both verbally & non-verbally. ! Observe the changes in conversation that follow. Make a mental note of these change and note them down in your Learning Journal later during the day. ! Make sure that you engage in the conversation for at least 20 minutes.
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! Once you have finished your little experiment on Body Talk with your friend, make sure you explain the reasons for your behaviour. Tell your friend that this was a social-psychology experiment that you were carrying out as part of the campus connect project. ! Also share your learnings of this experiment with your friend & discuss the importance of body language and the impact and influence it has on others. ! Share your findings & experiences with your class.
Variations: Instead of negative body language use positive body language when your parents are pulling you up for something that you have not done. Observe their reactions.
Evaluati on Param eter s

1. Confidence
Beha viour al In dicat ors

- Belief in ones self while interacting with other people. - Having a poised and calm manner.
Gra de
A+ A B B+ C
2. Emoting
Expressing
emotions
clearly
through
the
appropriate use of body language. 3. Knowledge of Accurately interprets positive as well as negative body language signals.
Concepts
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2. The Handshake
Objective(s): ! To teach students the importance of a good, confident handshake.
Time: 5 minutes everyday for 7days
Procedure: ! Practice your handshake. Request family, friends and colleagues to shake hands with you and observe the distance between the other person and yourself. ! Also observe the duration of each handshake and your comfort level. ! Notice the difference in the handshake when you are greeting men and women. ! Try out different types of handshakes (the limp handshake, the over bearing handshake etc) with different people (your friends, your professors, your relatives, people from the management, people at a social gathering etc) and observe their reactions. ! Make a mental note of your comfort level, social distance, preferred type of handshake in different situations and note it down in your Learning Journal later during the day.
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1. Confidence

- Belief in ones self while interacting with other people. - Having a poised and calm manner.
Gra de
A+ A B B+ C
2. Enthusiasm
- Showing eagerness while interacting with people. - Smiling & maintaining eye contact with people while shaking hands.
3. Social Distance
- Establishing a comfort zone while interacting with others. - Being aware of personal as well others personal space. - Not encroaching on other peoples personal space while shaking hands. - Maintaining appropriate social distances while dealing with men and women.
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3. Crossing Boundaries
Review Methodology: Group Review Process
Objective(s): ! To understand the differences in body language across cultures and countries. ! To sensitize students to these cross cultural differences in nonverbal behaviour
Time: 8 hours
Materials Required: ! Access to the internet ! Power Point Tools ! Learning Journal to note the key learnings from the DA
Procedure: ! Divide the class into 7 teams and ask them to make a power point presentation to the class on cross cultural differences in behaviour and gestures between people from various countries. ! Ask each team to identify cross-cultural differences in behaviour and gestures between the following people: o Indians and Japanese o Americans and Australians o Germans and Sri Lankans o Britishers and Pakistanis
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o Chinese and Dutch o Arabs and Alaskans o South East Asians and Africans ! Each team gets one pair of people from different countries, through the process of random selection, on which they have to make a 20-minute presentation, highlighting differences body language and behaviour.

1. Presentation

- Confident while making presentations to the class. - Interacts with the audience, making the sessions interactive and interesting. - Maintains eye contact with the audience.
Gra de
A+ A B B+ C
2.
Knowledge
of
- Accurately interprets positive as well as negative body language signals. - Clearly highlights differences between cultures and countries in behaviour and gestures.
Concepts
3. Team Work
- Roles and responsibilities of team members were clearly defined. - Every one in the team contributed towards making the presentation.
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4. Helen Rofe Case Analysis

