A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 1:Orientation Towards
Technical Education and Curriculum Aspects
RATIONALE
Technical education contributes a major share to the
overall education system and plays a vital role in the
social and economic development of the nation. Hence,
the Technical Education has the need to create skilled
manpower to enhance industrial productivity and to
further improve the quality of life. The bridge from human
resource development to economic growth has to be
built by well trained teachers.
The most important ‘agent of change’ in ‘Knowledge Society’
is the teacher. A teacher requires many educational and didactical
skills to deal with new situations. Teachers must be curriculum
leaders. Ensuring that teachers are central to the reformation of
curriculum will enable the development of pedagogy that provides the most favorable condition of
learningand the highest quality learning outcomes for all students. The new role of teachers demands
a new way of thinking and understanding of the new vision of the learning process.
The Module on “Orientation Towards Technical Education and Curriculum Aspects” delivers necessary
foundations for shaping teacher education and refining the role of teachers and learners in the new,
independent and engaging environment that has been created for them.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Comprehend the criteria for quality in technical education system.
Develop instructional objectives and learning outcomes at different levels for all domains of
learning.
Apply the principles of learning in teaching learning process.
Explore the psychological characteristics of adolescent learners and motivation techniques.
Interpret the aspects of curriculum for implementation, monitoring and evaluation.
National Initiative for New Technical Teachers Training
CONTENTS
Unit 1: Orientation towards Technical Education
Structure of Technical Education System - Formal, Informal and Non formal
Education- Types of Technical Institutes - ITIs, Polytechnics, Engineering colleges,
Universities, INI - National Agencies - MHRD, AICTE, UGC, NITTTR, DTE - Quality in
Higher Education - Models and Criteria - NBA, NAAC - Excellence in Technical Education.
Unit 2: Three Domains of Learning
Domains of Learning - Cognitive, Affective and Psychomotor - Revised Bloom’s Taxonomy -
Cognitive Processes dimension and Knowledge Dimension.
Unit 3: Instructional Objectives and Learning Outcomes
Goals and Objectives - Mager’s Behavioral Objectives and Gronlund’s General and Specific
Cognitive Objectives- Writing well defined Instructional Objectives - Mapping the Objectives in Two
dimensional Matrix of Knowledge Dimension and Cognitive Process- Writing Learning outcomes for
all domains of learning.
Unit 4: Learning and Instruction
Basics of Psychology of Learning and Instruction - Pedagogy, Andragogy,Teaching,Training,Learning;
Teaching Learning Process-Basic Teaching Model,Factors Influencing Learning,Transfer of Learning,
Laws of Learning, Principles of Teaching and Learning.
Unit 5: Learner Characteristics and Motivation
Student Characteristics - Student Motivation - Four pillars of learning proposed by UNESCO- learning
to know, learning to do, learning to be and learning to live together.
Unit 6: Alternative modes of Learning
Role of Teacher in 21st Century, Millennial Learners - Learning Principles, Introduction to Multimedia
Learning, e-learning, Blended Learning and Flipped Learning, Active Learning strategies.
Unit 7: Aspects of Curriculum
Concept of Curriculum- Attributes of Curriculum -Types of Curriculum - Interpreting the Curriculum
-Teacher’s Curriculum - Curriculum and Instruction - Co-curricular and Extra curricular
Unit 8: Curriculum Implementation, Monitoring and Evaluation
Steps involved in the Process of Curriculum Development- Curriculum Implementation - Monitoring
and Evaluation - Need for co-relating knowledge to professional practice, research & development
National Institute of Technical Teachers Training and Research
Taramani, Chennai-600113
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 2:Professional Ethics and Sustainability
RATIONALE
Professionals are required to practice value- based
ethical behaviour in their professional and personal
lives to achieve perpetual prosperity and happiness for
maximum possible number of people. However,
appropriate professional behaviour is possible only
when professionals have a clear understanding of self
and appreciation of importance of working with harmony
at various level of existence. Professionals are also
supposed to take care of social issues and environmental
protection while working for economic development and
well being of their clients. This module therefore, attempts to
develop understanding that for achieving perpetual prosperity
and happiness in life, it is important to accept the concept of
co-existence and need of harmony at different levels of existence
such as self, family, society and nature. This understanding is more
required for professionals as compared to other occupations and therefore
this module strives to explain that what makesprofessions different from other occupations.
