The goal of the program is to inspire the students to develop a larger vision of their own career and become conscious of their role and contribution in the act of collective institution and nation building.
This document discusses the characteristics of contributors versus non-contributors. It provides examples of how contributors engage deeply with their work compared to non-contributors who are more disengaged. Specifically, it discusses how contributors have positive attitudes, make personal commitments, show initiative, interest and intellect. They are emotionally engaged versus disengaged. Two case stories are provided about individuals who overcame challenges through deep engagement: John Roebling who tapped instructions to complete the Brooklyn Bridge after an injury, and Ratan Tata who remained focused on creating an affordable car for middle-class Indian families.
This document discusses the difference between contributors and non-contributors. Contributors engage deeply with their work, love what needs to be done rather than just following procedures, and are personally committed to ensuring project success. They take initiative, show interest, and use their intellect. In contrast, non-contributors only do work they love, easily give up, follow procedures without understanding, and are not committed to project success. The document provides examples of how contributors create high quality work versus non-contributors having a "chalta hai" attitude. Emotional engagement versus disengagement is also discussed.
This document provides information about developing a contributor personality. It discusses the attitudes, commitment levels, interest, initiative, and emotional engagement of contributors versus non-contributors. It provides examples of contributor attitudes like being deeply engaged with challenges and discovering new answers compared to a non-contributor who gives up easily. It also shares case stories about inspiring contributors like the civil engineer who oversaw the Brooklyn Bridge's construction despite disabilities and Ratan Tata's vision for an affordable family car in India.
This document discusses the concept of deeply engaging in one's work. It defines engaging deeply as going beyond a "chalta hai" or lackadaisical attitude to caring deeply about one's work.
It provides examples of the mindsets of contributors versus non-contributors. Contributors commit fully to projects, seek high quality work, and enjoy their work, while non-contributors give up easily and focus only on completing tasks with low quality.
Case studies are presented of individuals who overcame disabilities through strong determination and dedication to their goals, exemplifying deeply engaged attitudes. Deeply engaged employees are shown to have lower turnover, better performance, and increase their organizations' success.
Cpd- Contributor and Personality DevelopmentJay Patel
This document discusses qualities of a contributor based on stories of working professionals. It introduces several group members and their goal to understand contributor qualities. It then describes three professionals - Professor Jasmine James talks about a billionaire who donated a kidney anonymously, revealing his true nature as a contributor. Professor Suresh Panchani is praised for helping students beyond his duties. Professor Hetal Joshi overcame obstacles to become a principal and donor who creates enthusiasm for learning. The document emphasizes that contributing goes beyond money to selfless acts that help others through teaching, encouragement and support.
The document discusses the differences between contributors and non-contributors in their approach to work. Contributors are deeply engaged, enthusiastic, go beyond what is asked to understand concepts fully, and are committed to the success of their projects. Non-contributors do just enough to complete tasks, are not enthusiastic, and are not deeply engaged or committed. The document provides examples of a non-contributor researcher who gives up easily versus a contributor researcher who finds the work challenging but discovers new answers by engaging deeply. It emphasizes that contributors take initiative, show interest, and use their intellect to create high quality work, while non-contributors have a "chalta hai" or whatever attitude and focus on just completing tasks.
The document discusses the contributor's vision of success and scope of contribution. It states that contributors have a deeper definition of success beyond just external rewards or material gains. They find deep inner fulfillment and focus on both external success as well as internal success. Contributors also think about how they can contribute to their organization and society, not just themselves. Non-contributors only think about personal benefits. The moral is we should enjoy challenges and increase capabilities while working as a team, and always try to contribute to others to gain self-satisfaction.
This document discusses the characteristics of contributors versus non-contributors. It provides examples of how contributors engage deeply with their work compared to non-contributors who are more disengaged. Specifically, it discusses how contributors have positive attitudes, make personal commitments, show initiative, interest and intellect. They are emotionally engaged versus disengaged. Two case stories are provided about individuals who overcame challenges through deep engagement: John Roebling who tapped instructions to complete the Brooklyn Bridge after an injury, and Ratan Tata who remained focused on creating an affordable car for middle-class Indian families.
This document discusses the difference between contributors and non-contributors. Contributors engage deeply with their work, love what needs to be done rather than just following procedures, and are personally committed to ensuring project success. They take initiative, show interest, and use their intellect. In contrast, non-contributors only do work they love, easily give up, follow procedures without understanding, and are not committed to project success. The document provides examples of how contributors create high quality work versus non-contributors having a "chalta hai" attitude. Emotional engagement versus disengagement is also discussed.
This document provides information about developing a contributor personality. It discusses the attitudes, commitment levels, interest, initiative, and emotional engagement of contributors versus non-contributors. It provides examples of contributor attitudes like being deeply engaged with challenges and discovering new answers compared to a non-contributor who gives up easily. It also shares case stories about inspiring contributors like the civil engineer who oversaw the Brooklyn Bridge's construction despite disabilities and Ratan Tata's vision for an affordable family car in India.
This document discusses the concept of deeply engaging in one's work. It defines engaging deeply as going beyond a "chalta hai" or lackadaisical attitude to caring deeply about one's work.
It provides examples of the mindsets of contributors versus non-contributors. Contributors commit fully to projects, seek high quality work, and enjoy their work, while non-contributors give up easily and focus only on completing tasks with low quality.
Case studies are presented of individuals who overcame disabilities through strong determination and dedication to their goals, exemplifying deeply engaged attitudes. Deeply engaged employees are shown to have lower turnover, better performance, and increase their organizations' success.
Cpd- Contributor and Personality DevelopmentJay Patel
This document discusses qualities of a contributor based on stories of working professionals. It introduces several group members and their goal to understand contributor qualities. It then describes three professionals - Professor Jasmine James talks about a billionaire who donated a kidney anonymously, revealing his true nature as a contributor. Professor Suresh Panchani is praised for helping students beyond his duties. Professor Hetal Joshi overcame obstacles to become a principal and donor who creates enthusiasm for learning. The document emphasizes that contributing goes beyond money to selfless acts that help others through teaching, encouragement and support.
