FINAL MGNCRE - Student Apprenticeship-Manual For Faculty 10-12-22

Student Apprenticeship
Skilling of Students for

Employability and Entrepreneurship
A Manual for Mentoring and Facilitating
Student Apprenticeship in Higher Education
Empowering Faculty

Mahatma Gandhi National Council of Rural Education
Department of Higher Education, Ministry of Education, Govt. of India
महा ा गां धी रा ीय ामीण िश ा प रषद्
उ चतर िशक्षा िवभाग, िशक्षा मंत्रालय, भारत सरकार
Student Apprenticeship – Facilitator Manual


Inside
Foreword 1

Introduction 3

Components of Apprenticeship 5

12 Weeks Schedule (On‐the‐Job) 17

Monitoring, Assessment and Evaluation of Apprenticeship 26

Foreword
"The measure of success is how many people and how much each of them is doing as per our request and
requirement. That is the outcome. What we did is judged by what happened."
It is important that students have an understanding of what apprenticeships are and the benefits they provide,
even if they have already decided on an alternative career path after graduation. The number of people starting
an apprenticeship is increasing. Many employers are now using apprenticeships to attract and recruit talent,
with some employers replacing graduate schemes with apprenticeship programmes. Recent reforms introduced
in the Apprentices Act by the Government has made the process of hiring apprentices more convenient. The
stipend reimbursement to the company by the Government is a motivating factor.

Apprenticeships are delivered differently to educational institutions so it is important that students have a good
understanding of the range of opportunities available and the different levels of apprenticeships on offer.

The mutually beneficial association of Academia, Industry and Skill Councils make for a strong and robust union
by providing the right platform for graduating students to become skilled and job‐ready. University Grants
Commission (UGC) has given the clarion call for HEIs to effectuate the implementation of
Apprenticeship/Internship Embedded Degree Programs (AIEDP).

Youth needs to acquire skills for employability. They should acquire the skills which could contribute towards
making India a modern country. Whenever they go to any country in the world, their skills must be appreciated.
That is the underlying principle behind MGNCRE’s committed agenda of promoting Apprenticeship/Internship
Embedded Degree (AIEDP) Program.

Ministry of Skill Development and Entrepreneurship is making all efforts for skill development across the country,
removal of disconnect between demand and supply of skilled manpower, building the vocational and technical
training framework, skill up‐gradation, building of new skills and innovative thinking not only for existing jobs but
also jobs that are to be created. It is aided in these initiatives by its functional arms – Directorate General of
Training (DGT), National Council for Vocational Education and Training (NCVET), National Skill Development
Corporation (NSDC), National Skill Development Fund (NSDF) and 37 Sector Skill Councils (SSCs) as well as 33
National Skill Training Institutes (NSTIs/NSTI(w)), about 15000 Industrial Training Institutes (ITIs) under DGT and
187 training partners registered with NSDC. The Ministry also intends to work with the existing network of Skill
Development centres, universities and other alliances in the field. Further, collaborations with relevant Central
Ministries, State governments, international organizations, industry and NGOs have been initiated for multi‐level
engagement and more impactful implementation of Skill Development efforts. (source: msde.gov.in)

This manual is a hands‐on facilitator guide that will enable faculty to guide, facilitate, mentor, monitor, assess
and evaluate the apprentices under their purview, thus putting their academic leadership skills to the fore and
contributing towards skill building and employability.

Dr. W G Prasanna Kumar
Chairman MGNCRE

This manual has been developed using online and inhouse resources using Experiential Learning methodology.

“Gainful employment for general stream students is a major

challenge. Improving employability of these students requires a
new vision with curricular support for employment.
Apprenticeship/Internship has a prominent role to play in
linking higher education with the requirements of the industry
and the world of work. This is considered to be one of the most
effective ways to develop skilled manpower for the country. It
provides for an industry led, practice oriented and outcome
based learning. Striving to fulfil this objective of improving
employability and forming robust industry‐academia linkage,
the UGC has framed Guidelines for Higher Education
Institutions to offer Apprenticeship/Internship embedded
Degree Program. The UGC Guidelines will provide an option
for Higher Educational Institutions to embed
Apprenticeship/Internship in any UG degree programs
specified by UGC. This will focus on outcome‐based learning in
degree program and will enable students to demonstrate
workforce professional abilities for potential employment.”
UGC

National Skill Development Corporation (NSDC) aims to promote skill development by catalyzing creation of
large, quality and for‐profit vocational institutions. Further, the organisation provides funding to build scalable
and profitable vocational training initiatives. Its mandate is also to enable support system which focuses on
quality assurance, information systems and train the trainer academies either directly or through partnerships.
NSDC acts as a catalyst in skill development by providing funding to enterprises, companies and organizations
that provide skill training. It also develops appropriate models to enhance, support and coordinate private
sector initiatives. The differentiated focus on 37 sectors under NSDC’s purview and its understanding of their
viability will make every sector attractive to private investment.

