MULTIDIMENSIONAL ROLE OF THE

TEACHER OF ENGINEERING

Prof.R.B.shivagunde

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RATIONALE
In order to increase the overall effectiveness of Institution each section and every
person has to perform effectively.
Role derivation model based on expectations analysis is used in this module. The
derived role reduces ambiguity of the job or functions of the Teacher. The fulfillment
of expectations can be considered as a performance parameter.
His role in the Institution should be clear. One should know what to do what not to
do. The relationships with significant stakeholders have to be strengthened. It is very
difficult to identify and analysis expectations from stake holders. Often stake holders
expectations are assumed and anticipated which vary from person to person.

JOB AND ROLE

Whenever you work in the Institution , you may use the words like, its my work, its his
function, its my task, etc. The work is synonymously used with some other words like
task, function, duty, job, assignment, role etc. There is different meaning to each of
these words. The work word is most commonly used. in day to day function in the
Institution .
Roles are ‘enacted’ or played by persons in a particular position. It is indeed a form of
prescribed behaviour. But the prescriptions for behaviour arise from the expectations
some related people have from an individual, about what he should do so that their
work gets facilitated.
What is formally described as roles by Institution s for a position is known as ‘job
description’. Job description constitutes some prescribed functions But, in reality,
officers or individuals in important positions do much more than what is ‘noted’ in a job
description, this is some times called the informal component of the role (the formal
component being the job description). Informal components of the role could be many
like:
 acting as a spokes person for his section
 ensuring that other sections respond to requests early
 handling conflicts and disturbances
 obtaining resources
 disseminating information to others in the section in many ways.
The informal component is part of work. It is official. It if performed. It is important.
But job descriptions do not mention them. Another issue, which is important, is that the
same level of officer may have different informal role component. This is of course
arises because of the expectations from related others being different in each setting.
Roles and Role Theory in the last two decades has assumed great importance. Its use is
significant in ‘defining the work ’, ‘designing jobs’, in training and development’, ‘in
developing interpersonal linkages’. The conventional job description is gradually being
replaced by the more comprehensive role.

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SHIFT AND THINKING FROM JOB TO ROLE

JOB ROLE
A set of prescription about what is to be Widens the job and includes the
done (what should be done) discretionary part of work (what should be
done plus what else may be done)
Emphasis relationship with superior (what Emphasis relationship with all those who
am I accountable for) can have legitimate expectations
Based on powers, authority jurisdiction Describes the nature of response planned to
(what are the required activities I have to fulfill expectations (which and whose
do) expectations do I fulfil and how)
Is part of a Hierarchy Is part of a Network
Is evaluate Is descriptive
Has related Privileges Has related obligations
Is comparatively Static Changes with time, situation.

EXPECTATIONS ANALYSIS AND MULTIPLE CONSTITUENCY FRAMEWORK

The concept of effectiveness is plagued with 'problems of measure'. The

construct of effectiveness is dependent on the criteria employed to define the
'denominator dimension'. Effectiveness is normally expressed as actual output divided by
desired or planned output. This could imply that actual output is the numerator, while
the denominator dimension is planned or desired output. For Institution s the
denominator dimension/s or factor/s (planned or desired output, output standards) defy
agreement and create considerable confusion and indecisiveness in the minds of users
and developers. They are 'considerably questionable'. A similar occurrence can be
anticipated in the concept of effectiveness of an individual leader. The 'denominator
dimension' has been constructed, reconstructed, revised, reviewed, reformed for more
than twenty years and still dissatisfaction in its construct prevails.

The multiple constituency frameworks attempt to construct a 'new perception' of

effectiveness. It can be conveniently applied to Institution s, managers, individuals and
leaders. In Institutions any individual in a leadership position (Teacher, HODs) can be
enveloped in this perception. By necessity, this approach or perception has been created
to overcome the diversity in thought and resultant confusion attached to the
effectiveness concept.

Effectiveness is a value judgement (Cambell, 1976). But then whose judgement

defines effectiveness? Different people will lay down different criteria for the
judgement. The superior may demand task performance from a leader while the
followers may be looking out for support and encouragement. Two superiors may not
even agree on the nature of performance, while followers may have opposing views on
what constitutes support while the Teacher Officer emphasised physical target
accomplishment as the major criterion of performance. The Teachers thought that their
performance should include what they have done on their own and what they have done
with external support. This would create a situation when the leader's perception of
desired output may be in total variance with the followers' perception since the followers
consider performance with support in the denominator dimension.