The document discusses the differences between contributors and non-contributors in their approach to work. Contributors are deeply engaged, enthusiastic, go beyond what is asked to understand concepts fully, and are committed to the success of their projects. Non-contributors do just enough to complete tasks, are not enthusiastic, and are not deeply engaged or committed. The document provides examples of a non-contributor researcher who gives up easily versus a contributor researcher who finds the work challenging but discovers new answers by engaging deeply. It emphasizes that contributors take initiative, show interest, and use their intellect to create high quality work, while non-contributors have a "chalta hai" or whatever attitude and focus on just completing tasks.
The document discusses the contributor's vision of success and scope of contribution. It states that contributors have a deeper definition of success beyond just external rewards or material gains. They find deep inner fulfillment and focus on both external success as well as internal success. Contributors also think about how they can contribute to their organization and society, not just themselves. Non-contributors only think about personal benefits. The moral is we should enjoy challenges and increase capabilities while working as a team, and always try to contribute to others to gain self-satisfaction.
The document contains enrollment details of two students - Ishita Tuli with enrollment number 080050109055 and Kesha Valera with enrollment number 080050109058.
This document provides a summary of key concepts around being a contributor. It discusses how contributors have a mindset focused on finding solutions rather than excuses. Contributors are willing to think creatively about alternative solutions and ideas without being rigid in their thinking. Examples are provided of influential contributors like the Wright Brothers, Ratan Tata, Thomas Edison, and Henry Ford who persevered through failures. The document concludes by highlighting recent Indian contributors like Arvind Kejriwal, Kiran Bedi, and Aruna Roy who voluntarily gave up comfortable positions to work for social change.
This document outlines the qualities of a contributor. It lists six students as contributors to a group project and defines a contributor as someone with abilities in creation, innovation, and humanity who can create value for themselves, others, teams, societies and organizations. It describes contributors as taking work practically and focusing on goals rather than just routine work. Contributors are committed, don't just watch the clock, ensure last mile execution, and act appropriately in all situations. The document provides ways to recognize contributor qualities by observing what they say, how they relate to others and their work, and lists several personal qualities like regularity, time management and good nature.
This document discusses the difference between static identity and dynamic identity. It presents observations of three individuals - Person X (a peon), Person Y (a teacher), and Person Z (a bus conductor) - and analyzes their behaviors as either static or dynamic. Person X is concluded to have a dynamic identity because although his qualifications are limited, he takes pride in his work and helps others. Person Y also has a dynamic identity as he looks to better his organization despite being qualified. Person Z is found to have a static identity as he does not help passengers and only performs his duties for the sake of it.
CPDP: To recognize “contributor qualities” in action, and understand why cont...Dhrumil Panchal
This presentation is useful in to increase contribution qualities in human and also for them who study about contributor personality development program.
- The document discusses the qualities of a contributor personality and why they are valued in the workplace. It profiles the contributor qualities of Hetal Mehta, the principal of Swami Sahjanand college of commerce and management.
- Hetal Mehta has over 15 years of experience and takes her work as a goal and challenge. She is committed to her responsibilities and uses her knowledge and boldness to overcome challenges and motivate her team.
- Her vision is to create a unique and dream-like institute by imparting knowledge to students and expanding her skills and confidence through new roles. She advises to go confidently towards your dreams.
1.THE CONTRIBUTOR WORK IDEAL (CPDP) 3150004 GTUVATSAL PATEL
In this topic, students explore what is their “ideal” of work - is the ideal
to be a “worker” or to be a “contributor”? For example, an employee
who has the ideal of a “worker” goes to work to pass time, earn a
living, get benefits; in contrast to an employee with the ideal of a
“contributor” who wants to make a difference, get things done well,
create value for the company. This enables students to transform their
expectation of themselves in work
This document provides an overview of contributors to a project on personality. It includes 5 modules: [1] An introduction to Swami Vivekananda; [2] Concept exploration insights; [3] Applying the concept; [4] Real-life examples of contributors like Dr. APJ Abdul Kalam and Dhirubhai Ambani; [5] Examples of citizen contributors like following traffic rules, planting trees, and supporting social causes. The document highlights qualities of contributors like having a wider view, focusing on goals over personal success, and commitment beyond routine work. It contrasts contributors with non-contributors in the workplace.
It contains information about definition of contributor, type of contributor, examples of contributor. Also it contains about non-contributor and its examples.
This document discusses the concept of focusing on creating value for stakeholders. It defines a contributor's focus on value as creating benefits for oneself, family, team, organization, customers, and society. Creating value means making a positive impact or tangible contribution. The document provides examples of individuals like Steve Jobs, Dennis Ritchie, and Swami Vivekananda who focused on creating valuable innovations and contributions. It emphasizes that work should have purpose and create results, not just be activity. Focusing on value and growth allows continual progress towards achieving one's dreams.
Contributor Personality Development 2990001 GTU PPTPanchal Anand
This document discusses the concept of a "contributor personality" and contrasts it with a "non-contributor personality". It defines a contributor personality as someone who focuses on performing work well, achieving goals, demonstrating ethics and human concern. A contributor is committed to their responsibilities, takes initiative, and focuses on team success over personal success. They have a dynamic identity focused on growth and contribution, rather than a static identity based on past achievements. The document contrasts contributors with non-contributors in various work scenarios and provides examples of famous contributor personalities like leaders from business and films. It emphasizes that contributors see their career as an opportunity to contribute to others, rather than just acquire rewards for themselves.
The document discusses the concepts of being a contributor versus a non-contributor. It outlines four fundamental building blocks to being a contributor: shifting from seeing oneself as a victim to a creator of one's own destiny, accepting the ideal of contribution, taking responsibility for one's own development, and reflecting on and modifying one's development. It states that stepping outside one's comfort zone advances one along the journey to being a contributor. A contributor considers how to benefit both themselves and others in every situation, while a non-contributor only considers their own self-interest. The document emphasizes understanding others' work and feelings, not just one's own. It closes by discussing Walt Disney's vision of contributing to people's lives through entertainment and joy.