Competency: Communication Skills
Objective(s): ! To delineate the elements and the process involved in effective communication.
Time: 1 hour
Materials Required: ! Learning Journal to note the key learnings from the DA ! Pens / pencils
Procedure: ! Divide the class into 5 teams and ask them to read the following case analysis conversation carefully. ! Ask each team to: o Identify the key elements of the conversation. o Identify the aims and objectives of the two parties involved in the conversation. o Draw the communication process for this case analysis. o Identify the filters and barriers and suggest ways in overcoming them.
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Conversation: Helen Rofe is the team leader for a sales section dealing with the north west of England. 18 months ago, she returned from maternity leave and has since had some gaps in her attendance following a long-term illness of her daughter. Her section leader, Norman Trubshaw, has asked to see her about the disappointing sales figures the team have achieved in the last quarter - the first time the team has missed its targets in 5 years. NT: Ah, Helen, come on in, sit down my dear.! HR: What do you want to see me about Mr Trubshaw?! NT: Just a quick chat about the last quarter sales targets.! HR: Really, what's the problem with them? I haven't had chance to study them yet as they were only released to the Section Heads yesterday. !NT: Well, I am afraid they don't make good reading: targets were missed by 20% without any apparent external reasons. I wanted to know what your thoughts on the reasoning might be? !HR: It has been a difficult period - there seems to be a reaction to the interest rate rises and spending seems to have dropped in general. !NT: None of the other regions seem to have suffered like that; are you suggesting that the north west is somehow different to everywhere else?! HR: No, not at all I am just trying to offer a possible answer to your question, as I haven't had any time to investigate this in any detail.! NT: Ah - there, my dear, might lie the problem: time. Things have not been easy since you returned, have they?! HR: No. !NT: Could that explain why these figures are so poor?! HR: I don't think so - the team have worked as hard as they ever do.! NT: Hmm, tell me Helen, how does your husband view you coming back to work?
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!HR: I am not sure that question has any relevance to the targets, Mr Trubshaw. What are you getting at? !NT: Nothing at all my dear, just trying to understand the situation you find yourself in. My wife has always been a house wife, you see, and I don't know how you manage to do everything.! HR: I manage fine, thank you. What I will do, Mr Trubshaw, is to get hold of the figures if you will give me the appropriate links to the data and I will get back to you by the end of this week - no, sorry, can we make that the start of next week, as I have an appointment at the hospital for a couple of hours with Charlotte on Friday?! NT: Well, OK but make sure it is ready for then, Helen. I don't want this situation to get any further out of hand.
1. Communication Skills

- Is articulate i.e. is able to express ones viewpoints clearly. - Understands information quickly and accurately. - Can effectively explain issues to an audience or group. - Accurately interprets written information. - Makes recommendations and presents a wellreasoned case. - Asks and answers questions succinctly and effectively.
Gra de
A+ A B B+ C
2.
Knowledge
of
Clearly
understands
the
process
of
Concepts
communication. - Is able to differentiate between barriers and filters. - Is able to provide ways to overcoming problems in communication.
3. Team Work
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5. Television Under Scrutiny

Competency: Assertiveness
Objective(s): ! To make students understand and differentiate between different personality types & behavioural patterns. ! To make students aware of the kind of society we live in & the messages that are constantly sent through television.
Time: 1 week
Materials Required: ! Access to television ! Learning Journal to note the key learnings from the DA
Procedure: ! Participants work in groups to understand whether our society supports more aggression, assertion or submission. ! Divide the class into 5 teams and ask them to watch their favorite Indian programs and films and present an analysis of the personality types that are projected in media and the behaviors and attitudes that are accepted. ! Ask each team to present their findings, clearly stating: o The amount of violence in television programmes and films today. o Their understanding of how television viewing has changed in the last 5 years.
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o Super heroes that students identify with and the possible reasons behind this. o Strategies / ways in which we can positively influence society through electronic mediums. o Students to note their key learnings in their Learning Journal. Variation: Motivation Survey The participants are formed into groups and asked to carry out a motivational survey and ascertain age and gender differences. Each group should choose to talk to a large number of people across different age groups and both men and women. The participants need to ask the respondents what motivates them and the different types of internal and external motivators that make people set goals and achieve them. The participants have to make a presentation on the findings of their survey.
1. Knowledge Concepts of