Sector Skill Councils ‐ Since inception, one of the major pillars of NSDC’s strength are Sector Skill Councils (SSCs),
which play a vital role in bridging the gap between what the industry demands and what the skilling
requirements ought to be. The National Occupational Standard is one of the most significant contributions of
NSDC to India's skilling ecosystem ‐ something that was made possible by the SSCs, which are national
partnership organizations that bring together all the stakeholders ‐ industry, labour and the academia. The
National Policy on Skill Development and Entrepreneurship, 2015 laid out Skill India Mission, and envisaged the
creation of Sector Skill Councils (SSCs) by NSDC. Priority sectors have been identified based on the skill gap
analysis.

The most critical outcome of skill training is employment, whether self or wage employment. To facilitate
employment, Sector Skill Councils have been encouraged to develop their own placement portal and mobile
apps. These portals are linked to demand aggregation and are aimed at meeting the skill needs of the industry.
The 360‐degree interface of the portal connects candidates and training partners with recruitment firms &
potential employers. Some of the SSCs have already started using such portals, while a few others would follow.
Till date, the NSDC Board has approved 36 Sector Skill Councils.
Source: nsdcindia.org

Mahatma Gandhi National Council of Rural Education 2


Introduction

Apprenticeship is one of the oldest, yet most popular forms of training at the interface of work and learning
and/or the word of education and the world of work. Apprenticeship training is a course of training in an
industry or establishment, under a Contract of Apprenticeship which consists of –

1. Basic Training Component
2. On‐the‐Job Training / Practical Training at Workplace

Basic Training consists of theoretical and practical /lab instructions segment of every Apprenticeship program
syllabi related to a particular trade post which on‐the‐job training is imparted to the apprentice. Basic Training
is an essential component of Apprenticeship Training for those who have not undergone any institutional
training/skill training before taking up on‐the‐job training/practical training. Basic Training usually accounts for
about 25% of the duration of the overall Apprenticeship Program but can vary depending on the specific
requirement of the curriculum.

Eligibility of Apprenticeship Training Basic Training
Exempted
i. ITI Pass Outs Yes
ii. Graduates / Diploma Holders Yes
iii. All Pass Outs from the NSQF aligned courses including PMKVY/DDUGKY etc. Yes
iv. Dual‐Learning Mode from ITI Yes
v. Pursuing Graduation / Diplomas Yes
vi. Fresh Apprentices No
Note: Exemption only for those opting for Apprenticeship in a qualification‐based course, as per each course
curriculum.

Basic Training can be done at
Basic Training Centre set up/supported by Industry/Industry clusters/ Industry
Chambers/Associations.
Stand‐alone Basic Training Centers like Polytechnic, Universities, Engineering &
Management Colleges having good ranking.
Training Centers empaneled under State Govts & other Government of India schemes As
per the standards specified for Training Centers under the BTP guidelines.
National Skill Training Institutes
Government Industrial Training Institutes (ITIs) having 2 –star rating or above and Private
ITI having 2.5 Star rating or above affiliated to NCVT
Government & Private Training Centers affiliated with NSDC under SMART portal & the
Pradhan Mantri Kaushal Kendras (PMKK).
Industries/establishments with “In‐House Basic Training facility”

National Apprenticeship Promotion Scheme (NAPS), Government of India, provides financial support to
establishments undertaking apprenticeship training.
www.apprenticeshipindia.org



 The scheme has the following two components: Reimbursement of 25% of prescribed stipend subject to
a maximum of Rs. 1500/‐ per month per apprentice by the Government of India to all employers who
engage apprentices.
 Reimbursement of cost of basic training (up to a limit of Rs. 7500/‐ for a maximum of 500 hours= Rs.
15/hour) by the Government of India to Basic Training Providers (BTPs) in respect of apprentices who
came directly for apprenticeship training without any formal training.

