Page 1

Contributor Personality Development A Structured Mass CounselingTM Intervention in Universities

Case: Gujarat Technological University (GTU), Gujarat, India October 2011 – May 2012


Contributor Personality Development A Structured Mass CounselingTM Intervention in Universities Case: Gujarat Technological University (GTU), Gujarat, India October 2011 – May 2012


About i-become - I-become promotes the idea of contributive careers. - I-become helps students across the country to find answers to their fundamental career and life questions early in their career. - I-become uses the Structured Mass CounselingTM Technology developed by Illumine, after over a decade of research in the field of careers. This technology has been licensed by Illumine to i-become for its use. - I-become enables students to make contributive and not acquisitive career choices that will help them contribute effectively to their organizations and society at large, and also lead to personally satisfying and fulfilling careers.


Intervention Concept The Contributor Personality Program has been designed keeping in mind the following: 1. There is a great need to equip students with not only the right skill-sets but also the right mindsets.

Required Mindset

Wrong Mindset

Can learn the right skills

What employers want

Unemployable

Can be highly paid, but a liability to the organization

Inappropriate Skills and Capacities

Appropriate Skills and Capacities

2. The “mindsets” needed in today’s environment must support both (i) effective action and (ii) values and service oriented behavior. 3. Effective action without human values can lead to personal benefits for individuals but a long-term cost to both nation and society. Human values without effective action can lead to an inability on the part of the individual to perform and flourish in today’s environment. 4. This combination of effectiveness with human values is crystallized in the concept of “contributorship”.

5. Students who adopt and develop the right mindsets early in their professional career are able to bring about a positive and sustainable change in their overall personality. 6. They are able to grow the right approaches to their peers, seniors, industry, and their own future. They become more responsible and capable of shaping their own lives. Therefore, the program may be rightly called a “Contributor Personality Development Program”. 7. Any program of this sort must, in order to be effective, be inspired and guided by a high ideal and principles/ practices flowing from that ideal. 8. The Contributor Personality Program is guided by the ideals and ideas of Swami Vivekananda – who represented in his leonine personality, the highest ideals of human values combined with effective action.


GTU Vice Chancellor, Dr. Akshai Agarwal on the need for such an intervention in GTU During the academic year 2010-11, Gujarat Technological University has taken up a number of initiatives to significantly improve the quality and effectiveness of the students that it offers to industry and society. While many of the initiatives have been designed to build skills and competence of the students, the core issue of the right mindset and the right values has remained elusive. In our quest for possible programs which can meet this requirement, we came to know about the i-become program. (We were informed that the team associated with i-Become had worked on the programs on Citizenship and Contribution for all employees of SBI) At our request, the i-become team conducted pilot sessions at several GTU colleges in Rajkot and Morbi during March-April 2011. Based upon the feedback from the students as well as the faculty members involved in these pilots and our own assessment of its effectiveness, we have come to the conclusion that the i-become program can meet our requirements.

Accordingly, GTU proposes to make the i-become Contributor Personality Program part of its curriculum from the second term of the current academic year. Yours sincerely, Dr. Akshai Aggarwal


Stakeholders involved in intervention delivery:

CASE: GUJARAT TECHNOLOGICAL UNIVERSITY (GTU), GUJARAT STATE, INDIA

College / Faculty

Gujarat Technological University

• Will conduct classes as part of course schedule (48 hours)

• Mandated the program for final year students • Will conduct exams etc.

Enabling GTU students to contribute to society

Corporate CSR Funding • Adani Group has funded the entire program for GTU • Program is free of cost to all students of GTU

i-become • Has developed program content

the

entire

• Will develop faculty of GTU to run programs


Implementation Roadmap:

CASE: GUJARAT TECHNOLOGICAL UNIVERSITY (GTU), GUJARAT STATE, INDIA

 The Program Rollout began with Faculty Development. This was followed by a Program Delivery by the faculty, in colleges across the state. Throughout this phase, I-Become has also been providing Ongoing faculty and student support from Mumbai.

 As the faculty has been teaching on the ground, they have come back to us with the challenges they are facing and we have supported them by creating a forum to solve those challenges (Enabler Sessions).  A formal Program Audit was carried out. The design team audited every college where the program was conducted to identify where the gaps were, to bring about specific improvements, etc.  There is also a final examination which will take place, for which 5 different question papers are currently being developed for different student groups.