- Clearly understands the difference between assertive, aggressive and passive behaviours. - Is able to provide practical ways / strategies to overcome aggressive and passive behaviour. - Is articulate i.e. is able to express ones viewpoints clearly. - Understands information quickly and accurately. - Can effectively explain issues to an audience or group. - Makes recommendations and presents a wellreasoned case. - Asks and answers questions succinctly and effectively. - Belief in ones self while interacting with other people. - Having a poised and calm manner. - Is able to convince the audience of ones point of view. - Roles and responsibilities of team members were clearly defined. - Every one in the team contributed towards making the presentation.
Gra de
A+ A B B+ C
3. Confidence
4. Team Work
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6. Becoming Assertive
Competency: Assertiveness
Objective(s): ! To make students aware of their personal style, through personal evaluation and introspection. ! To empower student to be assertive and help them draw out there assertiveness action plan.
Time: 2 days
Materials Required: ! Assertive ways to Approach People Questionnaire ! Learning Journal to note the key learnings from the DA
Procedure: ! Each student is provided with the Assertive ways to Approach People Questionnaire. ! Students have to read the statements in the questionnaire carefully & state if they are currently practicing the strategies mentioned or they have work on it. ! In the next segment they are asked to write, their understanding of what aggressive, assertive and passive behaviour means to them. ! This is followed by self-introspection, where they state at which level they are and ways to improve themselves.
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ASSERTIVE WAYS TO APPROACH PEOPLE

Behavior I Do This Well I Need To Work On This
Not interrupting someone if he or she is talking to another person. Saying Hi or Hello. Asking if this is a good time to talk to the person. Example: Id like to ask you a few questions about recreation. Is this a good time to talk? Making good eye contact. Talking loudly enough, but not too loudly. Speaking at the right pace. Not getting too close to the person you are talking to. Letting the other person talk to you without interrupting him or her. Saying Please when requesting something. Example: Could you please fill out this short survey for me? Saying Thank You when the conversation is over. Example: Thanks for taking the time to talk to me.
Being Passive Means:
Being Aggressive Means:
Being Assertive Means:
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Self-Introspection
Areas in which my assertiveness skills are strong: 1) 2) Areas in which my assertiveness skills could improve: 1) 2) Being assertive could help me in the following ways ways: 1) 2)

1. Personal Awareness

- Is able to identify personal behavioural patterns. . Knows what his / her personal strengths & weaknesses while interacting with others. - Is able to arrive at an action plan which clearly states how he / she can become assertive.
Gra de
A+ A B B+ C
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7. Marketing Ones Self Through Resumes

Competency: Effective Resume Writing
Objective(s): ! To help students hone their resume writing skills. ! To understand the importance of resume as a self-marketing tool & enable students to use them effectively.
Time: 1 week
Procedure: ! Each student has to select 3 companies that he / she would like to work with and determine what kind of job and person profiles they companies have indicated for new engineering graduates. ! Technical as well as behavioural competencies have to taken into account, while preparing their resume. ! Three separate resumes would have to be created for each of the three companies to suit the individual requirements of each company. ! Students would then have to get them assessed by the facilitators in charge to determine the level of relevance and match with the specifications mentioned by each company.
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Op tion: facilitators need not correct the resumes of each student. They can
clearly mention the parameters for evaluation and ask students to exchange their resumes with each other and critically evaluate them. chance to look at things from the employers perspective. This will give students a

1. Language

- Appropriate use of vocabulary, correctness of grammar and punctuation. - Sequential flow of ideas - Action verbs are used - Is written in the 3 rd person
Gra de
A+ A B B+ C
2. Presentation
- Is neat and designed well. - Font colour is black. - Fonts used are Times new Roman / Arial / Tohama / Verdana
3. Impact & Influence
- The degree to which these resumes would prompt the employer to call the applicant for an interview
4. Primary Objective
The resume answers the 5 basic questions: - Who you are? - What you know? - What have you done? - What kind of work you are looking for? - Why should you be hired?
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8. Email Journal
Competency: Effective Emailing
Objective(s): ! To help students understand the essential components in effective emailing ! To enable them to be able to write clear & concise emails following all the necessary protocols.
Time: 3 weeks
Procedure: ! Ask students to monitor and assess all the email (personal and professional) that they will send over the next 3 weeks. ! They have to determine the efficacy and appropriateness of these emails by checking each email with the Dos & Donts, that they learnt during the session. ! Students have to maintain a log of: o The number of emails sent o Percentage of emails that met the correct email parameters o The number and types of mistakes made by them
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1. Accuracy