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 The multiple constituency frameworks (Anne TSUI, 1982) overcome this difficulty
by creating a constituency structure and a set of propositions. The constituency
structure and a major share of the propositions are based upon 'Role Theory' (Katz and
Kahin, 1978) and the Expectations Approach (Machin, 1979).
WHAT IS A CONSTITUENCY ?

A constituency is a 'stakeholder'. Followers, beneficiaries and superiors have all

something at stake in the leader. They are his constituencies. They anticipate some
actions from him which will help them in their work. They also desire he follows certain
directions of work in his functioning to avoid working at cross purposes with them.

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 A framework of probable constituencies of the Role Incumbent are presented in
the Figure. The Role functions and 'influencing role' will be 'under analysis'. The
selection of constituencies and the construction of the framework is context specific.
This would imply that significant constituencies would have to be selected for
consideration depending upon the realities of a situation or event. Probably, a few
illustrations will clarify this concept, given the Teacher as leader in three different
contexts.

CONTEXT MAJOR CONSTITUENCIES (PROBABLE)

1. Introducing a new University, Directorate, Ttti, Concerned Department
course Faculty And Staff, External Experts, Inducted Students
2. Helping students Industries, Other Employing Agencies, Industry-Institute
obtain gainful Interaction Cell, Hod And Teachers, Employment Exchange,
employment Student Beneficiaries Industries Department, Enterprise
Development Agencies, Financing Agencies
3. Modernising a Lab University, Directorate, Suppliers, Dgs&D, Pwd, Workshop,
Concerned Department, Faculty And Staff

A similar occurrence would be observed if anyone of the constituencies become

the 'Role Incumbent' with a number of constituencies around him. The constituencies in
this case may overlap the previous situation to a certain extent and may contain a few
constituencies not included earlier since the context would have changed.

The constituencies are significant to the leader in a number of ways.

- They are co-components in the work network around the leader. They work hand
in hand with him.

- There is a 'dependence relationship' between each of them and the leader in the
work situation (They influence or affect each other's work).

- And, more importantly they help the leader create a 'role' for himself.

Subsequent paragraphs are incorporated, to explain briefly both the Role Theory
and The Expectations Approach, now follows. These provide the underlying basis for
'Role Derivation' and the 'Multiple Constituency Proposition' which are elaborated later in
detail.

ROLES AND EXPECTATIONS ANALYSIS

A Teacher can be viewed as occupying a 'defined office or place'. This defined
office or place makes him a legally accepted member of a group, department, or
organisation. This defined office or place is his POSITION. However, with respect to his
defined office, he has to fulfill certain obligations to the system (department,
organisation, group). These obligations constitute his ROLE.

Position is related to power and location in an hierarchy. The position brings

along with it certain privileges. It is normally created by others. The leader then
occupies a position which entitles him to certain privileges like representing the

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institution at state level meetings. His power involves sanctioning or permitting
expenditure, holding meetings, arranging for special activities beyond the normal
operations of the institution, negotiating with other agencies on behalf of his own
organisation, and such.

ROLE, on the other hand, is determined from EXPECTATIONS. There are two
sources for these expectations - each of his constituencies and his own self. An
elaboration becomes necessary for this concept. Each constituency has a set of
expectations from the leader (say Teacher). These expectations would be work-
associated. It may be an expectation related to the performance of some tasks, or the
provision of some support. The expectation also emphasises the link between the two.

In case a leader possesses a number of constituencies in a context or a situation,

then there would be expectations from each f them which they would desire the leader
to undertake and fulfill. The leader would, under normal circumstances, also possess
certain self-expectations with regard to what he should do in the situation.

Unfortunately, even though a leader realises that his constituencies may have
expectations from him (and the constituencies do have them) no expression is given to
such expectations. Each party, the leader and constituency, takes it for granted, for
expectations would be well-known and well-understood though they remain unexpressed
and uncommunicated. Herein lies the seeds of many misunderstandings and conflicts.

Another problem that gets created from this situation is that some of the
expectations may be 'incongruent'. For example, while a Govt. official desires a 'quick-
fix project' from a Teacher, the teachers on the other hand would like a 'go slow and
gradual' approach. The dilema for a Teacher in meeting two such opposing expectations
may lead to indecision and vacillation on his part. Similarly, an expectation, which may
appear perfectly normal and reasonable to the constituency, and which may be judged
unethical by the leader may be placed on him. Merely refusing to do it is an inadequate
response in this situation. The constituency will have to be 'influenced' to accept that
the requirement is unethical.