This document presents a student presentation about contributor personality. It discusses recognizing contributor qualities in action and understanding why contributors are valued in the workplace. It defines contributor personality as focusing on performing work well, achieving goals, being ethical, and demonstrating human concern. Examples of famous contributors are provided, such as Swami Vivekananda, Dr. A.P. Kalam, Dhirubhai Ambani, and Steve Jobs. Qualities of contributors that make them valuable include demonstrating concern for others, taking responsibility, and focusing on team goals over personal success. The document uses the movie "Chak De India" as an example, discussing how the main character Kabir Khan takes on the challenge of coaching India's women's hockey
The document discusses the mindset of contributors versus non-contributors. Contributors think in terms of enlightened self-interest, where they find ways to benefit themselves as well as others involved in every situation. In contrast, non-contributors are only concerned with their own self-interest without considering the impacts on others. The document provides examples to illustrate how contributors and non-contributors approach different situations. It concludes that contributors are able to account for all stakeholders by operating out of enlightened self-interest with a win-win mindset.
This document contains information about contributors from an interview. It lists the names and enrollment numbers of 8 students and describes their guided by and branch. It defines a contributor as someone who acts appropriately in each situation and takes pride in their work. The interview section provides details about Dr. Jayendrakumar B. Patel, a senior scientific officer who has led over 8 research projects and published over 20 papers. When asked what type of person he would want on an important assignment team, Dr. Patel said someone who knows statistics and can communicate in Gujarati, Hindi, and English, as his cancer research requires communicating with patients in these languages and using statistics to evaluate variations.
This document outlines the concept of focusing on value as a contributor. It defines focusing on value as aiming to create a positive impact and tangible contributions for stakeholders like oneself, one's family, team, organization, customers, and society. Creating value means making a difference through achieving goals, creating products, enhancing human interactions, or increasing one's own and others' capacities. The document provides examples of focusing on value through better customer service, trusting teammates, and the contributions of significant historical figures to society. It concludes that focusing on value makes one results-oriented and able to continuously work towards revising visions and achieving dreams.
This document discusses Dr. APJ Abdul Kalam as an exemplary contributor. It outlines his contributions to self through his upbringing in poverty yet becoming a successful scientist, to teams and organizations as an integral part of India's space program, and to society as the former President of India who inspired many. The document highlights some of Kalam's qualities that made him a great contributor, such as his caring nature, devotion to work, hard work, visionary thinking, and positive outlook.
This document discusses the characteristics of contributors versus non-contributors. Contributors are defined as those who prioritize team success over personal success, are always willing to learn, define themselves by their potential and commitment to organizational goals, see success as personal fulfillment and development rather than just external measures, actively seek new challenges and knowledge, and aim to contribute at multiple levels of their work including to themselves, their organization, and society. Non-contributors have opposite tendencies of prioritizing personal success, focusing on past accomplishments rather than potential, limiting their career growth, and only considering immediate external measures of success.
The document contrasts contributors and non-contributors. Non-contributors stick strictly to their job descriptions and comfort zones, focusing on material success and avoiding new responsibilities. Contributors are willing to learn new things, volunteer for additional roles, and expand their capacities. This leads contributors to find personal fulfillment alongside external success, while non-contributors only seek external success. Famous figures like Sachin Tendulkar, Henry Ford, and Dr. APJ Abdul Kalam are quoted as embracing challenges and continual self-improvement. The conclusion is that stepping outside one's comfort zone is necessary to progress along the journey of being a contributor.
Contributor Personality Development- L. D. College of EngineeringMitul Lakhani
This document discusses contributor personalities and their qualities that make them valuable in the workplace. It defines a contributor personality as someone who performs work well, achieves goals, acts ethically, and shows concern for others. Key qualities of contributors include taking initiative, focusing on goals over routines, commitment to their roles, executing tasks fully, focusing on team success over personal success, and demonstrating concern for people. Examples are given of famous contributor personalities throughout history from various fields and their notable accomplishments.
This document discusses the qualities of a contributor. It defines a contributor as someone who keeps organizational goals central while remaining creative. A contributor's identity is defined by their vision, potential, and eagerness to contribute rather than superficial factors like name or qualifications. Contributors have a dynamic identity focused on growth and becoming rather than a static identity based on past achievements. Contributors also have a broader vision of success focused on fulfillment over just external measures. Their career vision is contributive rather than acquisitive, focused on contributing value over personal gains.
The document contains enrollment details of two students - Ishita Tuli with enrollment number 080050109055 and Kesha Valera with enrollment number 080050109058.
This document provides a summary of key concepts around being a contributor. It discusses how contributors have a mindset focused on finding solutions rather than excuses. Contributors are willing to think creatively about alternative solutions and ideas without being rigid in their thinking. Examples are provided of influential contributors like the Wright Brothers, Ratan Tata, Thomas Edison, and Henry Ford who persevered through failures. The document concludes by highlighting recent Indian contributors like Arvind Kejriwal, Kiran Bedi, and Aruna Roy who voluntarily gave up comfortable positions to work for social change.
This document outlines the qualities of a contributor. It lists six students as contributors to a group project and defines a contributor as someone with abilities in creation, innovation, and humanity who can create value for themselves, others, teams, societies and organizations. It describes contributors as taking work practically and focusing on goals rather than just routine work. Contributors are committed, don't just watch the clock, ensure last mile execution, and act appropriately in all situations. The document provides ways to recognize contributor qualities by observing what they say, how they relate to others and their work, and lists several personal qualities like regularity, time management and good nature.
This document discusses the difference between static identity and dynamic identity. It presents observations of three individuals - Person X (a peon), Person Y (a teacher), and Person Z (a bus conductor) - and analyzes their behaviors as either static or dynamic. Person X is concluded to have a dynamic identity because although his qualifications are limited, he takes pride in his work and helps others. Person Y also has a dynamic identity as he looks to better his organization despite being qualified. Person Z is found to have a static identity as he does not help passengers and only performs his duties for the sake of it.
CPDP: To recognize “contributor qualities” in action, and understand why cont...Dhrumil Panchal
This presentation is useful in to increase contribution qualities in human and also for them who study about contributor personality development program.
- The document discusses the qualities of a contributor personality and why they are valued in the workplace. It profiles the contributor qualities of Hetal Mehta, the principal of Swami Sahjanand college of commerce and management.
- Hetal Mehta has over 15 years of experience and takes her work as a goal and challenge. She is committed to her responsibilities and uses her knowledge and boldness to overcome challenges and motivate her team.
- Her vision is to create a unique and dream-like institute by imparting knowledge to students and expanding her skills and confidence through new roles. She advises to go confidently towards your dreams.