As on 18th May 2020, there are 261 Designated Trades and 336 Optional Trades across 37 industry sectors
available for apprenticeship training.
https://apprenticeshipindia.org/courses/type/designated
Optional Trades: https://apprenticeshipsindia.org/courses/type/optional
Besides, there are 2000 plus NSQF aligned Qualification Packs, designed for Short Term courses, which the
establishments can choose from and add a component of shop floor training (On the Job training) and design an
Apprenticeship curriculum and run the Apprenticeship Program under Optional Trade. The establishment can
create a new course in their login id & submit the curriculum online at www.apprencticeshipindia.org . List of
such courses can be accessed through the link “List of Existing QPs” under approved courses on landing page of
the apprenticeship portal.
 Candidate may access the apprenticeship portal and register him/herself for an apprenticeship program
in a sector/trade of his/her choice.
 Search for potential employers and apprenticeship opportunities posted by them on the apprenticeship
portal – https://apprenticeshipindia.org/course‐search.
 Send applications to potential employers for apprenticeships training.

Stipend
The minimum rate of stipend payable to apprentices per month shall be as per the qualifications shall be
follows,
1. School pass‐outs (class 5th – class 9th ) ‐5000 per month
2. School pass‐outs (class 10th) ‐6000 per month.
3. School pass‐outs (class 12th) ‐7000 per month.
4. National or State Certificate holder ‐7000 per month.
5. Technician (vocational) apprentice or Vocation Certificate holder or Sandwich Course (Students from
Diploma Institutions) ‐7000 per month.
6. Technician apprentices or diploma holder in any stream or sandwich course (students from degree
institutions) ‐8000 per month.
7. Graduate apprentices or degree apprentices or degree in any stream ‐9000 per month
All establishments having workforce (regular and contract) of 30 or more are mandated to undertake Apprentice
programs in a range from 2.5% ‐ 15% of its workforce (including direct contractual employees) every year. For
establishments having a workforce between 4 – 29, this is optional. Establishments having a workforce of 3 or
less are not permitted to engage apprentices. All manufacturing and service sectors can hire apprentices.

On‐the‐Job Training is practical training imparted at the workplace premises of an establishment. Any individual
who has completed 14 years of age (18 years in case of hazardous industries), is a minimum 5th class pass (for
optional trade), is meeting the standard of physical fitness for the course and having minimum educational
qualification prescribed for a trade can undergo apprenticeship training.


Components of Apprenticeship

Apprenticeship is
 Empowering Teacher Education
 Making Academic Curriculum Interventions
 Deliberating on Strategies for implementing AIEDP in HEIs
 Recognizing the Importance of Community Engagement
 Empowering Students to become Industry‐ready
 Professional Skilling in Real World Working
Conditions
 Competent Skill Building
 Mentored Experience
 Preparing Students to be Industry‐Ready
 Long‐term Training and Paid Training
 Assurance of Employment
 Key for Economic Growth
 Character Development
 Contribution to National Development
 Making Self‐reliant and Sustainable India

Apprenticeship ensures
 Organizational Benefit
 Personal Benefit
 Interpersonal Skills Development
 Career Development
 Holistic Development
 Academia‐Industry‐Work Linkage Established
 Community Development


Why Industry needs Apprentices
• Gets Skilled Professionals
• Gives Training for Future Skills
• Provides In‐house Mentoring
• Build on Strengths
• Improves its Employer Status

According to industry surveys, about 68 per cent of industries are keen to increase their apprentice strength in
the near future — a 13 per cent increase compared with the previous year.

The manufacturing industry has a high requirement for skill‐based training and to flourish, hiring apprentices is
mandatory. There is a paucity of skilled workers currently which is due to several reasons including rural
migration and preference to desk jobs. Utilisation of apprentices, given their flexible employment type, is a valid
reason behind the increase in apprentice hiring in the near future.

Employer Responsibilities for Apprentices

 Employers should consider projects that apprentices can undertake on their behalf or, if appropriate, give
apprentices exposure to tasks they would not normally have exposure to. They need to be given jobs
challenging the apprentice’s knowledge, skills and behaviours within their organisation.
 On‐the‐job training
 Employers should provide a contract of employment which sets out the employment rights,
responsibilities and duties.
 Apprentices need to be made aware of the organisational policies
 Role of Line Manager/Supervisor
 Managing the apprentice ‐ Line managers must make sure they give periodic updates to management
about the apprentice’s performance.
 Agreeing an action plan ‐ Line managers must use standard business policies and procedures in managing
apprentices. The line manager should discuss and agree an action plan with the apprentice and teaching
and learning coach to ensure ongoing progress, development and exposure to new skills.
 Taking part in the induction ‐ The line manager should be involved in the apprentice’s induction to the
programme, working with Key Group to clearly set out the business expectations.
 Feeding back to the apprentice ‐ Line managers should regularly feed back to the apprentice on their
performance in their job, to support their development and make sure they have the necessary skills and
knowledge for their job role and apprenticeship.
 Setting objectives ‐ When setting objectives for the apprentice through the business’ usual review
processes, it is important that one of the apprentice’s objectives is linked to the successful completion of
the apprenticeship and the development of the skills, behaviours and competencies they need to
evidence.
 The line manager needs to be aware of the apprentice’s progress throughout their apprenticeship.
 Monitoring progress ‐ The line manager will be given access to management information to show the
learner’s progress and will work with Key Group in partnership to support the apprentice’s success.
 Training and Teaching – Apprentice will be assigned a teaching and learning coach to support and guide
the apprentice and their line manager through the apprenticeship journey.