1.0 FACULTY DEVELOPMENT 1.1. HOW THE FACULTY DEVELOPMENT PROGRAM (FDP) WAS DELIVERED

1.2. WHAT THE PARTICIPANTS GO THROUGH

1.3. WHAT THE PARTICIPANTS HAD TO SAY


1.1. | How the FDP was delivered 1.0 FACULTY DEVELOPMENT

 4 centers were selected across the state to run the Faculty Development Programs GUJARAT

1.1. How the FDP was delivered Vadodara

1.2. What the participants go through 1.3. What the participants had to say

Surat

Rajkot

Ahmedabad

 11 sessions were organized over a period of 2 months  ~ 450 faculty from GTU were trained during this period by a 4-member team of Master Facilitators directly from I-Become


~ 450 faculty trained

4 venues & 11 sessions over 2 months 4 Master Facilitators

FDP 5, Rajkot Christ Institute of Mgmt.

FDP 1, Ahmedabad Ahmedabad Mgmt. Association

The program venues were organized by the University. The faculty were mobilized through announcements, e-mails & invitations on the phone. FDP 4, Surat - Sarvajanik College of Engg. & Tech.

FDP 3, Vadodara – C K Shah Vijapurwala Initit. Of Mgmt..


1.2. | What the participants go through 1.0 FACULTY DEVELOPMENT 1.1. How the FDP was delivered

 The faculty go through an intensive 2-day program  On Day 1, they explore the goals of the program, contributorship, how the program is delivered etc.  On Day 2, they go through a complete walk-though of the study material & conduct practice sessions to get a first-hand feel of running the program Structure of the Program Clarifying the goals of the Program

DAY 1

1.2. What the participants go through 1.3. What the participants had to say

Engaging with Contributorship Exploring the Curriculum

DAY 2

Walk-through the Program Delivery

Walk-through the material for running a class Preparation & Practice Sessions


FDP: DAY 1 Clarifying the goals of the Program: The participants clarify the connection between developing a contributive personality and the student’s career building process.  Contributors combine Human Values + Effectiveness  Such people find fulfillment, growth & meaning at work  Organizations depend on such contributors

Engaging with Contributorship: The participants go deeper into recognizing a contributor, how one can grow as a contributor.

 Examples of Contributor behavior v/s Non-contributor behavior

 Contributor’s checklist  Sharing stories of moments, phases & life-times of contribution

They have open class discussions & share personal stories of when they have encountered contributors / contribution in their lives at the different levels.

continued…


FDP: DAY 1

continued…

“ Open Class Discussions

Sharing personal encounters with contributors

Units 13-15 Units 6-12 Units 1-6

He said just one sentence, I remember it till date … … that is when I realized that a sentence of a teacher can make so much of a difference in the lives of so many students. The role of a teacher can be so dynamic and powerful.

Exploring the Curriculum: Participants appreciate how Contributorship is translated into a program which helps a student systematically & consciously develop as a contributor. They explore the ideas in the program and present their learning to the class.


Walk through the Program Delivery: Participants appreciate the various mechanisms through which the student’s learning is supported during the course of the program & how they are supported as faculty.

• Study booklets • Online support • Exam Approach

Walk-through the material for running a class: Participants get a detailed walk-through of the study booklets, classroom support material, how to teach the units etc.

FDP: DAY 2 Preparation & Practice Sessions:

Participants run practice classes to get a first-hand feel of running a class. Observers play the role of students. Master Facilitators give feedback to participants.


1.3. | What the participants had to say 1.0 FACULTY DEVELOPMENT 1.1. How the FDP was delivered 1.2. What the participants go through 1.3. What the participants had to say

 The faculty, after going through the FDP were interviewed to get a sense of the go-forwards they had –  For themselves in terms of running the program and their new role as facilitators

 The perceived value of the program from the point of view of benefit to students

What is the value of this program as you see it?

Teacher Responses This program would make students conscious not only how to have more [for themselves] but also how to offer more and make this world a better place to live in. As teachers, our role does not and should not end with the development of technical competence. The fundamental idea is that every student has a potential and the job of a teacher is to help the student expand his capacity and make him/her contributive and not acquisitive. Dr. Parul S Popat, Government Engg College, Gandhinagar, FDP 1 (Ahmedabad)


Teacher Responses What has going through this program done for me ? I have been a lecturer in the government sector for 12 years. When I enter the class, I take the lecture extremely sincerely and try to take as much interest as possible in my students so that they learn and improve. But, I don’t even believe that any kind of improvement will ever take place in the students. After attending this 2-day training program , I have decided to care more about my students and about their turning into better human beings.