1.THE CONTRIBUTOR WORK IDEAL (CPDP) 3150004 GTUVATSAL PATEL
In this topic, students explore what is their “ideal” of work - is the ideal
to be a “worker” or to be a “contributor”? For example, an employee
who has the ideal of a “worker” goes to work to pass time, earn a
living, get benefits; in contrast to an employee with the ideal of a
“contributor” who wants to make a difference, get things done well,
create value for the company. This enables students to transform their
expectation of themselves in work
This document provides an overview of contributors to a project on personality. It includes 5 modules: [1] An introduction to Swami Vivekananda; [2] Concept exploration insights; [3] Applying the concept; [4] Real-life examples of contributors like Dr. APJ Abdul Kalam and Dhirubhai Ambani; [5] Examples of citizen contributors like following traffic rules, planting trees, and supporting social causes. The document highlights qualities of contributors like having a wider view, focusing on goals over personal success, and commitment beyond routine work. It contrasts contributors with non-contributors in the workplace.
It contains information about definition of contributor, type of contributor, examples of contributor. Also it contains about non-contributor and its examples.
This document discusses the concept of focusing on creating value for stakeholders. It defines a contributor's focus on value as creating benefits for oneself, family, team, organization, customers, and society. Creating value means making a positive impact or tangible contribution. The document provides examples of individuals like Steve Jobs, Dennis Ritchie, and Swami Vivekananda who focused on creating valuable innovations and contributions. It emphasizes that work should have purpose and create results, not just be activity. Focusing on value and growth allows continual progress towards achieving one's dreams.
Contributor Personality Development 2990001 GTU PPTPanchal Anand
This document discusses the concept of a "contributor personality" and contrasts it with a "non-contributor personality". It defines a contributor personality as someone who focuses on performing work well, achieving goals, demonstrating ethics and human concern. A contributor is committed to their responsibilities, takes initiative, and focuses on team success over personal success. They have a dynamic identity focused on growth and contribution, rather than a static identity based on past achievements. The document contrasts contributors with non-contributors in various work scenarios and provides examples of famous contributor personalities like leaders from business and films. It emphasizes that contributors see their career as an opportunity to contribute to others, rather than just acquire rewards for themselves.
The document discusses the concepts of being a contributor versus a non-contributor. It outlines four fundamental building blocks to being a contributor: shifting from seeing oneself as a victim to a creator of one's own destiny, accepting the ideal of contribution, taking responsibility for one's own development, and reflecting on and modifying one's development. It states that stepping outside one's comfort zone advances one along the journey to being a contributor. A contributor considers how to benefit both themselves and others in every situation, while a non-contributor only considers their own self-interest. The document emphasizes understanding others' work and feelings, not just one's own. It closes by discussing Walt Disney's vision of contributing to people's lives through entertainment and joy.
This document presents a student presentation about contributor personality. It discusses recognizing contributor qualities in action and understanding why contributors are valued in the workplace. It defines contributor personality as focusing on performing work well, achieving goals, being ethical, and demonstrating human concern. Examples of famous contributors are provided, such as Swami Vivekananda, Dr. A.P. Kalam, Dhirubhai Ambani, and Steve Jobs. Qualities of contributors that make them valuable include demonstrating concern for others, taking responsibility, and focusing on team goals over personal success. The document uses the movie "Chak De India" as an example, discussing how the main character Kabir Khan takes on the challenge of coaching India's women's hockey
The document discusses the mindset of contributors versus non-contributors. Contributors think in terms of enlightened self-interest, where they find ways to benefit themselves as well as others involved in every situation. In contrast, non-contributors are only concerned with their own self-interest without considering the impacts on others. The document provides examples to illustrate how contributors and non-contributors approach different situations. It concludes that contributors are able to account for all stakeholders by operating out of enlightened self-interest with a win-win mindset.
This document contains information about contributors from an interview. It lists the names and enrollment numbers of 8 students and describes their guided by and branch. It defines a contributor as someone who acts appropriately in each situation and takes pride in their work. The interview section provides details about Dr. Jayendrakumar B. Patel, a senior scientific officer who has led over 8 research projects and published over 20 papers. When asked what type of person he would want on an important assignment team, Dr. Patel said someone who knows statistics and can communicate in Gujarati, Hindi, and English, as his cancer research requires communicating with patients in these languages and using statistics to evaluate variations.
This document outlines the concept of focusing on value as a contributor. It defines focusing on value as aiming to create a positive impact and tangible contributions for stakeholders like oneself, one's family, team, organization, customers, and society. Creating value means making a difference through achieving goals, creating products, enhancing human interactions, or increasing one's own and others' capacities. The document provides examples of focusing on value through better customer service, trusting teammates, and the contributions of significant historical figures to society. It concludes that focusing on value makes one results-oriented and able to continuously work towards revising visions and achieving dreams.
This document discusses Dr. APJ Abdul Kalam as an exemplary contributor. It outlines his contributions to self through his upbringing in poverty yet becoming a successful scientist, to teams and organizations as an integral part of India's space program, and to society as the former President of India who inspired many. The document highlights some of Kalam's qualities that made him a great contributor, such as his caring nature, devotion to work, hard work, visionary thinking, and positive outlook.
This document discusses the characteristics of contributors versus non-contributors. Contributors are defined as those who prioritize team success over personal success, are always willing to learn, define themselves by their potential and commitment to organizational goals, see success as personal fulfillment and development rather than just external measures, actively seek new challenges and knowledge, and aim to contribute at multiple levels of their work including to themselves, their organization, and society. Non-contributors have opposite tendencies of prioritizing personal success, focusing on past accomplishments rather than potential, limiting their career growth, and only considering immediate external measures of success.
The document contrasts contributors and non-contributors. Non-contributors stick strictly to their job descriptions and comfort zones, focusing on material success and avoiding new responsibilities. Contributors are willing to learn new things, volunteer for additional roles, and expand their capacities. This leads contributors to find personal fulfillment alongside external success, while non-contributors only seek external success. Famous figures like Sachin Tendulkar, Henry Ford, and Dr. APJ Abdul Kalam are quoted as embracing challenges and continual self-improvement. The conclusion is that stepping outside one's comfort zone is necessary to progress along the journey of being a contributor.
