Enhancing Professional and Soft Skills of the Indian Engineering Graduates V. Thanikachalam, B.E., M.Tech., Ph.D., M.S., FIE.,FIGS
Impact of Globalization of Indian Economy Establishment of new companies, formation of new industrial hubs and corridors Focus on ‘Make in India’ and ‘Digital India’ Demand for competent engineers and technologists Demand for high end professional skills and soft skills Demand for designers and researchers
Skills Designate the ability to use one’s knowledge relative ease to perform relatively simple tasks
Skills All skills are learned Skills are behaviors that are carried out Constitute corpus of knowledge , procedures, competencies, aptitudes and attitudes Refers to the integration of KSA
Knowledge Knowledge consists of the outcomes of perspective and conceptual processes such as attention, selection, symbolization, codification, decodification reflection and evaluation.
Competencies Refer to the ability to meet demands of a high end degree of complexity action systems The term knowledge applies to facts or ideas acquired by study, investigation, observation or experience and refers to a body of information that is understood.
Competence Broader than the knowledge or skills and acquired in an ongoing , lifelong, learning process across the whole range of personal, social and political contexts
Execution Execution of compliance , the outcomes of psychomotor process that enables individuals to give clear responses and possibly to offer a tangible product that may be observed and assessed by another person.
Attitudes Attitudes are the products of emotional responses to events and other specific objects
Skill Acquisition Skill acquisition, development and expression (inhibition) depends at all times both on personal characteristics, such as contextual or situational characteristics , and on the dynamic interaction between both fields (personal and situational)
Holistic Model of Competencies Spans average of human processes and actions and incorporates cognitive, psychomotor and affective, as well as ethical dimension, implying moral agency and diverse.
Soft Skills Intra and interpersonal (socialemotional) skills, essential for personal development, social participation and workplace success are termed as soft skills Includes skills such as communication, ability to work on multidisciplinary teams, adoptability etc.
Need for Professional Skills ( Oberst and Jones, 2003) Changes forced by the fragile world economy Graduates and professional mobility Use of communication and information technology Increasingly load voice of the social imperative
ABET (2012): Student Learning Outcomes HARD SKILLS; An ability to - Apply knowledge of mathematics, science and engineering (3a) - Design and conduct experiments, as well as to analyze and interpret data (3 b) - Design system, component, environmental, social, political, ethical, health and safety, manufacturing and sustainability (3c) - To identify , formulate, and solve engineering problems (3c) - To use the technics, skills and modern engineering problems (3k)
Professional Skills To function in a multidisciplinary team (3 d) An understanding of professional and ethical responsibility To communicate effectively
Awareness Skills The brand education necessary to understand the impact of engineering solutions in Global, economic, environmental and social context’(3h) A recognition of the need for and an ability to engage in lifelong learning (3i) A knowledge to use the technics, skills and modern engineering tools necessary for engineering practice (3j)
Social Identity (Barbara Cimatti, 2016) Self-awareness Managing self Communication Empathy Effective dialogue across differences
Soft Skills Required for Employment (Chinotti, 2015) Verbal communication Report writing Team working Making decisions and problem solving Planning and organizing Ability to influence Information processing Computer software use Analysis of data Technical knowledge
Socio-Economic Competence (Carolyn Searni, 1999) Awareness of one’s emotions The ability to discern and understand other’s emotions Capacity for empathetic involvement The ability to differentiate internal subjective emotional expression Capacity for adoptive coping with averse emotions and distressing circumstances Awareness of emotional communication within relationships Capacity for emotional self-sufficiency
Collaborative for Academic, Social and Emotional Learning (CASEL) Social-emotional skills and competencies Knowing oneself and other people Taking responsive decisions Caring for other people Knowing to behave
Initiatives of Purdue University, USA Establishment of Department of Engineering Education in 2002 EPICS Program Global Engineering Alliance for Research and Education (GEARE)
Initiatives of Iowa State University, USA Engineers in Technical and Humanitarian Opportunities of Service Learning (ETHOS) Global Academic Industrial Network (GAIN)
Initiatives of other Universities of USA Clark School of Engineering: Building Engineering Student Effectiveness and Management System (BESTEAS) Cornell University: Engineers for Sustainable World University of Michigan: Engineering Global Leadership Honors Program (EGHP)
Categories for Engineering Graduate Skills of EUR-ACE Supported by France and Germany - Knowledge and Understanding - Engineering Analysis - Engineering Design - Investigations - Engineering Practice - Transferable Skills
International Engineering Alliance (IEA) Professional Competency Profile Engineering Knowledge Problem Analysis Design Development Solutions Investigations Modern Tool Usage The Engineer and Society Environmental Sustainability Ethics individual and Team Work Communication Project Management Finance and lifelong Learning
International Virtual Design Studio (IVDS) [Union College and Mideast Tech. University] Training engineers to be prepared to collaborate with their colleagues around the world To work effectively in geographically distributed, multicultural teams To develop skills among students to better function in the emerging global environment in today’s environment
Virtual Reality (VR) Permitting students to explore environments that would be otherwise inaccessible Facilitate teaming on an internal and multicultural level Addresses educational collaboration in the virtual environment Testing and refining at institute level
Global Engineering College (GEC) Northern Arizona University Injects international perspectives throughout the curriculum by leveraging technological development Created a Virtual College
Receiving, Inquiring, Refining and Integrating (RIRI) [ Rose Hulman Institute of Technology] Lifelong learning Demonstrate reading, writing, and speaking skills Demonstrate an awareness of what needs to be learned Follow a learning plan Identify, retrieve and organize information Understand and remember new information Demonstrate critical thinking skills Reflect on one’s own understanding
Faculty’s Professional Skills Textbook development Drawing manual development Item bank and question bank Lab manual development Planning industry Relevant Curricula Internal Revenue Generation and Utilization Interdisciplinary PhD Program in Engineering Education Globalization of Engineering Education Leadership Development Interpersonal development Student services Overseas development programs
Professional Development Projects Global Project on Advanced Development of Engineering Faculty Experience (ADEFE) Executive Development Seminars for Global Participants (EDSGP) Human Resource Dynamics Research Seminars for PhD Scholars (RSPHDS)
SUGGESTED STRATEGIES FOR SKILL DEVELOPMENT Planning Community Development through Engineering Students (PCDTES) Technology Transfer through MSMEs Assistance to Entrepreneurship Development of Engineering Graduates Assistance to Executive Training of Engineering Staff College Industry Sponsored Dissertation Works Open Ended Seminars to Solve Technical Problems of MSMEs Industry Specific Case Study Preparation Quality Circle to Improve the Relevance of Product Development
YOUR QUESTIONS PLEASE IN SKILL DEVELOPMENT