Participant, FDP 4 (Surat)

This is a totally new concept of man-making. The content & the delivery methods are designed so well that it gives us new ideas & approaches to teach in a different way Dr. Venu Mehta, Charotar University of Science & Technology

Programs like this help us understand the requirements of the industry so that we can accordingly prepare our students. From an employment perspective, this program is extremely important for the students - Pranav Vakil, Shree K.J.Polytechnic

I have been in the teaching field for the past 4 years, these 2 days have taught me the shift from being a teacher to becoming a facilitator. Darshita Dave, Om Shanti Diploma Engineering College, FDP 2 (Rajkot) I have learnt a new art of teaching where the teacher can trigger out the thought of students and has to guide them to use their own strength of thinking. We have to make students understand that " I think therefore I am". I think this program is a search engine to find out the new ways of teachings in which we can all contribute. In a world marked by sea-changes, we get the pearls like SVCP program. This program has shown me a path through which I can discover a new way to teach. With the use of this teaching method, I am sure to be a contributor to my institute, to my students, as well as to myself. - Kruti Vyas (Veerayatan Group of Institutions Mandvi)


2.0 PROGRAM DELIVERY 2.1. STUDENT STUDY PACK

2.2. PACK FOR CONDUCTING THE PROGRAM

2.3. WHAT THE STUDENTS HAD TO SAY


2.1. | Student Study Pack 2.0 PROGRAM DELIVERY

 15 Study Booklets corresponding to each of the 15 units of the program

Concept Exploration Concept Application Swami Vivekananda speaks to you

2.1. Student Study Pack

2.2. Pack for conducting the program

2.3. What the students had to say

 ActivGuideTM Online Support Portal for students – with short, multimedia learning units of 5-10 mins.

 Recommended Projects & Presentations for students to learn through research cases and building products

Inspiring Role Model Stories

Interactive Case Studies Exam Revision Quiz

Interview a contributor … Identify news in your area …

Home video

Slide presentation Poster

Define a “contribution goal” to achieve by this weekend…


Study Booklets 15 Study Booklets corresponding to each of the 15 units of the program. These booklets are downloadable from the Online portal. Each Booklet comprises (i) concept exploration sections, (ii) concept application sections with workplace case studies & scenarios & (iii) exercises

Concept Exploration

Classrooms are run based on these study booklets

Swami Vivekananda speaks to you

Concept Application

Explorations, each having a different key insight on the topic

Questions to help students discover the insight for themselves This ends with a Summary Exploration integrating the different insights

[A] Application Examples [B] Application Questions to help students go deeper and connect with career context

Excerpts from Swami Vivekananda’s talks that are relevant to that Unit Topic

The unique accomplishment of this program is that the whole of contributorship was distilled into 24 mental models. There is complete measurability of the shift which becomes possible due to this.

continued‌


continued…

The I-Become ActivGuideTM Website The I-Become ActivGuideTM is secure login based portal. The teachers provide a list of the names of their students based on which an account is provided and activated for the student. Around 13,000 students from GTU are using the ActivGuideTM

• The I-Become ActivGuideTM Website integrates content in multiple media, around specific learning outcomes within a study unit. • Students can go deeper into concepts or prepare for their exams on the ActivGuideTM.

Over 200 units have been made available for students of GTU


I-Become ActivGuideTM Students are able to learn through various real-world examples, case studies etc.

Recommended Projects & Presentations Each unit has 3-4 recommended projects / presentations defined that the students can take up. Students are assessed on their project presentations.

Jonas Salk a man who dedicated his life to find a vaccine for polio

How Guard Ashok defines his role

According to me my duty is not only sitting at the gate …

Project Presentations, Role-plays

I have made 3 presentations till date. With every presentation my fear of presenting in front of everyone is gradually reducing …


2.2. | Pack for conducting the program 2.0 PROGRAM DELIVERY 2.1. Student Study Pack

2.2. Pack for conducting the program

2.3. What the students had to say

 Course Plan This gives the faculty visibility into how the 48-hour course can be conducted.  Program Startup Kit for Faculty Considering this is a new subject, and there are new learning mechanisms, the faculty were provided with support for starting off the program with the students.  Faculty Classroom Support Pack A comprehensive support is provided to faculty about how each class is to be run – through class plans & guides.  Continuous Assessment Framework (projects & presentations Faculty are provided with a way to assess the projects and presentations of the students.


Program Startup Kit for Faculty Considering this is a new subject, and there are new learning mechanisms, there was a demand from faculty for support for starting off the program with the students.