In this context it is important that appreciation for values, professional ethics and sustainability should
become necessary component of any professional education. For this to happen, it is essential that
teachers in professional education system themselves first understand the importance of universally
accepted values and the need of self explorations the process for value education and for
appreciation of ethics. It is also important for teachers to show value-based and ethical professional
behaviour so that they may become role models for the students and hence expected behaviour from
a teacher as professional is also discussed in this module.
Environment Conservation is also one of the essential condition for perpetual prosperity and
happiness of not only future generations but even of this generation. Therefore, the foremost
professional responsibility of teachers is that they should develop desired knowledge, skills and
attitudes for environment protection in the UG students who would be professionals on graduation. It
is in this regard that the concept of sustainable development with reference to importance of
development for poverty alleviation and its side effects on environment is explained in this module.
Special approaches to be adopted for sustainable development to ensure environment protection and
energy conservation are also emphasized. Since the professionals are at the top of their professions,
they are expected to self- regulate themselves, for which the role of professional societies is also
highlighted in this module.
The learning effort required by the teachers for this module is 40 hours, which will include studying
the e-content and related videos, completing activities and assignments. The process of completing
activities and assignments,participating in discussion forumsand taking the tests will further clarify the
concepts.
National Initiative for New Technical Teachers Training
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Practice the roles of ‘Technical Teachers as Professionals’ in establishing
the; Guru-Shisya Parampara’ in present context.
Establish the interdependence of the ‘Harmony at Different Levels; co-existence
and ‘Sarve Bhavantu Sukhinah’
Suggest with justification, ways and means for ensuring ethical behaviour by teachers.
Interpret the concept of ‘sustainable development’ with reference to ‘need of development
for poverty alleviation’ and ‘impact of development on panch tatavas.’
Adapt the appropriate approaches and techniques for sustainable development.
CONTENTS
Unit 1: Technical Teachers’ as Professionals
Professions and professionalism.
Technical Teacher as a Professional: Guru-Shisya Parampara
Professional excellence.
Mentoring and Counseling of University Students
Social responsibility.
Unit 2: Human Realities and Essentialities of Values and Skills
Human Aspirations: Sustainable Happiness and Prosperity
Harmony with Oneself
Harmony with Family, Society and Nature for Co-existence: ‘Sarve Bhavantu Sukhinah’
Unit 3: Development of Professional Values, Attitudes and Ethics
Understanding of Values, Attitudes and Ethics
Value education: need for self exploration.
Professional values and ethics for technical teachers.
Ethical Conflict : case studies of professionals.
Code of Conduct: Academic Ethics and its implementation.
Role of Professional Societies.
Unit 4: Sustainable Development
Development and Poverty Alleviation
Impact of Development on Ecosystem: Panch-tatva
Sustainable Development: Concept and Environmental Ethics
Unit 5: Approaches for Sustainable Development
Sustainability: Cradle to Cradle approach.
Role of 5Rs for Sustainable Development
Development of Organisation Culture for Sustainable Development.
National Institute of Technical Teachers Training and Research
Shamla Hills, Bhopal - 462 002
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 3: Communication Skills,
Modes and Knowledge Dissemination
RATIONALE
The “ Communication Skills, Modes and Knowledge
Dissemination” is a Module developed as a part of
AICTE- National level Initiative for Technical Teachers
Training. As we all know, the classroom is a complex
communication space. It is meant not only for the
provision of information on classified subjects but also
to develop all sort of communicative abilities.
Communication makes student teacher relationship more
effective and contribute to student learning. It i s also
the wellspring for continued academic exchange and
mentoring. A teacher who is an effective communicator will be
able to express his/her ideas and views more clearly and with
confidence.
This module aims at providing interactive MOOC learning experience and enabling the teachers
to acquire skills in communication i.e., listening, speaking, reading and writing, select various active
learning strategies to enhance student engagement, select and integrate media in classroom and
evolve strategies for obtaining and providing feedback for improving effectiveness of teaching
learning.