 The teaching and learning coach will regularly visit and communicate with the apprentice to provide
learning support, carry out assessments and observations and review the work done by the apprentice.
 Ensuring standards ‐ Teaching and learning coaches must make sure the apprenticeship is achieved to the
required standard and on time.
 Providing materials needed ‐ Teaching and learning coaches must provide all the required learning
materials for the apprenticeship.
 Providing support ‐ Teaching and learning coaches should work in partnership with the employer to best
support the learner to reach success, mapping out the Individual Learning Plan (ILP) to show teaching and
learning and workplace mentoring activities on‐the‐job.
 Raising any concerns ‐ Teaching and learning coaches should let the employer know of any concerns or
issues they have in relation to the apprenticeship. This also includes any safeguarding/prevent concerns.
 Regular reviews ‐Teaching and learning coaches should carry out regular reviews with the apprentice and
line manager, discussing the apprentice’s progress.
 Ensuring personal learning plan goals ‐ Teaching and learning coaches must endeavour to make sure that
the employer provides the learner with the facilities, training and workplace opportunities necessary to
achieve the outcomes as specified in the learner’s personal learning plan.
 Organising meaningful learning activities ‐ Teaching and learning coaches must agree and deliver a
programme of training and learning sessions with the apprentice and regular meetings with the
apprentice and their line manager.
 Setting the course of study ‐ Teaching and learning coaches must provide learning, support and guidance
to the apprentices by setting the apprentice’s course of study and agreeing deadlines for completion.

Key Assessment Parameters for Employer to Assess Apprentice

 Attendance
 Punctuality
 Initiative
 Producing quality work
 Learning job skills
 Good housekeeping / Safety
 Attitude
 Dependability
 Adaptability/flexibility
 Using good judgment
 Effective communication skills
 Cooperation
 Honesty/Integrity
 Getting along with others
 Personal Appearance

Apprentice Skills Assessment will include ‐
• Technical Skills Assessment
• Computer Skills Assessment
• Marketing Skills Assessment
• Staff Skills Assessment
• Interpersonal Skills Assessment
• Leadership Skills Assessment


Role of Faculty in Mentoring Apprenticeships

 Guiding and Facilitating the apprentice’s work
 Critique, Evaluation, Assessment
 Feedback
 Aid and Guide
 Role Model
 Aiding in Professional Development
 Teacher 1. 2.
 Guide Relationship Developing
 Coach Building Plans
 Friend
 Motivator
 Gate Keeper

MENTOR

Faculty need to
 Connect Early 4. 3.
 Check regularly Reviewing Organising
 Demonstrate Empathy Outcomes Activities
 Support
 Encourage Creativity
 Prepare Students for the Real World
 Do SWOT Analysis

Mentor, Facilitate, Assess, Evaluate

 Select Students
 Form Mentor Groups
 Groom the Potential Apprentices
 Facilitate Knowledge Sharing
 Facilitate, Organize, Assign and Allocate
 Use Methodologies ‐ Role Play, Group Exercises, Case Discussions, Presentations, Other
 Ensure Daily, Weekly, and Monthly Logs


 Give appropriate Feedback
 Develop Guidelines
 Coordinate and Design Program
 Learning/Resource Material
 Develop Reporting Mechanisms
 Document Successful Case
Studies
 Assess and Evaluate

Use the Skills ‐
• Active Listening
• Questioning
• Building Rapport
• Offering Constructive Feedback
• Setting Targets
• Offering Support and Guidance
• Signposting
• Acting as a Role Model
• Assessing Effectively
• Team working ability
• Social skills, confidence and communication skills
• Business acumen
• Academic Leadership potential and influence
• Capacity to deal with deadlines under pressure
• Interpersonal skills
• Decisiveness and critical thinking ability
• Upgrade Quality of Human Resource
• Accelerate day‐to‐day Learning
• Coaching on the Job
• Expanding Networks
• Personality Development
• Professional Satisfaction