A Presentation for the Introductory Lecture This was created as faculty found it difficult to introduce the program to the students

Faculty Roadmap for the Program 1. How to start using the ActivGuideTM to get access to teaching support resources 2. How to become a part of the Contributor Classroom to get doubts clarified 3. How to prepare for the First class ‌

Student Roadmap for the Program How students can access the ActivGuideTM and get started with the program

continued‌


continued‌

Faculty Classroom Support Pack A comprehensive support is provided to faculty about how each class is to be run – through class plans & guides.

Class plans corresponding to each of the 15 units of the program

15 Detailed Class Plan Guides, one for each unit, giving a step-wise process for conducting each exploration exercise. 6-Question Guideline for quick preparation before any class

ActivGuideTM has a section devoted to faculty that help them improve their facilitation capability as well as strengthen their concept understanding.


Continuous Assessment Framework Faculty are provided with a way to assess the projects and presentations of the students.

A guideline for faculty on how to assess projects and presentations with a detailed break-up of marks and logic for assessment.


2.3. | What the students had to say 2.0 PROGRAM DELIVERY 2.1. Student Study Pack

2.2. Pack for conducting the program

 Throughout Gujarat, classes in action have been observed, student discussions and presentations have been witnessed, class-teacher interactions and group dynamics among students have been studied to get a sense of the ongoing assimilation levels  The key learnings of the students have been documented as informal conversations as well as formal interviews

Who is a contributor? A contributor is a person who does not think about personal profit alone

2.3. What the students had to say A contributor worries about how he interacts in a group. this is important because all work is done in groups

Student Responses

So what if it is difficult to get something done for the community. If we don't do it who will?


Student Responses What has going through this program done for me ?

This program teaches us that wearing a tie and good clothes doesn’t make personality. But personality is about our inner power, our values, how we behave with others etc.

This program has given me the confidence that I can prove myself along with others who maybe from better colleges

Beyond regular subjects we are learning very useful things like how to look at success

I am going for company training, and this program is very useful for me. I am not just behaving like a task oriented person, I am really trying to contribute in some way … Rushi Patel, student

I have become aware that I cannot walk away from a situation saying that, “time is up, it wont happen'. This way nothing will get done!

A contributor is a person who thinks of society and organization in addition to himself. This course teaches us how to become such a contributor. I now understand the difference between an achiever and a contributor – while an achiever thinks only of self-development, a contributor simultaneously thinks of contribution to society.


3.0 ONGOING SUPPORT to stakeholders 3.1. ORGANIZING SUPPORT FOR GTU

3.2. TEACHING SUPPORT FOR FACULTY

3.3. COURSE ENROLLMENT SUPPORT FOR BOTH STUDENTS AND FACULTY

3.4. COMMUNITY BUILDING & MENTORING SUPPORT FOR STUDENTS & FACULTY


3.1. | Organizing support for GTU 3.0 ONGOING SUPPORT to stakeholders 3.1. Organizing support for GTU 3.2. Teaching support for faculty 3.3. Course enrollment support for both students and faculty 3.4. Community building & mentoring support for students & faculty

[mobilizing & co-ordination]  Mobilizing faculty to enroll and participate in the FDPs through invitational phone calls, emails with details and logistics. Detailed follow-up to ensure registrations as per schedules.  Co-ordinating with GTU challenges faced by faculty

for

resolving

course

related

3.2. | Teaching support for faculty [telephone, email, online forum & SMS]  Active Mentoring via email/ telephone for faculty on teaching the concept challenges faced by them  A online “Contributor Classroom Support” as a forum for clearing concepts, resolving teaching difficulties and sharing best-practices  Regular text messages to faculty to highlight key concepts of every unit to aid classroom teaching

 Regular SMSes of “Career Bytes” to be communicated to students in the classes


3.3. | Course enrollment support for both students and faculty [ActivGuideTM]

 Mobilizing enrollment on the presentations, emails and chats

ActivGuideTM

through

 Resolving technical difficulties and doubt clarification in the registration and activation process in quick response times  150 faculty have registered on ActivGuideTM and using it as a support resource  13,500 students are regularly using ActivGuideTM

Contributor Classroom

I-Become ActivGuideTM


3.0 ONGOING SUPPORT to stakeholders

3.4. | Community building & mentoring support for students & faculty [Facebook]

 Enabling student engagement and sustained interest in the program through a Facebook page

3.1. Organizing support for GTU

 Continuous feeds and posts to reach out to students providing insights from the program like success formulae, updates from the program, new content on the ActivGuideTM, etc

3.2. Teaching support for faculty

 Supporting the students’ preparation for exams and reducing first-time exam anxiety by conducting pre-exam revision and test series

3.3. Course enrollment support for both students and faculty 3.4. Community building & mentoring support for students & faculty

The Facebook Page of the i-become initiative


Facebook Support What kind of support and mentoring is unfolding on FB

Pre-exam revision tests and active discussion of answers among students

Reaching out and asking for help in procuring course material, access to ActivGuideTM, etc.