The objectives of this module will be achieved through video based lectures and handouts along
with practice task embedded in it. The additional resources include web links and other references
for study.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Demonstrate effective Communication skills i.e. Listening, Speaking, Reading and
Writing.
Select active learning strategies to enhance students’ engagement.
Select and integrate media to enhance interaction in classroom.
Evolve strategies for obtaining and provide feedback for improving effectiveness of
teaching learning.
National Initiative for New Technical Teachers Training
CONTENTS
Unit 1: Classroom Communication: An Introduction
Introduction, Communication: Concept and Process, Stages in Classroom
Communication, Skills and Purposes, Principles of Effective Classroom
Communication; Principles for Teachers, Principles for message design, Principles
for selection of instructional methods and media, Principles for creating conducive
learning environment.
Unit 2: Listening and Speaking
Listening: Concept, Difference between hearing and Listening, Purpose of Listening,
Process of Listening, Types of Listening, Principles of effective Listening, Development of Listening
among students.
Speaking: Introduction, Purpose Principles of Effective Speaking, Improving your speaking skills.
Unit 3: Reading and Writing
Reading: Concept, Purposes, Types, Stages, Strategies for effective reading, techniques and
practices to promote reading in classrooms, helpful tips for effective reading.
Writing:Concept,Purpose,Process of writing in classroom,Principles of Effective writing. Different
types of writing in classroom, Developing writing inclassroom.
Non-technical Communication: Memorandum, Noting and Drafting, Meeting Procedure.
Unit 4: Barriers to Classroom Communication
Introduction, Teacher related barriers, Message related barriers, instructional methods and media
related barriers, students/learners related barriers, Learning environment related barriers.
Unit 5: Active Learning
Concept of Active learning, Major Characteristics of Active learning, Elements of Active Learning,
Benefits of active Learning, Requirements to create Active Learning classroom, Active Learning
techniques to achieve learning objectives at various levels of Bloom’s Taxonomy, Classification of
Active Learning Techniques, Barriers to Active Learning, Overcomes Barriers to Active learning.
Unit 6: Role of Media in Classroom communication
Media: Concept, Types and Purposes: Concept, Types, Advantages and disadvantages of some
selected instructional media, Purpose served by media.
Digital Media in teaching learning: Introduction, Types of digital media tools, advantages of using
digital media in classroom, factors to consider while using digital media in classroom.
Unit 7: Use of Board (Whiteboard/Blackboard)
Concept, Significance of Board- Merits and Demerits, Dos’ and Don’ts to be followed while using
board, Different methods of using board.
Unit 8: Feedback
Concept and purpose, Types of Feedback, four ‘W’s and one ‘H’ of feedback, Relationship
between Assessment and Feedback, Principles for obtaining and providing feedback.
National Institute of Technical Teachers Training and Research
Sector 26, Chandigarh- 160019
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 4: Instructional Planning and Delivery
RATIONALE
In the process of effective curriculum implementation
through teaching learning strategies, one of the most
essential competencies required by the teacher is to
plan and effectively deliver the instructions for achieving
the expected learning outcomes. Instructional planning
emphasizes on the whole range of planned activities
used by the teacher for active engagement of students. It
is one of the core abilities for effective delivery in the
classroom, laboratory, workshop and other learning
environments. For this, the teacher ought to know the subject
matter to be taught, the learner characteristics as well as the
strategies to develop the skills and abilities in the learner. This requires
the teacher to understand the process of human learning and curriculum
analysis in order to interpret correctly the expected learning outcomes for their
accomplishment. In this module teachers have also been provided opportunities to integrate the
principles of media design with principles of learning for designing instructional material and planning
the total instructional process. This module has six units: Curriculum analysis for session planning,
Instructional methods and strategies Part 1 and Part 2, Instructional media, Instructional plan
preparation,and Instructional [Link] module has been designed to provide hands-on experience
to trainee teacher in preparing instructional plan and instructional material leading to delivery through
practicum in the classroom.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Interpret the learning outcomes after curriculum analysis of a given course.
Select appropriate instructional methods and strategies in view of the learning outcomes.