Apprenticeship – Student’s Training Responsibilities
 Work towards achieving training goals
 Gain competence
 Adhere to the training plan
 Cooperate with the Mentor
 Follow strict reporting mechanisms
 Work towards organizational goals
 Maintain discipline





Off‐the‐Job Learning

Apprenticeship involves at least 20% off‐the‐job learning and is an essential part of the apprenticeship. The off‐
the‐job learning must teach new knowledge, skills and behaviours that will contribute to the successful
achievement of the apprenticeship. It could include the following:
• The teaching of theory e.g. lectures, workshops, role playing, simulation exercises, online learning.
• Practical training e.g. work shadowing, mentoring, industry visits, attendance at competitions.
• Learning support and time spent writing assessments/assignments.

Off‐the‐job learning does not include:
• English and Maths (up to level 2).
• Progress reviews or on‐programme assessment needed for an apprenticeship framework or standard.
• Learning activities which take place outside the apprentice’s paid working hours.

Off‐the job learning activities can take place at the apprentice’s workplace or off‐site e.g. in a classroom or from
home via distance learning, as part of a blended approach. Off‐the‐job learning should be seen as an
opportunity to upskill your apprentice that will bring real long‐term benefits. The 20% off‐the‐job learning can
be achieved in a variety of ways, from formal classroom based lectures and workshops through to informal work
based coaching and mentoring.

Off‐the‐job training may include ‐
 Classroom Sessions
 Workshops and Coaching
 Simulation Exercises
 Online Learning
 Mentoring
 Industry Visits
 Writing Assignments/Assessments/Workbooks/Reports
 IT Training
 Soft Skills Training
 Professional Discussion
 Training in writing Logs/Journals
 Research
 Performance Reviews



Preparatory Study and Role Plays

Before the apprenticeship commences, the students are expected to prepare themselves for the work
conditions in the apprenticeship. In this regard, higher education institutions can adopt the following structure
for Role‐play based learning in the institutions two weeks before the commencement of the internship. The
structure for the same is as follows:

Structure for In College Role play based learning
Name of the Identified vocation:
Role to be performed by the Apprentice:
1. Study the operations and procedures of identified work places for Day1‐Day6 of
Week1 and Week2
2. Note the Flow of Work through observation, study, and inference
3. Identify 9 different important sub aspects of the day's work which are repeatedly
performed
4. Form groups of 3 Members for Role Play of Identified Roles: a) Role 1 b) Role 2 and c)
Observer
5. Each Role is performed at each step at least 10 times by changing the roles of each
person into role 1, role 2 and observer.

Identification of 9 Sub Aspects of the Day’s work
Name of the Identified vocation:
Role to be performed by the Apprentice:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Once the duties or roles and their sub‐aspects involved in a particular occupation are identified, faculty mentors
can use the 2‐week period to enhance the learning of students on the following aspects of learning in an
apprenticeship:

In‐College learning on Aspects of Learning in Apprenticeship
Day 1 Grooming Self and
Belongings
Day 2 Communication and
WEEK 1 Dialogue
Day 3 Integrity Noting and
Following
Day 4 Trust Building Feedback



Day 5 Journal Keeping
Day 6 Process Documentation
Day 7
Day 1 Time Management

Day 2 Field Decorum

Day 3 Work Place Rules on
Material Management

Day 4 Systems at Work Place for
WEEK 2
Finance
Day 5 Observation of the Steps
Day 6 Practice of Precautions
Day 7

Guidelines for Effective Communication in Workplace
Communication in the work place directly affects all aspects of business and work place, as it includes, involves,
and influences the workers and the work together. Effective communication (Written, verbal, discussion,
presentation, group discussion, emails, letters) can make a hard job easier. At the same time the lack of effective
communication can make a simple job harder and impossible also. Hence, an apprentice has to know how to
communicate effectively. Effective communication:
 Effective communication starts with the apprentice as an individual first. It should be based on empathy,
collaboration, and negotiation.
 Students must spend time and practice to communicate effectively, like taking a prior appointment with
client or supervisor.
 Students must try to overcome, and avoid the tendencies to run away, or hide important information.
They must learn to recognize triggers or words that can make people feel unsafe or gives rise to
arguments and conflicts.
 Make everyone involved in a conversation.
 Master your emotions and do not let your emotions overpower you.
 Try not to react negatively, when someone says something offensive, wrong, impolite, or abusive: you
have the power to choose how to react.
 Always strive to be honest and understanding while communicating with co‐workers.
 An effective communication should be frank and respectful.
 Be ready to listen to others, share their opinion, be sincere, curious and most importantly be patient.
 Most importantly conversation in any form, written or verbal is the standard of effective communication
in workplace.