In fact, a wide range of expectations get collected from the constituencies and
the leader himself. And a peculiar situation develops from which the leader (the role
incumbent) has to extricate himself quite skillfully. He develops an elimination process
so that only the main expectations remain. The steps involve the following.

STEP ONE The trivial expectations are eliminated.

STEP TWO There would be certain expectations which are unacceptable to
the leader and hence dropped. The criteria for making this judgement are
unreasonableness, lying beyond the scope of the agency to which he belongs,
requirements which are beyond his control (Teacher asked to undertake an activity which
falls in the domain of Board), vaguely worded expectation, or an expectation which gets
repeated in various forms.

STEP THREE What remains is now to be compared with self expectations. Some
overlap between the two is likely to occur. Many would be independent. A list
eliminating overlaps is to be prepared.

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STEP FOUR This list provides the background for the final choice. If the leader
feels there are too many expectations, some lower priority ones have to be eliminated.
On the other hand, the list may have some significant omissions, which have to be
identified and now added.
The outcomes of carrying out the above four steps are diagramatically
represented in Figure 2.
The final list of expectations that emerges from this exercise constitutes the
ROLE. As mentioned earlier the ROLE will vary with context, with change in
constituencies, and with nature of developments that take place in the environment of
the leader.
One more step remains. In the process of eliminating expectations it is evident
that certain constituencies would 'lose' some of their expectations. May be, some of
these expectations are considered very important by the constituencies. It becomes
necessary for the leader to convince those constituencies about the justifiable reasons
for dropping their expectations. In effect the whole process is one of 'open, frank
communication and interaction'.
The Process of elimination of expectations is indicated in the figure:

Irrelevant/
Outside the
scope of Role
Set
Inappropriate
Trival Repeated Expectations
Expectations Expectations

Vague
Expectations Remnant
Expectations

Fig 2.3 Criteria for Elimination

Expectations
of Self
Constituencies Expectations

The Fig 2.4 Overlapping of Expectations ROLE derivation

exercise may appear a little
cumbersome and time-consuming. But leaders and followers complain frequently of 'lack
of role clarity'. There are many instances of role conflict too.

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 Katz and Kahn refer to the focal person as 'role occupant' and the constituencies
as 'role senders'. Some of the expectations with a role form 'functions'.
 Teacher is a POSITION, and hence is a ROLE OCCUPANT.
 He can have a number of constituencies or ROLE SENDERS in his environment. Each
of these constituencies would have some EXPECTATIONS from him with regards to the
contribution the Role Occupant has to make towards fulfil expectations from
INSTITUTION .
 From these expectations and the Teacher's self expectations will emerge the ROLE of
the ROLE OCCUPANT.
 The ROLE will consist of a number of expectations which the ROLE OCCUPANT
desires to fulfil. This is an obligation he wants to meet.
 The expectations that constitute the ROLE can be seen as a manner or form of
expressing functions of the ROLE OCCUPANT. If rewarded, the expectations can be made
to appear like familiar statements of functions.
The Machine concept of the Expectations Approach stretches far beyond the
determining of a role. He considers expectations (interactive and reciprocal
expectations) as the basis of clear communication. However, the techniques he has
developed in the expectations approach are helpful in providing a more logical base for
determining roles. Some of these techniques have been adopted in the four steps
explained earlier.

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ASSIGNMENT - 1
You are the Teacher of self financing engineering college interacting with
different departments and individuals. You have work related linkages with a number of
departments and individuals. These are different stakeholders working in different
fields. Students, teachers, chairman, university etc. are some stakeholders with which
you have linkages. Some more linkages are identifiable. These linked agencies,
individuals and constituencies are critical to the role you would have to undertake and
work upon.
This assignment focuses on identification of such linkages.
In a group of 5-7 Teachers
a) identify all likely constituencies and prepare the list
b) From the list in (a) above eliminate what you would consider Trivial
Constituencies.
c) Finalise the remnant constituencies from (b) and prepare a linkage diagram as
indicated in the handout on role derivation.
You have approximately 30 minutes for this assignment. there after, in 15
minutes, a consensus on the final selection of the constituencies will be arrived at.

ASSIGNMENT - 2
This is again a group assignment and the same syndicates would continue.
Each syndicate will, for the finalised constituencies, generate work related
expectations which are generally imposed by them.
30 min.
A brief presentation of each syndicate outcome will be organised and
expectations of each constituency will be refined.