Prepare session plan for classroom, laboratory, workshop and industry-based instruction.
Relate the classroom delivery with relevant assignments, tests and other activities for
reinforcement of learning.
Supplement the classroom presentations with appropriate media and materials for effective
teaching learning process.
Deliver a session in a classroom and obtain feedback for improvement.
National Initiative for New Technical Teachers Training
CONTENTS
UNIT 1: Curriculum analysis for session planning
Curriculum Analysis.
Mapping for Curriculum Analysis.
Strategies for Teaching Elements of Content Analysis.
Learning Principles and Events of Instruction.
UNIT 2: Instructional methods and strategies- Part 1
Basic Teaching Model.
Need for Variety of Instructional Methods.
Classification of Instructional Strategies.
Basic Instructional Methods (Lecture, Demonstration, Tutorials, and Laboratory).
Unit 3: Instructional Methods and Strategies- Part 2
Advanced Instructional Methods (Seminar Method, Panel Discussion, Educational Games, Brain
storming,Group Discussion,Case Method, Role Play, Industry/ field visit, Simulations, Project
Method, Self-directed Learning, and Problem-basedLearning).
Blended and Flipped Learning Approach.
Unit 4: IInstructional Media
Need for Instructional Media.
Classification of Media.
Design of Handouts, Assignments and Laboratory Worksheets.
Media Design Principles and Effective Board Work.
Unit 5: Instructional Plan Preparation
Classroom Session Plan Preparation.
Feedback Mechanism for Improvement.
Planning for Laboratory and Industry-Based Instruction.
Unit 6: Instructional Delivery
Organising for Effective Delivery in Classroom and Laboratory.
Assessment Tools for Classroom and Laboratory Session.
Classroom Management: Students, Resources and Time.
Practicum in Classroom.
National Institute of Technical Teachers Training and Research
Shamla Hills, Bhopal - 462 002
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 5:Technology Enabled Learning and
Life-Long Self Learning
RATIONALE
The “Technology Enabled Learning and Life-long
self-learning” is an online SWAYAM course as a part of
AICTE- National Initiative for Technical Teachers
Training. It is designed to provide interactive MOOC
learning experience to the faculty members and also
to develop an understanding of infusing technology into
the classroom instruction. How technology facilitate in
connecting CONTENT to CONTEXT during the teaching
learning process is explained in this course. Through many
examples and case studies, the participants will be exposed
how to effectively use technology for their instruction and what
aspect to be taken into consideration while designing courses with
technology. In addition to this, participants will be exposed, how technology
tools can foster collaboration while delivering engaging instructional content.
They will also learn strategies for assessing students and managing classroom instruction. The
course is structured with lectures, experiential sharing, activities, and interviewees from the stake-
holders.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Design an effective lesson utilizing instructional technology resources and integrate into the
teaching environment.
Explore online Free and Open Source Software [FOSS], Open Educational Resource (OER)
and other digital tools for the creating effective learning environment.
Examine and utilize online platforms & Social media to promote student communication and
peer discussion.
Design different formative and summative assessment strategies for a technology enabled
instruction.
Actively participate and enrol in the online MOOC courses / webinars for knowledge
enhancement.
Explore the online journals and other learning resources for professional growth and improve
their paraphrasing and avoid plagiarism.
Understand the importance of Artificial Intelligence in classroom teaching and its revolution.
National Initiative for New Technical Teachers Training
CONTENTS
Unit 1: Introduction to Technology Enabled Learning
Introduction to Teaching into Technology – Technology in Education: National
Educational Policy (Draft) Overview – The Crucial role of the teacher in TEL –
Learning Space: Teaching Environment – Teaching Learning Principles: ICT
Perspective Learning Theories – The potential benefits of adopting TEL – Developing
and Drafting Institutional Policies – Reviewing about Institutional Capacity with respect to
ICT – Institution preparedness for TEL.
Unit 2: Tools & Resources for creating Technology based Learning Environment
Using Online Environments for Teaching - Planning Online Class – Considerations for Choosing
Technology Tools - Demonstration: Google Classroom; Edpuzzle; LMS (Lite Version) – Virtual
Laboratories – Online Access to Remote Laboratories - Case Study: Experiential Sharing – Virtual
Laboratories – Teaching Using Scenario Based Simulations.