- Used specific facts and data left no room for misunderstanding - Used correct grammar and punctuation
Gra de
A+ A B B+ C
2. Brevity
- Used simple words - Avoided unnecessary words and phrases - Avoided redundancies - Used short sentence - Used one idea per paragraph
3. Clarity
- Used lists (Bullet Points) where appropriate - Avoided Indianisms and Colloquialisms - Ideas put in logical sequence without repetitions - Important message given at the end of the sentence
4. Structure of the mail
- Used effective reference lines - stating purpose clearly - Gave overview and then explained details - Used linking words to connect ideas effectively - Closed decisively - Suggested clear action plans and timelines
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9. Email Writing Exercises

Time: 2 weeks
Procedure: Ask students to carry out the following email exercises.
Level 1:
! Send email to 4 of your batch mates: subject: Getting to know you (open and add each message to address bookcreate nickname for each student) ! Create an email message about your hobbies, interests, likes and dislikes, etc. o Use spell checker o Subject: Personal Profile
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o Send a copy to self and a cc to all four students o Reply to the copies you receive with suggestions to improve message o Evaluate your replies to original message and make necessary changes. o Send the final improved message to instructor o Put instructor in address book with nickname. ! Create the following folders: favorites, personal, and exercises ! Move all the your inbox mail to the exercises folder. ! Create signature file with your name and a saying (mail options) o Save & Check: add signature to all outgoing mail. o cc to self and other students before emailing instructor. o subject: signature o body: Check out my new signature, Dude. ! Create a Group mailing for 3 female or 3 male students. o males writing to females: subject: What I want in a woman is.... o females writing to males: subject: What I want in a man is.... o cc: instructor o Send an email attachment to instructor ! Create file in MSWord on how you plan to improve your life. ! Send a message to instructor that is heavily formatted and cc to 4 classmates o your choice of font style, color, size, alignment, and background color o subject: Poem o body: your favorite poem
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Level 2:
1. What is the difference between Replying and Forwarding a message? 2. How do you print a message? 3. Why should you flag a message? 4. In the compose mode, what is the difference between plain verses color & graphics? 5. What is HTML mail 6. How do you avoid junk mail? 7. How do you know attachments that you receive are virus free? 8. What are the protocols that send and deliver mail? 9. What are filters and how do setup them up?
Level 3:
1. Explore Calendar ! Add appointments ! Create tasks ! Send reminders ! Explore Calendar Options 2. Print calendar 3. Explore Notepad
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1. Accuracy

- Used specific facts and data left no room for misunderstanding - Used correct grammar and punctuation
Gra de
A+ A B B+ C
2. Brevity
- Used simple words - Avoided unnecessary words and phrases - Avoided redundancies - Used short sentence - Used one idea per paragraph
3. Clarity
- Used lists (Bullet Points) where appropriate - Avoided Indianisms and Colloquialisms - Ideas put in logical sequence without repetitions - Important message given at the end of the sentence
4. Structure of the mail
- Used effective reference lines - stating purpose clearly - Gave overview and then explained details - Used linking words to connect ideas effectively - Closed decisively - Suggested clear action plans and timelines
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10. Evolution in Professional Written Communication

Time: 1 week
Procedure: ! Divide the students into 5 groups and ask them to conduct a research into the similarities and differences between current professional email correspondence and the more conventional business letters during snail mail days. ! The participants need to make a presentation on: o The differences and similarities in language use. o The length and level of formality in these two contexts. o Style & effectiveness of writing between the two forms.
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1. Knowledge of

- Clearly understands the differences between email writing and business letter writing. - Is able to provide a comparative analysis between the two forms of communication.
Gra de
A+ A B B+ C
Concepts
2. Analytical Ability
- Understands information quickly and accurately. - Can weigh the pros & cons and presents a wellreasoned case.
- Is articulate i.e. is able to express ones viewpoints clearly. - Can effectively explain issues to an audience or group. - Asks and answers questions succinctly and effectively.
4. Team Work
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11. Movie Magic: Youve Got Mail