Showcasing of student projects, sharing class activities, and teachers’ joys of running a successful class!

Gradual widening of notions of success through exploratory presentations and learning from comments by other students


4.0 FACULTY ENABLER SESSIONS 4.1. HOW THE SESSIONS WERE DELIVERED

4.2. WHAT THE PARTICIPANTS GO THROUGH


4.0 FACULTY ENABLER SESSIONS 4.1. How the sessions were delivered

4.1. | How the Enabler Sessions were delivered  4 centers were selected across the state to run the Faculty Enabler Sessions (similar to the FDP) GUJARAT

4.2. What the participants go through

Vadodara Surat

Rajkot

Ahmedabad

 7 sessions were organized over a period of 1 month.  266 faculty from GTU participated in the 1-day session.


266 faculty participated

4 Master Facilitators

4 venues & 7 sessions over 1 month

FES 2: Rajkot

FES 1: Ahmedabad Management Association, Ahmedabad

FES 4: Vadodara


4.2 | WHAT THE PARTICIPANTS GO THROUGH 1: Addressing challenges faced on ground 4.2Part | What the participants gothethrough

4.0 FACULTY ENABLER SESSIONS

Part 1: Addressing challenges faced on the ground

 Faculty voiced challenges

4.1. How the sessions were delivered 4.2. What the participants go through

Faculty voiced  These were then categorized and challenges collated into challenges which needed be addressed around 4 Theseto were then categories – categorized and (i) teaching challenges, collated into (ii) content challenges, challenges which (iii) project & exam challenges & needed to be (iv) operational challenges addressed (around 4 categories)  The collective wisdom of the group was applied to come out with Thesolutions collectiveand wisdom best practices to of the deal withgroup thesewas challenges applied to come out with solutions and best practices to deal with Part 2: Clarifying concepts of the program these challenges  The 4 driving concepts of every units were discussed and clarified. (48 concepts) The 4 driving concepts of every unit of the program were clarified. (24 concepts)


Part 1: Participants came up with solutions to selected challenges & shared best practices How to invoke discussion & engagement in the students? How do you develop respect and regard of other faculty for this program?

How to get all participants actively involved in group discussions and class activities?

Part 2: Clarifying concepts of the program

It was found that in some cases, faculty were not able to see the distinction between concepts in the unit. These distinctions were clarified during this session.


5.0 PROGRAM AUDITS 5.1. HOW THE AUDITS WERE DELIVERED

5.2. WHAT THE AUDIT CHECKS FOR


5.1. | How the Audits were delivered 5.0 PROGRAM AUDITS 5.1. How the audits were delivered 5.2. What the audit checks for

The audits are a way to measure the effectiveness of the program to improve the performance in colleges.

The audits were conducted over a month between 12th March & 12th April 2012.

4 auditors covered ~170 colleges over the one month.

On an average 5-6 audits would take place per day.

The audits included class observation, faculty interaction, student interaction & an orientation session with the institute leadership.

Dates

Venues

12th – 16th March 2012 ~40 Colleges in Ahmedabad

4 Auditors

26th – 31st March 2012 19th – 31st March 2012

~ 50 Colleges in Rajkot

26th – 30th March 2012

160 colleges

~ 40 Colleges in Vadodara 9th – 12th April 2012 2nd – 12th April 2012

~ 30 Colleges in Surat


Auditor’s Observations

What the audits check for: 

What is the value students are experiencing in this program

Integrity of facilitation to the process, impacting effectiveness

Status of delivery

Availability & usage of resources Faculty Feedback Student Feedback

A-GRADE College Characteristics (Role Models) The course is being conducted on-time, faculty following practices, classes well planned and aligned to curriculum, and college is doing very well in terms of – availability of structural support, processes followed, and intentionality of faculty and college leadership.


6.0. | Final Exam [Question Papers & Scoring Keys]

 The exam paper comprises of multiple-choice questions. Each question is a relatable scenario which open up possibilities.  There are no wrong answers, only widening of the concept in the students’ minds.  5 question papers are being created for Diploma students, B.E. students, B. Pharm students, MCA & ME students.  Each question paper will have its own scoring key which the teachers will use to examine and allot marks accordingly.


© 2012 | A REPORT BY I-BECOME

Contributor Personality Development: An i-become Report  

Report of the Intervention at Gujarat Technological University carried out by i-become