Unit 3: Tools & Resources for creating Learning Resources
Online tools for content creation – Promoting active learning strategy – Considerations for Choosing
Technology – Screen Casting Technique – Ed TED – Creation of Mind map – Introduction to
Gamification – Use of Documentaries in TEL.
Unit 4: Tools & Resources for creating Learning Assessment
Fundamentals of Assessment – Online tools for assessment - Considerations for Choosing
Technology – Tool Demonstration: Google Forms, Hot Potatoes, Plickers, Assessment in LMS, Inline
Video Quiz, Framing of Rubrics, Audio Feedback, portfolios – Reflective Teaching Tool – Learning
Analytics to inform learning.
Unit 5: Blended / Flipped Classroom & AI In classroom teaching
Concepts of Blended Instruction - Blending Models – Implementation strategies of Flipped Classroom
– Role of Artificial Intelligence in Education – Personalised learning – Role of Educators – Tutoring
Unit 6: Digital Literacy, Copyrights & Lifelong learning
Understanding Creative Commons – Handling copyright for online resources / courses – Looking
into Insight about OER – Insight about Research ID, ORCID, Scopus Author ID – Plagiarism tools
and its implementation.
Unit 7: Social Media in Education, Webinars & MOOCS
Web 2.0 Technologies: Twitter, Wikis and Blogs - Using Blogs for Peer Feedback and Discussion
Using Online communities – Nurturing Collaboration – Webinar – MOOCS – Strategies to select
MOOC – Steps to complete MOOCs.
Unit 8: Integration and Implementation
Insight about integration of tools in the classroom – Curriculum design, activity structure, the
relevance of chosen technology and effective classroom management – Learning analytics.
National Institute of Technical Teachers Training and Research
Taramani, Chennai-600113
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 6:Student Assessment and Evaluation
RATIONALE
Student Assessment and Evaluation is an online
SWAYAM course specially designed and developed for
the AICTE Technical Teacher Training Module. The
main theme this MOOC is that the assessmen t of
learning plays an important role in the instructional
process and that its effectiveness depends heavily on
the ability of teachers to construct and select tests and
assessments procedures that provide valid measures of
learning outcomes. This course is structured to provide
interactive learning experience to the faculty members and
also to develop an understanding of how to assess the students
in-terms diagnostic, formative, and summative assessment. The
assessment would provide 360- degree feedback of the student in
connection to quantitative as well as qualitative performance. The assessment
practices must give the clarity between learning versus scoring. Since, assessment gives the
feedback to the faculty members about their instructional strategies,it helps to plan and improve the
Instructional strategies scientifically. So, this course helps to the faculty member to gather information
about the impact of instructional strategies and how well the student learned subject. Further,
assessment and evaluation provide pathway to improve the institution as whole.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
To define the functional role of assessment and evaluation in an educational institution.
To explain the complexity of the content and ability need to be developed among the students.
To differentiate convergent and divergent questioning in the assessment practices.
To differentiate the Direct and Indirect assessment strategies and select appropriate method.
To design a Table of Specification (ToS) for the preparation of the question paper.
To design a question paper based on the table of specification.
To establish the characteristics of the assessment such as validity and reliability.
To assess the performance of the student using rubrics.
To perform item analysis of the assessment tool.
To interpret the assessment score with respect to difficulty index and discrimination index.
To integrate different technology tools for class room assessment and summative
examinations.
National Initiative for New Technical Teachers Training
CONTENTS
Unit 1: Introduction to Assessment and Evaluation:
Introduction to Assessment – Languages of Assessment – Different forms of
Assessment – Preparative Assessment – Formative Assessment – Diagnostic
Assessment - Summative Evaluation – Questioning in formative assessment.
Unit 2: Two-Dimensional Learn – Assess Approach:
Determine the objectives of the assessment – Learning
Question – Instruction Question – Assessment Question – Alignment Question - Mapping Two-
dimensional approach of preparing the Instructional objectives with complexity of questions – Factual
Questions – Conceptual Questions – Procedural knowledge Questions – Meta - Cognitive Questions.