20 min.
ASSIGNMENT - 3
This assignment is a continuation of the previous assignment. And the syndicates
will continue to be the same as earlier.
What is needed now are the self expectations of each members. It is necessary
for the members to have self expectations to preserve their identity.
* Each syndicate members will generate self expectations (work related).
20 minutes
* Self expectations of different syndicates will be compared and a consensus will be
derived.
20 minutes
ASSIGNMENT - 4
You now have
a) Expectations of major constituencies
b) Self expectations
What remains to be done now is a collation of the expectations and the
refinement of the collated expectations.
The refinement implies elimination of expectations which are irrelevant, trivial,
duplicates, vague and unreasonable.

30 minutes

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CONCEPT OF ROLE EFFICACY

The performance of a person working in an Institution depends on his own

potential effectiveness, technical competence, managerial experience, etc., as well as
the design of the role that he performs in the Institution . It is the integration of the
two (the person and the role) that ensures a person's effectiveness in the Institution .
Unless a person has the requisite knowledge, technical competence and the skills
required for the role, he can not be effective. Equally important is how the role, which
he occupies in the Institution , is designed. If the role does not allow the person to use
his competence, and if he constantly feels frustrated in the role, his effectiveness is
likely to be low.
The integration of a person and the role comes about when the role is able to
fulfil the needs of the individual, and when the individual in turn is able to contribute to
the evolution of the role. The more we move from role taking (responding to the
expectations of the other persons) to role making (taking initiative in designing the role
more creatively in a way such that the expectations of the others as well as of the role
occupant are integrated), the more the role is likely to be effective. Effectiveness of a
person-in-a-role-in-an- Institution will depend on his own potential effectiveness, the
potential effectiveness of the role, and the Institution al climate. The potential
effectiveness can be called efficacy.
Personal efficacy would mean potential effectiveness of a person in personal and
interpersonal situations. Role efficacy would mean the potential effectiveness of an
individual occupying a particular role in an Institution . Role efficacy can be seen as the
psychological factor underlying role effectiveness. In short, role efficacy is the potential
effectiveness of a role.
ASPECTS OF ROLE EFFICACY
Role efficacy has several aspects. The more these aspects are present in a role,
the higher the efficacy of that role is likely to be. These aspects can be classified into
three groups or dimensions. One dimension of role efficacy is called 'role making' as
opposed to role taking. The former is an active attitude towards the role (to define and
make the role as one likes), whereas the latter is a passive attitude (mainly responding to
the others' expectations).
imension 1: Role Making
1.1 Self-Role Integration: Every person has his strengths experience, technical
training, special skills, and some unique contribution that he may be able to make. The
more the role a person occupies provides an opportunity for the use of such special
strengths, the higher the efficacy is likely to be. This is called self-role integration. The
self or the person and the role get integrated through the possibility of a person's use of
his special strengths in the role. In one Institution , a person was promoted to a
responsible position. This was seen as a convetable reward and it made the person very
happy. However, he soon discovered that in the new position he was not able to use his
special skills of training, counselling and Institution al diagnosis. In spite of his working
very well in the new role, his efficacy was not as high as it was in the previous one.
Later when the role was redesigned to enable him to use his rare skills, his efficacy went
up. All of us want that our special strengths are used in the role so that it may be
possible for us to demonstrate how effective we can be. As such, integration contributes
to high role efficacy. On the other hand, if there is a distance between the self and the
role, role efficacy is likely to be low.
1.2 Proactivity: A person who occupies a role, responds to the various expectations
that people in the Institution have from that role. While this certainly gives him