Body Language in work place
Along with speaking, writing, discussing, non‐verbal communication, i,e. body language plays a significant role in
effective communication. Non‐verbal communication is as important as verbal communication because through
body language also we convey our intentions, feelings, and thoughts. Body language includes facial expression,
gestures, and posters. It is one of the many tools that can help an apprentice to make a good impression in
his/her Professional life. Practicing confident body language can build an apprentice to become a confident
employee or entrepreneur.

Different types of body language
DO’s DON’Ts
 Do keep positive facial expressions like smile at  Don’t practice lack of eye contact.
your colleagues.  Don’t keep frowning face or rolling of your eyes
 Do practice positive gestures like waving at your  Don’t sit on a chair slumping, heavily or suddenly.
colleagues if you see them from far.  Don’t pick up arguments or fights with customers
 Be polite and humble in your body language. or colleagues.
 Do practice polite hand movements when you
are calling someone closer.
 Sit straight when in a meeting or talking to
someone.
 Lean back or away from someone when he or she
coming closer to you.
 Keep eye contacts when you are discussing or
communicating.
 Do practice forms of touch like, a hand shake,
hug or pat on the arm to encourage your male
co‐workers
 Do practice clapping to encourage your female
co‐workers.

In this manner, students may get a brief exposure to the demands and needs of the workplace. By the end of the
preparatory stage an apprentice is expected to understand his/her work role and prepare a draft Apprenticeship
Plan highlighting the broad learning outcomes expected from his/her Apprenticeship.

Examples of Role Play
 Introduce a Business Idea
 Cover Work Place Requirements
 Hypothetical Company
 Product Introduction
 Create Business Profile
 Presentation
 Market the Product

Sell an Eco‐friendly Pen
 Example Script:
 I have this eco‐friendly pen
 It is made out of recycled material
 It is longlasting


 It costs Rs. 25
 Would you like to buy this pen?
 Document the role play effort and the outcome

Handle an argumentative Customer
 “I received a broken pen—is this how you treat your
customers?”
 Skills
 Listening
 Patience
 Empathy
 Respond Professionally
 Validate
 Fix the Problem
 Document the role play effort and the outcome

Sell a Business Idea
 App for Healthcare/Sports/Any Other
 USP of Product
 Reach and Outreach
 Persuasive Methodology
 Professional Requirement
 Competitive Advantages
 Competitive Pricing
 Customer Service
Document the role play effort and the outcome


You are an apprentice working in the customer relations team for a large retail firm. A customer has come to
speak to a member of staff to make a complaint. They are threatening to go to a consumer forum. Your
objective is to resolve the issue with minimum financial and reputation damage to the company.
What skills will you use to resolve the situation?
Record the Skills used in the Role Play.
Make an Assessment Sheet of the apprentice and submit.
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Hire Character. Train Skill.
Peter Schutz, motivational speaker and businessman



12 Weeks Schedule (On the Job)
In order to maximize his/her learning outcomes, a student joining his/her apprenticeship must use the
opportunity to learn about the activities performed in the various departments of the workplace by doing short
stints in each of them. This experience will help provide him/her the big picture in better understanding the
career prospects in relation to his ambitions.

Structure for effective engagement during Apprenticeship
Aspects to be focused on
1. Operations Management 2 Weeks
2. Human Resource Management 2 Weeks
3. Logistics Management 2 Weeks
4. Financial Management 2 Weeks
5. Inventory and Materials Management 2 Weeks
6. Preventive and Curative Maintenance 2 Weeks

Focus on each of the personality trait being evaluated for each day. Evaluate keeping the student’s workplace in
consideration and the student’s response in a practical manner.