Unit 3: Assessment procedures:
Types of Assessment – Direct Assessment strategies – Indirect Assessment strategies – Maximum
performance – Typical performance – Construction of Achievement Test -Types of questions items –
Supply type – Selection type – Numerica l problem- solving methods – Connect the item type with
context.
Unit 4: Design of Question Paper:
Introduction to Table of Specifications (TOS) – Modules vs Levels in the TOS – Scheme of Evaluation
in TOS – Factors to be considered for preparing TOS.
Unit 5: Performance Assessment:
Overview of Performance Assessment- Check list – Rating scale - Rubrics – Need for the rubrics
– Holistic rubric – Analytic rubric – preparation of Criteria and descriptors for Rubrics – Consolidation
of rubric values – [Link] / [Link] / PhD thesis Evaluation – Portfolios.
Unit 6: Establish Characteristics of Assessment:
Characteristics of evaluation tool – Validation of the tool - Reliability – Validity vs Reliability – Logical
and statistical validity – Usability – Discrimination factors in the Evaluation tool – Interpretation of Test
score – Estimate Reliability.
Unit 7: Item Analysis:
Introduction to item Analysis – Difficulty index – Discrimination Index – Distractor analysis - Norm
referenced interpretation – Criterion Referenced Interpretation.
Unit 8: Software tools for Assessment:
Technology aid for Assessment - Benefits of using digital tools for assessment - FOSS tools for
preparative assessment, formative assessment and Evaluation – Performance assessment tool.
National Institute of Technical Teachers Training and Research
Taramani, Chennai-600113
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 7:Creative Problem Solving,
Innovation and Meaningful R and D
RATIONALE
There has been increasing emphasis on research and
development, creativity and innovation due to
globalization, intense competition and rapid
technological [Link] is facing a number
of challenges that require novel responses. Products
have shorter life cycles and there is a need to develop
new products that meet the needs and expectations of
customers. Creativity and innovation have become essential
for survival of any organization or industry. Creativity may not
lead to innovation but for any innovation to happen,creativity is
essential. Thus it is essential to develop capabilities to solve
problems creatively, innovate and undertake R & D among learners
of 21st century. The module aims at enabling the teachers working in
technical institutions t o understand the concept and process of creative problem
solving, innovation and R & D so as to enable them solve problems faced creatively and innovate
the processes, products, and services in institutions or in their own areas of specializations;
and to ensure development of these capabilities among the learners. In addition, the module
aims at enabling the teachers to undertake research to improve the relevance, efficiency and
effectiveness of various sub-components of technical education [Link] objectives of the module
will be achieved through e-content, e-tutorials, discussion forum assignments, and project work.
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Solve problem creatively.
Innovate the process, services and products etc. in work life.
Build effective teams for R and D
Undertake research to improve the various sub-components of technical education system.
National Initiative for New Technical Teachers Training
CONTENTS
Unit 1
Creative Problem Solving- Concept, Process of Creative Problem Solving,
Techniques of generating focussing ideas/Options
Innovation- Creativity, Invention & Innovation , Concept of Innovation, Types of
innovations - Incremental and radica l Innovations; process innovation, product
innovation, service innovation, technological innovation; Models of Innovation used in
various generations of innovation, Process of Innovation- Idea generation and mobilization,
Advocacy and Screening, Experimentation, Commercialization and Diffusion and implementation;
Creating Conducive Environment for Innovations; Benefits of Innovations.
R&D Through Team Work - Concept, Characteristics of effective teams, Principles for Building
Effective Teams.
Unit 2
Research in Technical Education- Research in Technical Education: An Introduction, Review
of Relevant Literature; Selecting & Defining a Research Problem, Selecting & Describing
Methodology of Research- Descriptive Research- Survey Research, Case Study research,
Content Analysis Research, Correlation Research, Ex-Post Facto Research, Experimental
Research; Action Research; Sampling Techniques, Measuring Instruments; Collecting data;
Analysis of Data; Formulation of Research Proposal, Writing a Research Report, Evaluation of
Research Report.