Contributor Personality Development- L. D. College of EngineeringMitul Lakhani
This document discusses contributor personalities and their qualities that make them valuable in the workplace. It defines a contributor personality as someone who performs work well, achieves goals, acts ethically, and shows concern for others. Key qualities of contributors include taking initiative, focusing on goals over routines, commitment to their roles, executing tasks fully, focusing on team success over personal success, and demonstrating concern for people. Examples are given of famous contributor personalities throughout history from various fields and their notable accomplishments.
This document discusses the qualities of a contributor. It defines a contributor as someone who keeps organizational goals central while remaining creative. A contributor's identity is defined by their vision, potential, and eagerness to contribute rather than superficial factors like name or qualifications. Contributors have a dynamic identity focused on growth and becoming rather than a static identity based on past achievements. Contributors also have a broader vision of success focused on fulfillment over just external measures. Their career vision is contributive rather than acquisitive, focused on contributing value over personal gains.
Contributor example and google as a contributorstudent(MCA)
The document discusses ten types of contributors:
1) People who follow traffic rules to avoid accidents
2) Citizens who plant trees to reduce pollution
3) Team leaders who motivate and encourage their team members
4) Employees who behave rationally and help achieve organizational goals
5) Supporters of social causes like Anna Hazare's anti-corruption movement
6) Young people who respect elders
7) People who help others without expectation of anything in return
8) Those who contribute to charitable trusts and social services
9) Team players who prioritize their team's success
10) Professionals who act within the scope of their authority
Shilpa Parmar has 12 years of experience as a teacher in Bhavnagar. Her goal is to teach children to the maximum extent possible through simple living and hard work. She finds satisfaction both internally from enjoying her work, and externally from seeing happy children. She advises future generations to work hard and smartly while trusting in oneself and God. She works with society by providing affordable tuitions, focusing on teaching poor students. In working with students, she treats them with respect and uses good behavior, knowing that small children are like gods.
To recognize "contributor qualities" in action, and understand why contributo...Aani4
This document summarizes an interview with Anand Pandey about the qualities of a good contributor. Some key points:
- A contributor is someone whose absence would hamper a project or assignment. They create value for others through innovation and humanity.
- Qualities Pandey looks for in team members include being focused on the team goal rather than personal goals, taking responsibility, and being flexible and open-minded.
- Unique contributor qualities include proactively taking on work, focusing on goals over routines, acting appropriately, and being committed and motivating.
- Pandey sees his ability to adapt to situations and understand problems as contributing to his success in his current role helping commercialize faculty
This document discusses trust behavior and provides examples of why trust is important. It defines trust as believing someone will do what is expected. It then discusses how trust is critical in relationships both personal and professional. Honesty and integrity, keeping promises, impartiality, and transparency are given as important aspects of building and maintaining trust. Specific examples discussed include the prisoner's dilemma, following a code of conduct, and the relationship between a father and son.
This document is a report by a student named Vishal R. Godhani about choosing the personality of Ujjaval Dholakia as his role model. Ujjaval Dholakia works as a tuition teacher in Vadodara and is also a sub-editor for the newspaper Lokmat. He believes in performing his work well with ethics and human concern, and sees each new task as a challenge. His goals are to be a good teacher, help students understand their conditions, and ensure everyone is happy with his work through internal success rather than rewards.
This short document promotes the creation of presentations using Haiku Deck on SlideShare. It features a stock photo and text that encourages the reader to get started making their own Haiku Deck presentation. In just a few words, it pitches the idea of easily designing presentations.
UNIT IV: ENVIRONMENTAL LEGISLATION AND GUJARAT’S INITIATIVES FOR ENVIRONMENTA...chirag yadav
Environmental Acts and Regulations: List of prevalent
Environmental Acts, Brief description related to the purpose with
at least five important provisions Water (Prevention and control
04 11%
Reference Books:
1. Textbook of Environmental Studies for Undergraduate Courses by Erach Bharucha Second
edition,2013 Publisher: Universities Press (India) Private Ltd, Hyderabad.
2. Basics of Environmental Studies by Prof Dr N S Varandani ,2013 Publisher: LAP -Lambert
Academic Publishing , Germany
3. Environmental Studies by Anindita Basak ,2009 Publisher: Drling Kindersley(India)Pvt. Ltd
Pearson
4. Textbook of Environmental Studies by Deeksha Dave & S S Kateva , Cengage Publishers.
5. Environmental Sciences by Daniel B Botkin & Edward A Keller Publisher: John Wiley &
Sons.
6. Environmental Studies by R. Rajagopalan, Oxford University Press
7. Environmental Studies by Benny Joseph, TMH publishers
8. Environmental Studies by Dr. Suresh K Dhameja, 2007 Published by : S K Kataria & Sons
New Delhi
9. Basics of Environmental Studies by U K Khare, 2011 Published by Tata McGraw Hill
Course Outcome:
1. After learning the course the students should be able to
2. Understand and realize the multi-disciplinary nature of the environment, its components, and
inter-relationship between man and environment.
3. Understand the relevance and importance of the natural resources in the sustenance of life
on earth and living standard.
4. Comprehend the importance of ecosystem, biodiversity and natural bio geo chemical cycle.
5. To correlate the human population growth and its trend to the environmental degradation
and develop the awareness about his/her role towards environmental protection and
prevention.
6. Identify different types of environmental pollution and control measures.
7. To correlate the exploitation and utilization of conventional and non-conventional resources.
Major Equipments: Multi media projector with computer
of pollution) Act 1974, Air (Prevention and control of pollution)
Act 1981, Environmental Protection Act, 1986
Organization and Role of Institutions of Gujarat like Gujarat
Pollution Control Board, Gujarat Environmental Management
Institute, Gujarat Ecology Commission, Gujarat Institute of
Desert Ecology, Department of Environment and Forest,
Department of Climate Change, Gujarat State Disaster
Management Authority.
Environmental Awareness: Role of Non-Government
Organizations.