In‐Field 12 Weeks Schedule
Day 1 Identify technology used for your work. Write down the salient features of the
software, technology, assisting tools.
Day 2 Write the expenditures incurred while commuting to and from place of
residence to work place. Prepare a time management sheet to increase
productivity.
WEEK 1 Day 3 Plan on how effectively you can use the licensed software given to you for the
given period of time. Document the end use of the software.
Day 4 Report the data processing skills being used. What improvements can be done
to the softwares/tools used to improve efficiency?
Day 5 Grade quality of work from the day of joining. Document competencies to
carry out the tasks given.
Day 6 Prepare short term and long term schedule for completing the work assigned.
Day 7 Write the risks associated with the given work. Risk Analysis Report.
Day 1 Strategically plan the work for the whole time of apprenticeship.
Day 2 Examine team and workplace colleagues. Identify your competencies to work
with the team.
Day 3 What competencies do you identify in your colleagues? Document
Day 4 Write ways of improving the product. Present an ideal solution.
WEEK 2 Day 5 Assess technical proficiency for your work. Write your technical expertise to
match the work.
Day 6 Write down the workplace stand to be taken if two of your colleagues are
absent and you need to work alone and meet the deadline.
Day 7 What qualities do you seek to improve in the work allotted to you? Write a
technical review.
Day 1 Write the interpersonal skills required by you to work with your team mates.
Day 2 Write a letter to your Manager seeking material for completing your work.
Day 3 Communicate to your manager about your pending work which you will


complete the next day and why it has got delayed.
Day 4 Plan a team meeting for demonstrating the work completion schedule.
Day 5 Communicate orally to your team and manager how you intend to complete
WEEK 3 the work, the tools required and what is the expected outcome.
Day 6 Design your job responsibilities and what skills you would use to complete the
job successfully.
Day 7 Organize a team meeting to discuss the several managerial skills to be used for
completing of work.
Day 1 Communicate to your manager the deficiency in your work skills.
Day 2 How do you intend to adapt to a scenario if your colleagues are getting more
attention than you. Write a report
Day 3 Review the organization’s history. Present the salient features of the
organization to your team.
Day 4 Imagine you are not able to work with a disagreeing colleague. What skills will
WEEK 4 you use to speak to him and resolve issues.
Day 5 There is no appropriate time for lunch and breaks. How will you communicate
to you manager to give time for lunch breaks at appropriate time?
Day 6 Write a report on how you can better your performance if you are given more
working tools.
Day 7 Present to your colleagues the job opportunities in the field of apprenticeship.
Day 1 What logistics management do you require? Document
Day 2 What areas do you seek improvement? Report
Day 3 You are stressed at work due to overtime. Communicate to your manager
about your issues.
Day 4 What analytical skills do you require to complete your tasks on hand?
Day 5 Analyze your situation and present a report on how you are progressing with
WEEK 5 your work.
Day 6 Seek a feedback from your college mentors about the progress of your work.
Day 7 Write down the measuring benchmarks for your performance at work.
Day 1 Visit a nearby eatery after work and observe the work culture. How different is
it from yours?
Day 2 How do you think other establishments manage stress? Write a report keeping
your experiences in purview.
Day 3 What programming languages are your using regularly? Write a technical
review of their usage in your work.
WEEK 6 Day 4 What aspects of your work do you like the most? Write a short report.
Day 5 What steps will you take to ensure accurate measurements?
Day 6 Analyze the artificial intelligence being used.
Day 7 If reprimanded by your manager, how do you seek to reconcile without hurting
anyone?
Day 1 What scope do you see for improvement in your performance?
Day 2 If part of a team, how do you intend to complete the task with a project
management report?
Day 3 Seek feedback from your organizational manager.
Day 4 If given work outdoors onsite, how do you intend to manage your time?
Day 5 What budgetary constraints do you see in your work place? Report and
WEEK 7 communicate to your manager.


Day 6 Write a technical review of the statistics and modelling being used in your
work?
Day 7 Communicate to your team the performance of your project and the road
ahead.
Day 1 Analyze the technological skills to be learnt for doing better in your task.
Day 2 Evaluate your skills and what skills you need to sharpen, learn
Day 3 What finances do you require other than the stipend to meet your needs?
Analyze and present
Day 4 Communicate to your manager any programming languages that you need to
learn
WEEK 8 Day 5 Are the operating systems being used ok? Do you have any technical advice?
Day 6 Is the machinery being used well in place and without glitches? Analyze
Day 7 Write about your interest areas in the job
Day 1 Does your educational background help you for this job? Analyze
Day 2 In what position do you imagine as you work towards completing your
apprenticeship? Write
Day 3 What do you think will be the biggest challenges if the current organization
hired you?
WEEK 9 Day 4 What databases are you using?
Day 5 How do you measure transport costs? Elaborate
Day 6 How would you prioritize processes and tasks?
Day 7 What would you consider to be a stressful job situation? Write
Day 1 How do you intend to monitor stock levels?
Day 2 How do you organize a storage area for bulk items?
Day 3 What quarterly goals have you set for yourself?
Day 4 What would you do if there is a misunderstanding about the price between
you and the supplier, but the products have already been delivered?
Day 5 Describe a situation where you implemented changes for the improvement of
WEEK 10 logistics processes.
Day 6 How much impact do you think availability of personnel has on the other
aspects of operational logistics activities?
Day 7 What would you recommend for a company looking to reduce transportation
costs?
Day 1 How do you stay up to date with industry trends and best practices?
Day 2 What relevant certifications do you have? What more do you need to add?
Day 3 How did you help keep your coworkers on the project stay motivated?
Day 4 What more training aspects do you need to complete your project?
Day 5 Write about any conflict at work and how you resolved it..
WEEK 11 Day 6 How do you build relationships when you start a new job?
Day 7 What are your expectations from your supervisor or manager?
Day 1 What are the methods you use to motivate your team?
Day 2 Can you describe your last presentation experience?
Day 3 What decision making skills do you require if given an opportunity to be
recruited by the organization?
Day 4 What Do you Think is Customer Service?
WEEK 12 Day 5 Would you like to be a part of some team or do you want to be alone while
working?