Competency: Communication & Effective Emailing
Objective(s): ! To enable students to think about the changing trends in emailing. ! To force students to analyse the impact of Internet on the Indian culture and society.
Time: 3 days
Materials Required: ! Movie: Youve Got Mail ! Learning Journal to note the key learnings from the DA
Procedure: ! Divide the students into 5 groups and ask them the watch the movie Youve Got Mail. ! The teams have to discuss how emails have changed the way people across the globe interact with each other and the pros and cons of the increasing number of web weddings. ! Teams also have to discuss issues related to invasion of privacy through portals like Orkut and Facebook. ! The manner in which emails & the World Wide Web has impacted the Indian culture and society and the transition & changes we have seen over the last 5 years should be another very important aspect that should be a part of the discussion.
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- Is articulate i.e. is able to express ones viewpoints clearly. - Understands information quickly and accurately. - Can effectively explain issues to an audience or group. - Makes recommendations and presents a wellreasoned case. - Asks and answers questions succinctly and effectively.
Gra de
A+ A B B+ C
2. Confidence
- Belief in ones self while interacting with other people. - Having a poised and calm manner. - Is able to convince the audience of ones point of view.
3. Team Work
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12. Planning Sams Day

Competency: Time Management
Objective(s): ! Understand the importance of time management. ! To get students into the habit of planning & prioritizing activities every day.
Time: 2 days
Procedure: Read the case given below and carry out the activities mentioned.
Sam is a young 20 year old doing his engineering in Bangalore. A typical student he is always hard pressed for time. It is the 15 th of March 2008, a particularly tough day for Sam. Help him plan & prioritize his activities for the day. Sams day typically begins at 7.00 am & ends at 11.00 pm.
! The following are the activities he has to finish. ! Draw a complete timetable from morning to evening so that he can complete all the activities without getting stressed out. ! Once you have done that use the Spent Time Matrix to slot the various activities listed below in the four quadrants.
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1. Complete his practical record & submit it. 2. Work with his friends on the Hydrodynamic project. 3. Pay the electricity bill as it is the last day. 4. Go to the gym. 5. Prepare for the internals which would be starting on the 18th of March. 6. Take his granny to ophthalmologist as his dad is out of town. 7. Help his mom with grocery shopping, as there are guests coming home for dinner. 8. Pick up his younger sister from school. 9. Go for an hour of football practice. 10.Prepare his CV as campus recruitment is starting on the 24th of March. 11.Give his bike for servicing. 12.Practice the guitar as he and his friends are taking part at a national level music concert soon after his exams on the 25th of March. 13.Practice his aptitude skills as they are not very good & if he wants to get placed in any organisation he must first clear his Aptitude Exam. Campus placements start on March 24th. 14.Pay his mobile bill. 15.Photocopy his notes from his friend as he had missed classes last week as he had come down with flu.
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1. Time Management

- Is as able to prioritize activities based on importance. - Is able to categorize activities into the Spent Time Matrix: Important Urgent, Important Not Urgent, Not Important - Urgent, Not Important Not Urgent.
Gra de
A+ A B B+ C
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13. Stress Log

Competency: Stress Management
Objective(s): ! To help students identify personal stressors and become aware of stressful situations. ! To help students learn constructive coping techniques.
Time: 2 weeks
Procedure: ! Ask each student to monitor the various situations they encounter over the next 2 weeks and note down all their emotional and behavioral reactions in various situations. ! Ask them to identify which scenarios and aspects stress them and the strategies they choose to deal with them. ! Students have to provide a summary of your log.
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1. Personal Awareness

- Personal awareness regarding what stresses them out. - Ability to deal & cope with various stressful situations without panicking or buckling down under pressure.
Gra de
A+ A B B+ C
2. Positive Attitude
- The nature and extent to which positive and constructive coping techniques are implemented in the stressful situations.
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14. How do leaders manage their time?

Competency: Time Management
Objective(s): ! To stress upon students, the importance of time management. ! To help students be more organized and disciplined ! To show the students that all leaders are effective time managers.
Time: 1 week
Materials Required: ! Access to leaders in society ! Learning Journal to note the key learnings from the DA
Procedure: ! Divide students into 5 groups and ask each group to choose a prominent person from the local community and interview that person about his/her attitude towards time and their time management techniques. ! Each group has to make a summary presentation based on this interview.
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1. Enterprising

- Has taken the initiative to identify & interview leaders within the community.
Gra de
A+ A B B+ C
2. Confidence
Is
confident
while
interviewing
famous
personalities - has good interpersonal skills - Is able to express ones self clearly & is articulate. 3. Team Work - Roles and responsibilities of team members were clearly defined. - Every one in the team contributed towards making the presentation.
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15. Movie Magic: Oceans 11