Environmental Ethics: Environmental Ethics, Objectives of
ethics, Ethical theories, Code of Ethics, Importance and
limitations of ethics, Environmental Ethics in India
Contributor Personality Development By Dhaval Valadhavalvala001
This document summarizes an interview with Hiren Chauhan, a web designer with 2 years of experience. Hiren believes that having a vision, willingness to learn new things, and seeing challenges as opportunities are keys to success. He finds job satisfaction internally and advises future engineers to be open-minded and enthusiastic learners who look for opportunities outside their domain. Hiren feels his main contribution is helping people understand technology and how it can help their businesses grow.
This document discusses the characteristics of a contributor to society. It interviews a computer science student who identifies his teacher, Dipti Bhatt, as a contributor. He explains that she has taught for 32 years, treats her students like family, helps them financially for further education, and works hard. The teacher believes sincerity, seriousness, honesty, dedication, commitment and hard work lead to success. She is internally satisfied with her career and wants 100% literacy in India. She approaches problems and people with a solution-oriented mindset.
Umesh Shukla is an Indian film director, actor and writer known for tackling social issues in his films. Some of his notable directorial works include the films "Oh My God" and "All is Well" which address topics like religious fundamentalism and social harmony. "Oh My God" in particular was praised for its message that people should find God within themselves and each other rather than in religious statues. Shukla is skilled at using humor and entertaining stories to explore serious topics and influence social change through his films.
This document provides information about water resources in India. It discusses the different sources of water including surface water sources like rivers, lakes, ponds, and reservoirs, as well as groundwater sources like wells, springs, and infiltration galleries. It outlines how people use water resources for agriculture, industry, households, and other activities. It also discusses overuse of water resources from population growth and increased demand, as well as the importance of conserving this critical resource for a sustainable future.
This document discusses environmental legislation and acts in India. It summarizes several key acts aimed at protecting the environment, including the Water Pollution Act, Air Pollution Act, Environmental Protection Act, Wildlife Protection Act, Forest Conservation Act, and Motor Vehicles Act. It also discusses the roles and responsibilities of organizations like the Ministry of Environment and Forests in enforcing legislation and managing climate change initiatives in India.
Forest resources play an important role in a country's economy and environment. They provide wood, fuel, habitat, and help regulate climate and soil quality. India has a large forest cover of around 21% but also faces significant deforestation issues. The document discusses the types of forests in India, the causes of deforestation like population growth, agriculture expansion, and development projects, and the effects of deforestation such as soil erosion, desert expansion, lower rainfall, and loss of biodiversity. Afforestation efforts are needed to balance these issues.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Contributor personality development program pptRupalKapuriya
Sandip Faldu is the owner and teacher of CADD, an engineering design software center in Junagadh, Gujarat. He has 5 years of experience and obtained his BE in IT. CADD offers courses in AutoCAD, 3Ds Max, Ansys, Creo, and Revit to develop well-designed machines and innovative infrastructure. His vision is to open CADD branches across states and give India great engineers. He motivates students to think innovatively and differently to succeed as engineers.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
This document evaluates the impacts and evolution of Gateway to College National Network's instructional coaching program from 2009-2011. The coaching program aimed to create a culture of innovative teaching and learning across the network. Over time, the program expanded from two part-time coaches working with five colleges to six coaches serving over 21 colleges. The coaching led to increased innovative teaching practices like collaborative learning and more student-centered approaches. It also doubled the number of teaching and learning workshops at the annual conference and increased peer-led sessions from coached colleges. The evaluation found promising results but also implementation challenges in sustaining changes after coaching ended.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
The document proposes solutions to increase the employability of Indian youth by addressing the gaps between the skills taught in schools and those required by industry, such as increasing industry involvement in education, enhancing soft skills, implementing effective assessment systems, and introducing vocational training programs. It outlines steps for implementing these solutions, potential stakeholders, resource requirements, and ways to measure the impact and ensure sustainability of the proposed approach.
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
The document discusses the need for universities to adopt scientific principles of curriculum development when designing their syllabus documents. Currently, university syllabi are lacking important information and not meeting stakeholder expectations. Proper curriculum documents should include objectives, assessment guidelines, time allocation and resource requirements. Adopting curriculum development practices could help reform university teaching and examinations by creating more valid and reliable question papers. Universities should learn from the curriculum development cells in Maharashtra polytechnics to improve their syllabus documents.
Maximising training effectiveness (Special emphasis on public sector training...Thuraisingam Prabaharan
This document discusses strategies and techniques for maximizing training effectiveness for public employees in Sri Lanka who are adult learners. It identifies that training programs often do not properly assess needs or evaluate outcomes. It recommends three strategies: 1) Emphasize personal benefits of training to motivate adult learners; 2) Create a supportive learning environment; and 3) Use participatory training approaches like problem-solving and sharing experiences rather than only lectures. These strategies aim to improve relevance, involvement and results from public sector training in Sri Lanka.
The document outlines the Leaving Certificate Applied program in Ireland. It discusses key aspects of the program including its underlying principles, elements, course design principles, school support and organization needs, teaching methodologies, program requirements, assessment and certification process. The program aims to prepare students for adult and working life and emphasizes integration of learning, personal and social development, and community involvement. It assesses students through module completion, student tasks, and final examinations.
The document proposes an Algonquin First Generation (AFG) e-mentoring program to support first generation students. It conducted research on best practices and developed a strategic concept for an online portal providing academic, employment, health and financial support through content modules, a personalized toolbox, e-mentoring and integration with existing Algonquin services and programs. The goal is to improve recruitment, retention and graduation of first generation students through a continuum of interactive online and peer support.
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
This document discusses issues related to measuring graduate attribute development. It highlights that a measurement tool needs to be specific enough to reliably measure the attributes it claims to, and also needs to provide useful information for benchmarking, validation, and improvement. There are tensions between measuring subject-specific and generic attributes, but many authors have resolved these issues. The document provides recommendations for what a graduate attribute measurement tool should consider, such as using composite scores and multi-perspective measurement from employers, students, and staff. It also stresses the importance of strategic integration and awareness raising among stakeholders regarding graduate attribute development and measurement.