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satisfaction, it also satisfies others in the Institution . However, if he is also expected
to take initiative in starting some activity, the efficacy will be higher. Reactive
behaviour (responding to the expectations of others) helps a person in being effective to
some extent, but proactivity (taking initiative rather than only responding to the others'
expectations) contributes much more to efficacy. If a person feels that he would like to
take initiative but has no opportunity to do so in the role that he occupies in the
Institution , the efficacy will be low.
1.3 Creativity: It is not only initiative which is important for efficacy. An
opportunity to try new and unconventional ways of solving problems or an opportunity to
be creative is equally important. In one state government department people
performing clerical roles met as a part of a re Institution experiment to discuss how
each individual could experiment with a system of cutting delays in processing papers.
The results were amazing. Not only did the satisfaction of people in that department go
up, but delays were considerably reduced and some innovative systems emerged.
Certainly, these were further discussed and modified, but the opportunity people got in
being creative and in trying out innovative ideas increased their role efficacy and their
performance markedly improved. If a person perceives that he has to perform only
routine tasks, it is detrimental towards a high role efficacy. If he feels that the role does
not allow any time or opportunity to be creative, the efficacy is bound to be low.
1.3 Confrontation: In general, if people in an Institution avoid problems, or shift
the problems to the others, their role efficacy will be low. The tendency to confront
problems and find relevant solutions contributes to efficacy. When people facing
interpersonal problems sit down, talk about these problems, and search out solutions,
their efficacy is likely to be higher when compared with situations in which they either
deny such problems or refer them to their higher officers.
Dimension 2: Role Centering
2.1 Centrally: If a person occupying a particular role in an Institution feels that the
role he occupies is central in the Institution , his role efficacy is likely to be high. Every
employee would like to feel that his role is important to the Institution . If persons
occupying various roles feel that their roles are peripheral i.e. not very important, their
potential effectiveness will be low. This is true for all persons and not only for those at
the lowest level.
2.2 Influence: A related concept is that of influence or power. The more influence a
person is able to exercise in the role, the higher the role efficacy is likely to be. One
factor which may make roles more efficacious is the opportunity to influence a larger
section of the society. On the other hand, if a person feels that he has no power in the
role he occupies in the Institution , the efficacy is likely to be low.
2.3 Personal Growth: One factor which contributes effectively to role efficacy is the
perception that the role provides the individual with an opportunity to grow and develop.
There are several examples of people leaving one role and becoming very effective in
another primarily because they had more opportunity to grow in the latter. A head of a
training institute accepted the position, taking a big financial cut in his salary because he
felt that he had nothing more to learn in the previous position, and in the new position
he had opportunities to grow further. Examples of executives switching over to faculty
roles at the management institutes indicate the importance of self-development in the
role efficacy. If a person feels that he is stagnating in a role without any opportunity to
grow he is likely to have a low role efficacy. In many Institutes of higher learning, the
roles of the staff pose problems of low efficacy. The main factor behind this is the lack
of opportunity for them to grow systematically in their roles. Institutes which are able to

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plan the growth of such people in the roles will have higher efficacy and obtain a great
deal of contribution from them.
Dimension 3: Role Linking
3.1 Inter-role Linkage: Linkages of one's role with other roles in the Institution
increases efficacy. If there is a joint effort in understanding problems, finding solutions,
etc. the efficacy of the various roles involved is likely to be high. Of course, the
presumption is that people know how to work effectively. Similarly, if a person is a
member of a task group set up for a specific purpose, his efficacy, other factors being
common, is likely to be high. The feeling of isolation of a role (that a person works
without any linkage with other roles) reduces role efficacy.
3.2 Helping Relationship: In addition to inter-role linkage, the opportunity for
people to receive and give help also increases role efficacy. If persons performing a
particular role feel that they can get help from some source in the Institution whenever
the need arises, they are likely to have higher role efficacy. On the other hand, if there
is a feeling that no help is forthcoming when asked for, or that the respondents are
hostile, role efficacy will be low. A helping relationship is of two kinds - feeling free to
ask for help and expecting that help would be available when it is needed, as well as the
willingness to give help and respond to the needs of others.
3.3 Superordination: A role may have linkages with systems, groups and entities
beyond the Institution . When a person performing a particular role feels that what he
does is likely to be of value to a larger group, his efficacy is likely to be high. The roles
which give opportunities to the role occupants to work for superordinate goals have the
highest role efficacy. Superordinate goals are goals which serve large groups, and those
which cannot be achieved without some collaborative effort. One major motivation for
people at the top, to move to public sector undertakings is to have an opportunity to
work for larger goals which are likely to help larger sections of the society. Many people
have voluntarily (accepted cuts in their salaries to move from the private sector to the
public sector at the top level, mainly because the new role would give them an
opportunity) to serve a larger interest. Roles in which people feel that what they are
doing is helpful to the Institution in which they work, result in role efficacy. But if a
person feels that he does not get an opportunity to be of help to a larger group, the role
efficacy is likely to be low.
ROLE EFFICACY AND EFFECTIVENESS
Research shows that persons with high role efficacy seem to experience less
role stress, anxiety and work-related tension; they rely on their own strengths to
cope with problems, use more purposeful behaviour, they are active and they
interact with people and the environment; persist in solving problems mostly by
themselves, and sometimes by taking the help of other people, show growth
orientation, attitudinal commitment, positive and approach behaviour, and feel
satisfied with life, and with their jobs and roles in the Institution s. This is a profile
of effective managers. Role efficacy is found to be related to the quality of work
life (measured by influence, amenities at the work place, nature of job, and
Teachery behaviour). Step-wise multiple regression yielded Teachery behaviour as
the most important dimension in role efficacy. Role efficacy has also been found as
related to the type of roles, location of the work place and the length of
employment (and age).
INCREASING ROLE EFFICACY
Role efficacy can be used for planning improvement in an Institution . When
managers or employees or both have low work commitment this can be enhanced