Competency: Management) Planning & Prioritization (Goal Setting, Time & Stress
Objective(s): ! To inculcate the concepts of planning & prioritization within students; i.e. students should be able to set goals, effectively manage their time and deal with crisis and stress without panicking.
Time: 1 week
Materials Required: ! Movie: Oceans 11 ! Learning Journal to note the key learnings from the DA
Procedure: ! Ask students to watch the movie Oceans 11 in a group and analyze concepts related to planning, prioritization, teamwork, time management, dealing with crisis and contingency planning. ! Students would have to make a presentation on the concepts and learnings from the movie, clearly stating what their take aways were & how they can apply these leanings to every day life.
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- Understands information quickly and accurately. - Weighs the pros & cons and presents a wellreasoned case. - Presents information in a structured sequential manner. Provides practical alternative strategies for
Gra de
A+ A B B+ C
dealing with crisis and difficult situations. 2. Team Work - Roles and responsibilities of team members were clearly defined. - Every one in the team contributed towards making the presentation.
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16. Individual Presentations

Competency: GD, Articulation and Presentations Presentation Skills Individual
Objective(s): ! To empower students to make confident and articulate presentations
Time: 10 mins/person
Materials Required: ! LCD/Projector ! Stationery
Procedure: ! Each participant will choose a topic of their choice and deliver a presentation (along with a ppt) for 10 minutes
1. Body Language

- Demonstrates correct body posture - Uses appropriate gestures - Sustained eye contact is maintained through out the presentation. - Has good stage presence - Is enthusiastic and confident
Gra de
A+ A B B+ C
2. Articulation
- Diction and voice modulation is good - Choice of words is excellent - Fluency during speech is maintained
3. Technology
- Appropriate use of audio & visual aids
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17. Vocabulary Building

Competency: GD, Articulation and Presentation Skills Vocabulary Building
Objective(s): ! To enhance students English language fluency
Time: 1month
Materials Required: ! Dictionary ! Stationery
Procedure: ! Each participant will set a goal to learn 20 new words in one month. ! Understand their meaning, different contexts of use, correct
pronunciation and make at least 2 sentences with each of those 20 words.

1. Familiarity

- Has understood the meaning of the word - Pronunciation of the word is accurate - Useage of the word is correct
Gra de
A+ A B B+ C
2. Recall & Retention
- Is able to relate the new words learnt to the previous words. - Is able to use the new words in everyday communication & conversation.
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18. Movie Magic - Gandhi

Competency: GD, Articulation and Presentation Skills Understanding good presentation skills
Objective(s): ! To enhance students knowledge of appropriate presentation skills
Time: 4 hours
Materials Required: ! Film - Gandhi ! Stationery
Procedure: ! Ask participants to watch the movie Gandhi and make a presentation on their critique of the film paying careful attention to Gandhis o Body Language o Dressing Sense o Presentation skills o Diction o Accent and o Influencing power through his presentations. ! The participants have to the run a comparative analysis between their presentation style and Gandhis style stating the differences and taking points that would like to incorporate in their style.
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1. Comprehension

- Understands the nuances of presentation Understands the implications of good
Gra de
A+ A B B+ C
presentations. Is able to apply the nuances of good
presentations 3. Analytical Ability - Understands information quickly and accurately. - Weighs the pros & cons and presents a wellreasoned case. - Presents information in a structured sequential manner.
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19. Frequently Asked Questions

Competency: Interview Skills frequently asked questions in an interview
Objective(s): ! To equip students with content and techniques for answering frequently asked questions
Time: 3 hours
Materials Required: ! List of frequently asked questions ! Stationery
Procedure: ! Divide the list of most frequently asked questions in interviews among the participants and ask them to prepare answers to those questions. ! Ask each participant to deliver the answers while considering appropriate body language and facial expressions.
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1. Articulation

- Has the right pitch & intonation - Accent is clear and understandable
Gra de
A+ A B B+ C
2. Body Language
- Maintains correct posture - Gesticulate appropriately - Maintains eye contact while providing the answer
3. Content
- The answer provided is substantial and relevant
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20. Anticipating Questions