The document outlines five strategic themes for Butte College's strategic plan: 1) Inspiring passion through collaboration, 2) Focusing on student success, 3) Valuing a culture of learning, 4) Enhancing an innovative, flexible, responsive and accountable culture, and 5) Modeling sustainability. Each theme is described in one to three paragraphs outlining characteristics and initiatives related to that theme to guide the college's strategic direction.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Contributor Personality Development Program
1. The Contributor Personality Development
Program (CPDP) Initiative
For Gujarat
Technological
University
www.i-become.org
Designed &
Developed by I-Become Sponsored by
the Adani Group
2. The Contributor Personality Development Program (CPDP) Initiative
Objectives
The goal of the Contributor Personality Development Program (CPDP) is to
inspire the students to develop a larger vision of their own career and
become conscious of their role and contribution in the act of collective
institution and nation building.
1. The students of GTU learn to go beyond narrow self-interest and self-seeking
behavior to enlightened self-interest and contributional behavior. This will benefit
both the nation and the student.
2. The students of GTU become more employable and capable of delivering results
to their employers. This will help the students and the employers.
3. The students of GTU will develop the attitudes associated with long term success
such as value creation, team building, and sustainability. This will help the
students, the employers and the society in the longer run.
Key Outcomes :
3. The Contributor Personality Development Program (CPDP) Initiative
Stakeholders
Enabling
GTU students
develop as
contributors in
society
Gujarat Technological University (GTU)
• Mandated the program as a 4-credit
course for its students
• Conducts examinations, etc.
I-Become (an educational service provider specializing
in nation & citizenship building initiatives)
• Developed the entire program content and various
delivery components of the initiative - based on the
models of its parent Illumine Lab (based on over 15
years of research in career enablement, mindset
change, and assimilation)
• Developed capacity of faculty of GTU to run programs,
providing ongoing support during the first year
• Developed examination pattern to test for mindset and
choices. Sets papers each semester
Faculty of colleges affiliated to GTU
• Conduct classes as part of course schedule (48
learning-hours covered over one semester)
The Adani Group
(corporate CSR funding)
• Funded the program delivery for GTU in the
first year
• Program is free of cost to all students of GTU
4. The Contributor Personality Development Program (CPDP) Initiative
Program Model
I-Become developed the CPDP program model to convert the program concept into a scalable intervention in GTU. This
scalable intervention had six key elements -
1. Systematic Curriculum, covering 48 classroom sessions
CLICK TO ZOOM
2. Comprehensive textbook covering 15 chapters
(URL with excerpts of page samples have been provided).
The textbook provided by I-Become does not give “theories” or
“concepts” to students, but enables students to engage with the
changed thinking (as contributors) in action through real-life
scenarios, workplace case studies, contributor role models, etc.
3. Online ActivGuideTM website framework (URL with
samples of multimedia learning units from the
I-Become ActivGuideTM have been provided).
- Multimedia e-learning support for
students and faculty on the I-Become
ActivGuideTM website.
- Supports immersive learning experience
comprising of more than 350 learning
units (in short bytes of 3-15 mins.)
- Support for faculty including best practice
videos, project guides, references, etc.
4. Comprehensive “Capacity Building Program” for
faculty
- Initial 2 day foundational workshop for faculty
- Mid-semester workshops to help them solve operational
challenges faced on the ground
- Remedial sessions to improve performance in the program
- Process documentation and standards (including class plans
process guides, best practices, etc.)
- Ongoing performance support (including faculty development
modules sent by email, web-based Contributor Classroom
sessions conducted by I-Become master trainers, etc.)
5. Systematic Examination and Testing Framework
This included Multiple Choice Tests and Student Assessment Models
that tests for changed choices and thinking (not for subject
mastery).
6. Active Engagement Model
This included online social-engagement based support for both
teachers and students so that the new concepts are effectively
assimilated.
5. The Contributor Personality Development Program (CPDP) Initiative
Quantitative Achievements
• CPDP has been rolled out in 334 GTU-affiliated colleges across Gujarat.
• ~2,00,000 students from GTU have undergone the program including
examinations, as of 2013-14.
The program was initially introduced for the final year students. Later it was
moved to the 2nd semester. This arrangement was to ensure that every student is
covered by the program.
• ~ 800 faculty from GTU-affiliated colleges were trained by I-Become across the
State.
• 100% audits and improvement support provided by I-Become in the first year of
hand-holding, to the colleges covered.
6. The Contributor Personality Development Program (CPDP) Initiative
Qualitative Achievements
An independent impact study was conducted by Indian Institute of Teacher Education (IITE),
Gandhinagar. Key conclusions from the study -
• The course was found to be effective.
• Students cultivated positive skills and attitude.
• They found the course relevant to the present day environment.
• 81.4% students felt this course helped them “know themselves” better.
• 87.7% students felt this subject brought a change in identifying success and
83.9% students felt it brought a change in identifying the career
• 83.7% students felt that by the end of this course they could understand the
relationship and importance of contributorship
• 74.3% felt this course positively impacted their leadership skills
• 76.2% felt this course positively impacted their attitude towards work
Impact of the course as measured by IITE -
7. The Contributor Personality Development Program (CPDP) Initiative
Implementation Roadmap
Faculty
Development
I-Become ActivGuideTM Service for ongoing faculty & student
support
Program Delivery
[48-hour program over one semester, delivered by college faculty trained by I-
Become]
JAN 2012 APR 2012FEB
2012
DEC 2011 MAR
2012
MAY
2012
Final
Exam
Faculty
Enabler
Sessions
Program Audit
NOV 2011
Sample of the implementation roadmap for a
semester -
JAN 2012 APR 2012FEB
2012
DEC 2011 MAR
2012
MAY
2012
NOV 2011
8. The Contributor Personality Development Program (CPDP) Initiative
Critical Challenges that were overcome
1. Getting multiple stakeholders in a university
system on board
2. Motivating faculty to adopt a new subject
Usually, in a technological university, non-core technical subjects
and their faculty are not given much importance – leading to
demotivation of the faculty.
Thus one more challenge addressed was to inspire, motivate,
and enable faculty to adopt this subject positively. This involved –
enabling the appreciation of the necessity of building contributors,
re-examining the way they see their own roles in the lives of
students, re-examining assumptions about the students they
teach, and so on.