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through increasing role efficacy. Action guidelines given in subsequent paragraphs can
be used for increasing role efficacy.
ACTION GUIDELINES
Role efficacy can be increased by increasing Role Making, Role Centring and Role
Linking. Regarding Institution al aspects, a participative climate in which the
employees get a higher job satisfaction , contributes to role efficacy. It seems that a
climate promoting concern for excellence, use of expertise, and concern for the larger
issues also contributes to role efficacy. On the other hand, a climate characterised by
control and affiliation seems to lower employees role efficacy. Innovation fostering
climate was found to be a strong predictor of role efficacy.Role efficacy has also been
reported as a strong moderator or a mediating variable, showing the dramatic influence
of role efficacy in predicting, or enhancing the effect on Institution al climate.

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TEACHING COMPETENCIES OF TECHNICAL TEACHERS

A) PLAN

The technical Teacher will

1. Determine students need, interests and goals.

2. Identify from the job description the skills and information to be taught for an
appropriate job.
3. Analyse a Duty, Task or activity.
4. Formulate or Identify course aims and select and develop Instructional content
for a course.
5. Select and develop Instructional content for a lesson.
6. Determine institutional classroom, laboratory, workshop and field (out of
institution field trip) learning experiences.
7. Develop Instructional units.
8. Formulate Behavioural Objectives.
9. Select Teaching Methods/Strategies and delivery systems.
10. Select required tools, equipment and supplies for a lesson.
11. Determine/select appropriate instructional Media and teaching learning aids.
12. Analyze and organize, the sequence of learning tasks (skills, procedures,
operations).
13. Analyze knowledge into facts, concepts, principles and procedures.
14. Construct a lesson plan.
15. Determine appropriate library resources.
16. Select/or design instructional material and procedures for individualized
learning activities.
17. Use systems Model in planning and managing the learning environment.
18. Be familiar with the background and language of student.
19. Sequence learning activities and experiences logically and psychologically.
20. Plan for conducting demonstrations.
21. Construct laboratory sheets.
22. Carryout curriculum analysis.
23. Use assessment as a teaching method.
24. Select/design instructional materials for exceptional (handicapped) students.
25. Develop close studies.
26. Group students for instruction according to their individual differences
interests and needs.

B) INSTRUCT:

1. Teach (introduce, develop, summarize) a lesson.

2. Use variety of methods and techniques to gain and keep attention of students.
3. Present concept or principle through demonstration.
4. Direct a role playing.
5. Employ the technique of oral questioning.
6. Present information by the use of project method for acquiring skills attitudes
and concepts.
7. Present information through analogies.
8. Present information by the use of project method.

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9. Present information by the use of problem solving method.
10. Present information through team teaching.
11. Involve industrial experts in delivering specific contents.
12. Develop standard for student attainment.
13. Reproduce instructional materials using appropriate available equipment.
14. Set up display materials for instructional purpose.
15. Present a lesson with the aid of chalkboard.
16. Present a lesson with use of Overhead Projector.
17. Present a lesson with the aid of Slide Projector.
18. Present a lesson with the Audio tape, disk recording or Radio receiver as a
resource.
19. Present a lesson with the aid of flannel board or flip chart.
20. Present information using models, exhibits or displays.
21. Use magnetic cut outs in instruction.
22. Teach through television using video cassettes.
23. Teach through computer using computer assisted learning packages.
24. Use computers for preconditions (power point)
25. Use Drill and practice during a lesson.
26. Direct student laboratory experience.
27. Maintain small groups and identify any student(s) not working effectively in the
group.
28. Establish and demonstrate regular procedure for the proper use, storage and
maintenance of tools and equipment.
29. Give clear explicit instructions to students.
30. Identify clues for students misconceptions and confusion.
31. Develop and conduct learning situations that will promote independent
learning.
32. Teach problem solving skills and develop lessons that are inquiry oriented.
33. Teach students how to discover knowledge.
34. Use both Inductive and deductive methods in teaching.
35. Employ a variety of instructional methods (games buzz sessions, Brain storming
sessions) in institution.
36. Direct student in instructing other students.