Competency: Interview Skills anticipating questions
Objective(s): ! To enable students to anticipate questions they could be asked during an interview
Time: 3 hours
Materials Required: ! Internet access ! Stationery
Procedure: ! Each student chooses his / her dream company which he / she aspires to work with. ! Ask each student to visit that companys website and make a list of questions they could anticipate from the information available on the website. ! Ask students to keep in mind & list both technical as well as HR related possible questions. ! Students then have to write down their responses / answers to these possible questions.
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1. Assimilation of

- Is able to arrive at a list of questions relevant to that industry and specific organisation for fresh engineering graduates. - The list of questions comprehensive and complete in nature.
Gra de
A+ A B B+ C
Information
2. Analytical Skills
- is able to sift out the relevant questions from a large amount of information. - Accurately understands information & is able to process the data. - Is able to present well reasoned answers to the tentative questions
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21. On the Other Side of the Table

Competency: Interview Skills consolidated practice
Objective(s): ! To give the participants the experience of being both an interviewer and interviewee
Time: 3 hours
Materials Required: ! Stationery
Procedure: ! The participants form groups and take turns interviewing each other. ! Give feedback on the various parameters of an interview.
1. Articulation

- The answer delivered clearly with the right pitch and intonation - Accent is good and understandable. - Maintains correct posture, - Gesticulate appropriately and - Maintains eye contact while providing the answer - Smiles and maintains a pleasant disposure throughout the interview. - The answer provided is substantial and relevant - Has good presence of mind. - Is able to understand the questions well & responds quickly - Uses wit and humour while answering interview questions.
Gra de
A+ A B B+ C
2. Body Language
3. Presentation Skills
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22. Aligning Organizational Vision with Personal Values

Competency: Corporate Etiquette and Business Ethics Organizational and Personal Values
Objective(s): ! To enable students to understand the importance of organizational vision and achieving a synchronization with it.
Time: 1 hour
Materials Required: ! Internet access and stationery
Procedure: ! Choose your dream organisation you want to work with. ! Study their website and identify the vision, mission and the core values of that organisation. ! Make your list fundamental values and ascertain the level of match between your values and the organisations. ! Determine the skills set required to meet the organisational vision. Make a 10 minute presentation on your research.
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1. Comprehension

- Articulates an understanding of the information taken from the companys website
Gra de
A+ A B B+ C
2. Analytical Skills
- Able to identify core personal values required for a match with the organizational vision
3. Conviction
Displays
understanding
and
confidence
of
personal values as well as the organisations core values.
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23. Dining Etiquette

Competency: Corporate Etiquette and Business Ethics Dining Etiquette
Objective(s): ! To enable students to understand and experience the correct code of conduct in a formal meal context.
Time: 1 hour
Materials Required: ! Meal to be organized at a restaurant
Procedure: ! Organise a meal at a restaurant ! Assess each persons ability to engage in an appropriate o Code of conduct o Proper use of crockery and cutlery o Ability to make small talk with the other members.
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1. Knowledge of

- Holds the fork and knife in the correct hands and use them properly. - Places the table napkin on the lap and folds it at end of the meal. - Uses the cutlery in the right order. - Places the cutlery at a correct angle at the end of the meal. - Serves oneself without spilling and passes dishes to colleagues in the right order.
Gra de
A+ A B B+ C
Concepts
2. Social Skills
- Keeps pace of eating with others. - Offers food and drinks to the others at the table. - Makes some conversation at the table and looks confident and comfortable.
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24. Visioning Exercise

Competency: Corporate Etiquette and Business Ethics Corporate Vision
Review Methodology: Group and Individual Review Process
Objective(s): ! To facilitate critical thinking and analysis of activities and attitudes that support organizational success
Time: 3 hours
Materials Required: ! Pens, notepads, chart paper
Procedure: ! Divide the participants into groups and ask them to do a visioning exercise. ! They are supposed to think of an organisation they would like to set up and work on the following questions: o What enterprise would you set up? o Where would you set it up? o What kind of culture would you like to have within the organisation? o What steps would you take to maintain transparency across all sections & verticals within the organisation? o What would be the core values of your organisation? o What would be the vision of the organisation? o What would be the mission of the organisation?
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1. Analytical Skills -