3. Communicating value of the program to students 4. Designing an examination model that does not
make students feel “evaluated”, yet ensuring
students take the program seriously
On one hand, an orientation change program like this requires a non-
evaluative approach (i.e. students should not feel evaluated) leaving
each individual free to improve on his/ her own journey. Yet having no
examinations in a subject like this in a Public University system with
over 100,000 students can lead to a large mass of students not taking
the program seriously. Thus the notion of grading was relooked at,
and a new model of testing was developed. In this model the purpose
of grading and examination was not to test mastery of the subject, but
to test improvement of an individual on a journey of change. This
became the basis for the design of the examination pattern and
papers for this subject.
5. Enabling colleges with low commitment to improve performance systematically
A peer support network was introduced where colleges audited and graded as ‘A’ and ‘B’, helped the ‘C’ and ‘F’ Grade colleges in their geography
improve. Further, based on the audit, precise recommendations for improvement were provided. Remedial workshops were held for ‘C’ and ‘F’ Grade
colleges.
Vision sharing and on-boarding was needed at several levels –
-Preliminary pilots for demonstrated effects
-Vision sharing sessions with the State Education Minister, senior
representatives of the university system, syllabus committee.
-Vision sharing with TPOs (Training and Placement Officers).
-Vision sharing with institutional heads and influencers of colleges.
-Giving faculty vision sharing packs.
-Ongoing sharing through the GTU website and newsletters
To enable students take the program seriously, it was necessary to enable
students themselves connect with the relevance and value of the program in
their lives and for their future careers. This included –
-‘Start-up Kit’ provided for faculty to conduct introductory sessions to share
value with students.
-Training faculty in value-sharing via email and web-based modules.
-Giving students a ‘value exploration’ module on the I-Become ActivGuideTM.
-Connecting content and discussions to their career and future work-life
success.
-Engaging with students via Facebook.
9. The Contributor Personality Development Program (CPDP) Initiative
Key Innovations
1. Innovation in the subject matter
The CPDP was a new subject matter related to transforming the
person’s overall approach and attitude to work. This new subject
matter led to innovations in –
-The curriculum design which does not define key concept or theory
topics, but maps an individual’s journey of change eg: how my identity
shifts, what practices help me develop the ideal, etc.
-The content design which maps the individual’s context, that is the
range of career and workplace scenarios in which the journey of
change reveals in action; role models; case stories; and so on.
-The examination framework which does not test for conceptual
comprehension, rather it tests for mindset and orientation changes.
Thus the exam questions are multiple-choice real-world scenarios
checking for choices and behavior changes.
2. Innovation in design of classroom experiences
The subject “Contributor Personality” ideal cannot be “taught”, but
needs to be “discovered” by each individual by him/ herself. Thus, the
classroom experiences were not based on the traditional teaching
model (where teacher imparts concepts), but was designed around
structured peer learning experiences where – through discussions,
group thinking, group presentations, students clarify the key arguments
in their mind. These were followed by projects where they got a
chance to see it in action.
3. The I-Become ActivGuideTM website
The self-learning environment in the I-Become ActivGuideTM website
was designed to support students with an immersive learning
experience. It gave students the freedom to explore the foundations,
go deeper into the conceptual arguments, get exposure to a wide
range of role models, and learn through scenario-based self-testing.
4. Innovation in faculty capacity development
To enable faculty across ~350 colleges of a public university system
rapidly build capacity to deliver a new orientation-change subject, in a
short period of time, a new model of faculty training was used. This
involved preliminary exposure training and practice in a 2-day
foundations workshop for 2 teachers of each college along with a
comprehensive ongoing support infrastructure to enable delivery and
gradual capacity development in the form of the I-Become
ActivGuideTM service. This included web-based facilitated classroom
sessions, development modules via email, and web-resources such as
process guides, concept guides, best practice videos, etc.
5. Innovation in measurement of delivery
To enable colleges and their faculty to improve in their delivery, an
“enabling measurement” framework was designed that formed the
basis of the delivery audits. This proposed a “Ladder of
Improvement” for colleges (with A, B, C, F grades for colleges on
different levels of the ladder) rather than just evaluation of
performance.
6. Innovation in the public-private partnership model
The partnership model brought 3 stakeholders together in a
collaborative effort to raise the standard of delivery of such a program.
This initiative showcased a model of how industry, educational service
providers, and universities can work together to raise educational
standards.
10. The Contributor Personality Development Program (CPDP) Initiative
How Scalability was achieved
1. Scaling changes in thinking and orientation
Transformation of thinking or orientation is usually a product of
personal counseling and guidance, dependent on an expert guide.
This was made into scalable model by translating the ‘subjective’
transformation into the 48 critical mental model shifts needed for such
change to take place in an individual. Through this methodology, each
individual could be supported precisely to learn and improve on each
of these 48 shifts.
2 : Scaling the ‘discovery’ experience for students
This kind of transformation usually requires expert counselors /
teachers who can create guided discovery experiences for individuals.
This extent of expertise is not possible across such a large public
university system. Thus this program used ‘Illumine’s Structured
Discovery Methodology’ to scale the ‘discovery’ experience for
students, that could be run by the existing faculty even if they have
less experience with discovery learning mechanisms.
3 : Scaling the delivery across the university
Rapid scale-up of the delivery of the program (capacity to deliver in
place within a period 3 months) across the Gujarat Technological
University system (~500 colleges across Gujarat state), yet keeping up
the quality standards of delivery. (This was made possible through the
new faculty capacity development framework described in the previous
slide item no.4)
4 : Scaling delivery commitments by partners
The usual approach to ensure standards is by introducing detailed
process certification and standards. However, when working in a
public university system having so many (~500) colleges under its
umbrella, each functioning as independent entity, it is hard to “control”
and impose standards. Thus, the enabling “Ladder of Improvement”
was used to build the delivery audits. Colleges were rated on a scale
of A (role model colleges), B (on-track colleges), C (colleges with
critical disablers that need to be addressed), and F (severely
challenged colleges) – however this was not just an evaluation, but put
them on a ladder of growth to migrate up the ladder, where enabling
inputs were provided to support their improvement. This led to many
colleges migrating from lower grades to higher grades. Thus the audit
framework was a fundamental innovation in scalable partnering.
11. The Contributor Personality Development Program (CPDP) Initiative
Current Status
At present,
1.There is a pool of ~800 trained teachers available
across GTU colleges, with textbooks distributed through
book stores.
2.The program has been running for the last 4
semesters and has thus far covered over 2 lakh
students. It continues to be run for GTU students.