National Institute of Technical Teachers Training and Research
Sector 26, Chandigarh, 160019
[Link]
A COMPREHENSIVE TRAINING POLICY FOR
TECHNICAL TEACHERS
Module 8:Institutional Management and
Administrative Procedures
RATIONALE
The Institutional Management and Administrative
Procedures is an online SWAYAM course as a part of
AICTE - National Initiative for Technical Teachers
Training. It is designed to provide an interactive
learning experience to the faculty members and also to
develop basic skills to effectively and efficiently manage
their departments /institution, there-by contribute in the
holistic growth and development of the [Link] is an
important fact that when the quality of education in the
Indian institutions is a big question mark, the role of a
teacher as a leader of teaching learning process and as a
manager in executing varied needed tasks for enhancing the
efficiency and effectiveness of the teaching system becomes very
important. In addition to managerial capabilities needed by a teacher,
he should be well acquainted with the administrative procedures used for the
holistic growth and development of his institution. As the public perception of the engineering-
professionals coming out the technical institutions is also on a downward spiral, which can be seen
from various reports by national and international agencies, it is important that the students
coming out of the institutions are churned with needed skills, both hard and soft, making them
relevant to the highly competitive world of work. Here also, the role of a teacher becomes
extremely important. This module has been aimed to d evelop professional teachers who shall lead
the institutions on the path of success both internally with its up to date growth and development and
externally by producing competent professionals. The module is structured with lectures, experiential
sharing through videos, tasks and assignments. The module shall pave the way for the participants
to explore the answers of following questions:
What is institutional management and why it has become so important in today’s scenario?
What is the scope of institutional management process?
Why institutional planning is important for its growth and development?
How a strategic plan is made for an institution?
How organising helps in optimum utilisation of institutional resources?
How networking, teaming and partnering with different stakeholders can play a significant role in
the success of an institution?
How institutions are to be staffed with relevant human resources following applicable rules
and regulations?
How training and development are important for the competency of teachers?
How skills of leadership, communication and motivation can play a role in enhancing efficiency
and effectiveness of institutions?
How academic audit can be a tool for institutional evaluation?
How controlling systems are vital for monitoring the performance of institutions?
National Initiative for New Technical Teachers Training
MODULE OUTCOME
After completing the learning tasks in this module, the learners will be able to:
Explain the concept and importance of Institutional Management in
today’s scenario.
Identify the process involved in Institutional Management.
Explain the importance of planning in institutional management and
development.
Prepare a strategic plan for the department/institute and prioritise thrust areas for its
growth and development.
Prepare institutional design/ chart highlighting clearly authority accountability relationship.
Form teams for different projects and programmes and effectively network with other
agencies/organisations.
Determine manpower requirements and recruit, select and place relevant individuals applying
appropriate rules and regulations.
Direct the activities of individuals through effective means of communication, motivation and
leadership.
Manage planned change by setting SMART goals and innovative approaches.
Evaluate performance and prepare action plan for improvement.
Develop students with managerial skills to emerge as leaders in their own sphere of work.
CONTENTS
Unit 1: Introduction to Institutional Management
Unit 2: Institutional Management Process: Institutional Planning
Unit 3: Planning: Strategic Planning for Future Growth and Development
Unit 4: Institutional Management Process: Organising for Optimisation
Unit 5: Organising: Partnering for Success
Unit 6: Institutional Management Process: Staffing with Relevant Human Resources
Unit 7: Staffing : Promotion and Compensation for Job Satisfaction
Unit 8: Staffing: Financial and Purchase Procedures for Institutional Management
Unit 9: Institutional Management Process: Directing through Academic Leadership
Unit 10: Directing through Institutional Communication
Unit 11: Directing through Motivation for Higher Performance
Unit 12: Directing through Planned Change & Innovation for Institutional Growth and
Development
Unit 13: Directing: Managing Goals, Time and Attitude
Unit 14: Institutional Management Process: Monitoring and Controlling for Higher Performance
Unit 15: Controlling: Performance Appraisal and Management
Unit 16: Controlling: Institutional Evaluation for Continuous Improvement
National Institute of Technical Teachers Training and Research
Sector 26, Chandigarh, 160019
[Link]