C) EVALUATE:

1. Establish criteria for evaluation of lessons, units or course.

2. Evaluate techniques employed with teaching delivery, systems and strategies.
3. Provide progressive assessment to students in the form of classroom, home,
library laboratory assignments.
4. Monitor students progress and give constructive feedback.
5. Develop means of assessing individual contributions or learning which results
from small group work.
6. Evaluate text books and reference materials using predetermined criteria to
meet course objectives.
7. Monitor classroom/laboratory instructions and modify plans of instruction on
the basis of feedback.
8. Evaluate ones own techniques and methods of teaching.
9. Direct student self evaluation.
10. Evaluate students for knowledge.

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11. Evaluate students for skills.
12. Evaluate students for attitudes.
13. Devise/instruct laboratory/workshop performance tests for skills.
14. Administer tests.
15. Formulate objective type (ex. Multiple choice) questions (test items).
16. Formulate Essay, structured essay at short answer/type questions.
17. Develop case study problems.
18. Evaluate students performance with standardized tests.
19. Evaluate classroom/laboratory facilities and equipment.
20. Evaluate industrial training of students.
21. Develop a test for given specifications.

D) GUIDE:

1. Assist students in scholastic problems and motivate them to learn.

2. Devise means of determining students attitudes.
3. Interpret cumulative students records and counsel the students according to
the data.
4. Assist students to develop study habits and in applying those for employment or
further education.
5. Reorganize overt signs of severe emotional distress in students and
demonstrate awareness of appropriate intervention and referral techniques.
6. Recognize alcohol and drug abuse in students and demonstrate awareness of
appropriate interventions and referred procedures.
7. Enhances students feeling of dignity and selfworth and worth of adhos people
including those of the other ethnic cultural, linguistic and economic groups.
8. Conduct students parents teacher conferences.
9. Provide information on further education and career opportunities to students.
10. Provide vocational guidance to students.
11. Provide information and motivate students for self employment.
12. Help students to set realistic goals.
13. Develop achievement motivation of students.

E) MANAGE:

1. Use class time effectively.

2. Organize class at the beginning of the term.
3. Arranges and manages physical environment of classroom, laboratory and
workshop to facilitate learning/instruction and ensure students safety.
4. Establish procedures will concern for the overall development of the student.
5. Handle hastily acts of students decisively.
6. Manage discipline in classroom, laboratory or workshop.
7. Express displeasure in the act not in the person.
8. Use positive reinforcement.
9. Manage conflicts.
10. Choose and use appropriate leadership styles to suite the contents.
11. Demonstrate better people skills.
12. Establish detailed rules and regulations for laboratory participation (practical
work)
13. Prepare laboratory time tables to use students and equipment time judiciously.

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14. Make decisions using systems approach rational problem solving model.
15. Manage available learning resources effectively.

F) PUBLIC AND HUMAN RELATIONS:

1. Develop good working relationships (interpersonal) with other teachers and

administrators.
2. Develop good working relationship with other supportive staff (office, canteen,
driver, etc.).
3. Develop good relationship with local community.
4. Use appropriate strategies to accomplish ones goal.
5. Build self concept and self awareness in students.
6. Demonstrate sensitivity to others.
7. Work effectively in an educational team.

G) PROFESSIONAL ROLE:

1. Maintain expertise in his/her field of speciality.

2. Demonstrate knowledge of ethical procedure of a professional.
3. Be alert to and respond to latest technological developments and get one self
updated.
4. Demonstrate good physical appearance.
5. Practice personal hygiene habits.
6. Use correct oral, written and non verbal means of communication.
7. Keep files, class register, students records up to date.
8. Demonstrate commitment to teaching.
9. Demonstrate awareness of the purpose and programmes of appropriate
professional Association.
10. Demonstrate self initiating responsibility for developing self and peers to levels
of competence and confidence.
11. Demonstrate an acceptance of self growing out of knowledge of his own,
motivation, strengths out weakness and a willingness for criticize and develop
strategies to overcome/modify weakness.
12. Demonstration respect, love, sympathy for students as growing, developing and
feeling humans.
13. Demonstrate information technology related skills which are essential for living
in the internet era.