Presents comprehensive information about
Gra de
A+ A B B+ C
organizational setup. - Is able to articulate the nature of coordination and collaboration required in an organization. - Provides detail steps on how transparency within the organisation. - Thought process is structured and sequential. - Is able to present a detailed vision and mission of their organization along with the core values. - Is able to validate the vision and mission using examples of how it would translate in actual business activities to maintain
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25. Movie Magic: Devils Advocate

Competency: Corporate Etiquette and Business Ethics Business Ethics and Written Communication
Objective(s): ! To facilitate understanding and importance of business ethics
Time: 3 hours
Materials Required: ! Film Devils Advocate ! Stationery
Procedure: ! Ask each student to watch the film ! Each student should write 500-word essay about heir understanding of the movie and their main learning points. ! Students have to identify the ethical dilemmas in the movie & provide alternative strategies to overcome them apart from the solutions provided in the movie.
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- IS able to draw out the most important elements from the film. - Shows an understanding of the important issues - Is able to relate issues in the film to the corporate world - Provides ideas & concepts in a structured & sequential manner. - Alternative strategies and options were well presented.
Gra de
A+ A B B+ C
2. Accuracy
- Used specific facts and data left no room for misunderstanding. - Used correct grammar and punctuation wherever required while writing.
3. Brevity
- Used simple words - Avoided unnecessary words and phrases - Avoided redundancies - Used short sentence - Used one idea per paragraph - The essay did not exceed 500 words
4. Clarity
- Used lists (Bullet Points) where appropriate - Avoided Indianisms and Colloquialisms - Ideas put in logical sequence without repetitions
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Notes
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Notes
*************The End*************
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DA Comprehensive Guide

II. Understanding Developmental Assignments

Using this Guide

Understanding Developmental Assignments

Milestones in th e Dev elopm ental Assignment Journey

Methodology Review Process

Performance on the DA is good. Clearly meets the competency behavioural indicators

Performance on the DA is unsatisfactory. Is unable to satisfy the competency behavioural indicators.

Purpose of Developmental Assignments

We hope that this guide will assist

facilitators to increase their

Questions Facilitators Must Ask

30 minutes 5 minutes everyday for 7days 8 hours

Effective Resume Writing

Effective Emailing Effective Emailing

IRP IRP GRP

2 days 2 weeks 1 week

17. Vocabulary Building

23. Dining Etiquette

Business Ethics Dining Etiquette

24. Visioning Exercise

25. Movie Magic: Devils Advocate

Business Ethics Business Ethics; Written Communication

Campus Connect Process Flow

Sign off by College SPOC & Infosys CC SPOC

Interactive Classroom Sessions (40 hours)

A. Comprehensive Pre Assessment (CPA)

C. Knowledge Test (K-Test)

D. Comprehensive Post Assessment (CPA)

Developmental Assignments (DA) (60 hours)

Closure Report to be submitted by the colleges

Handing over of Certificates by Infosys (Students Felicitation)

The Learning Journey Begins.

Review Methodology: Individual Review Process

Evaluati on Param eter s

Beha viour al In dicat ors

Review Methodology: Individual Review Process

Objective(s): ! To teach students the importance of a good, confident handshake.

Time: 5 minutes everyday for 7days

Evaluati on Param eter s

Beha viour al In dicat ors

Review Methodology: Group Review Process

Evaluati on Param eter s

Beha viour al In dicat ors

4. Helen Rofe Case Analysis

Review Methodology: Group Review Process

Beha viour al In dicat ors

5. Television Under Scrutiny

Review Methodology: Group Review Process

Beha viour al In dicat ors

Review Methodology: Individual Review Process

ASSERTIVE WAYS TO APPROACH PEOPLE

Being Passive Means:

Being Aggressive Means:

Being Assertive Means:

Evaluati on Param eter s

Beha viour al In dicat ors

7. Marketing Ones Self Through Resumes

Review Methodology: Individual Review Process

Evaluati on Param eter s

Beha viour al In dicat ors

3. Impact & Influence

Review Methodology: Individual Review Process

Evaluati on Param eter s