H) INDUSTRY-INSTITUTE INTERACTION:

1. Develop Industry-Institute Relations plans for the courses they are teaching.
2. Give presentations to promote institutional programmes in the industry (e.g.
skill upgrading, continuing education programmes etc.)
3. Develop Brochures to promote institute.
4. Prepare news releases and articles concerning the institutional programmes.
5. Prepare displays to promote institution.
6. Involve industry experts in instruction planning delivery and evaluation.
7. Provide consultancy to industries.
8. Take up industrial projects.
9. Involve the industries in extracurricular activities.

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I) SERVING STUDENTS WITH SPECIAL/EXCEPTIONAL NEEDS

1. Identify and diagnose exceptional students.

2. Plan instructions for exceptional students.
3. Provide appropriate instructional materials for exceptional students.
4. Modify the learning environment for exceptional students.
5. Promote peer acceptance to exceptional students.
6. Use instructional techniques to meet the needs of exceptional students.
7. Assist exceptional students in developing career planning skills.
8. Purpose exceptional students for employability.

J) TEACHING ADULTS:

1. Prepare to work with Adult learners

2. Plan instruction for Adults.
3. Manage Adult instructional process.

K) USE OF COMPUTER:

1. Use computer for preparation of print and non print learning resources.
2. Use computer to keep student records.
3. Use computer for presentations.
4. Use internet for gaining knowledge.
5. Use e-mail for massaging.
6. Participate in e-chart sessions.
7. Use computer assisted teaching materials in instruction
8. Develop instructional materials for computer assisted learning.

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ROLE OF AN EDUCATIONAL MANAGER
THE EDUCATIONAL MANAGER WILL:

1. Follow academic calendar given by BTE

2. Help in developing curriculum of new programmes
3. Provide feedback on existing programmes and assist in modification
4. Document all important data and information
5. Provide information to all relevant in time
6. Prepare flexible time table to accommodate considerations of bte, dte, staff
and students
7. Try to get amended rules and regulations which are becoming barriers to
development
8. Provide all the resources for curricular and cocurricular activities
9. Solve the personal problems of students, and staff
10. Release scholarship of students in time
11. Clear all the claims of staff in time
12. Make arrangements to engage classes regularly
13. Transfer latest knowledge and skills
14. Run the institution in available resources
15. Solve all the problems at his/her level and pass only those problems which are
related to higher authorities
16. Generate resources for the development of the institution
17. Involve public representatives in various developmental activities
18. Make available institutional resources to all relevant as per rules
19. Enhance quality of pass outs to make them confident to take up immediate job
or to establish their own enterprise
20. Organise societal development programme like;

 Training for self employment

 Making available volunteers for various social functions
 Promoting healthy social environment
 Organising blood donation camps
 Solving local problems related to his/her discipline
21. Develop good library, computer facilities
22. Prepare students as good citizens
23. Develop healthy Organisational climate
24. Provide an opportunity for personal development
25. Provide guidance as and when required
26. Acquire competencies through training and use it for developmental activities
27. Develop second line of defense
28. Prepare plans of all educational projects/programmes
29. Contribute for developing teaching learning material
30. Use teaching learning aids
31. Enhance use of library/computer centre/lruc/resources
32. Share experiences and resources with other institutions
33. Conduct need based staff development programmes in the organization
34. Start need based programmes with prior approval of related authorities
35. Contribute in developing new policies/revising policies in new areas of tech.
Education
36. Counsel school students for career guidance

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37. Promote / assist in r & d activities
38. Promote team spirit
39. Take up the live problems / projects of the industry
40. Publicize programmes of general interest through media
41. Prepare list of equipment / materials with detailed specification
42. Clear claims timely
43. Prepare need based staff development / development plans and implement
these
44. Invite experts/persons of interest in the organisation
45. Pay attention to all who contacts him/her
46. Promote effective communication
47. Not impose his / her opinions on others
48. Share the results/outcomes of efforts with his / her team members
49. Make the system transparent
50. Empower people at all the levels
51. Be judicious and honest in distributing the work load and resources
52. Interact with industries and other agencies on issues of mutual benefit
53. Text actions for employment of pass outs
54. Promote sense of competition in the institution

¨PLAN
¨INSTRUCT
¨MANAGE
¨EVALUATE
¨RESEARCH, INNOVATION AND DEVELOPMENT
¨GUIDE AND COUNSELLOR
¨PUBLIC RELATION

AS TEACHERS
 AS COUNSELLORS
 AS LEARNING FACILITATORS
 AS INSTRUCTIONAL MANAGERS
 AS CURRICULUM DESIGNERS
 AS ACADEMIC INSTRUCTORS
 AS INSTRUCTIONAL EVALUATORS
 AS DISCIPLINARIERS

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