Day 6 Write few personal traits which are mandatory to achieve success
Day 7 Review your workplace conditions. Write a technical report on how you have
managed your work and completed the apprenticeship program.

To enhance the understanding further, the following case studies are being presented. Few occupations are
identified and the duties (or roles) involved in them are delineated and a brief of Knowledge‐ Skills‐ Behavior
required to gain competency in that particular occupation are also presented.

Case Study 1

Occupation Name: Sales Executive
A Sales Executive is a person working in either the Business to Business or Business to
Occupational Consumer markets with responsibility to sell a specific product line or service.
Profile
1. Plan the sales activities, lead the end‐to‐end sales interaction with the customer and
manage their sales internally within their organisation.
Duties or Roles 2. Retain and grow the number of existing customer accounts, and generate new business
by contacting prospective customers, qualifying opportunities and bringing the sales
process to a mutually acceptable close.
3. Understand the organisation’s product(s) or service(s) in detail, and analyse customer
needs and creating solutions by selecting appropriate product(s) or service(s), linking
their features and benefits to the customer’s requirements.
4. Develop customer relationships by establishing rapport and building trust and confidence
in their own and their organisation’s capabilities through demonstration of detailed
product knowledge, competitor knowledge and an understanding of the market in which
they operate, and by ensuring a positive customer experience.
Research Assistant will possess the following CORE knowledge of the:
1. Organisational knowledge: Understand the organisation’s vision, values and capabilities,
the principle goals of its overall strategy, and the specific objectives of its marketing and
sales strategies.
2. Product, service and sector knowledge: Identify the features and advantages of the
product(s) and/or services(s) you sell, understand how these meet customer needs, and
examine how they compare to competitor’s solutions. Understand the nature of your
sector and the likely forthcoming changes to it.
KNOWLEDGE 3. Market knowledge: Understand how your market is segmented and how to target
(Know it) specific segments through effective product or service positioning.
4. Customer knowledge: Know how to analyse the macro and micro environment of
individual customers. Understand the challenges and purchasing motivations of your
customers and the internal and external factors that impact their purchasing decisions.
5. Commercial and financial acumen: Understand the principles of finance for sales, such as
profit and loss, return on investment and budgeting. Understand the impact of any
discount or variation in terms that you may offer.
6. Digital knowledge: Understands how to exploit digital technologies to aid the sales cycle.
Research Assistant will be competent in the following CORE skills:
1. Sales planning and preparation: Set effective targets using sales forecasts. Prioritise
customers and activities to grow account value and maximise return‐on‐investment in
line with your organisation’s strategy.


2. Customer engagement: Effectively communicate and interpret customer information
exchanged through written, verbal and non‐verbal communication. Develop a customer
engagement style that effectively opens sales conversations, builds rapport, enhances
customer relationships, and adapts to different customer’s social preferences.
SKILLS 3. Customer needs analysis: Be highly skilled at effective questioning and active listening
(Show it) techniques to understand the customer’s needs, guide the sales conversation
appropriately, create mutual understanding, and build trust and affinity with customers.
4. Propose and present solutions: Develop sales proposals and deliver them using a
presentation style and technique appropriate for your customer.
5. Negotiate: Research the customer’s likely desired outcomes and negotiating stance.
Develop responses to likely objections
6. Closing sales: Be attuned to verbal and non‐verbal buying‐signals andmove to close at an
appropriate point in sales conversations. Develop ethical techniques to close sales and
confirm customers’ purchase agreement.
7. Gathering intelligence: Collect, analyse and interpret market intelligence and share it
appropriately and effectively within your organisation.
8. Time management: Use and adapt appropriate tools and techniques to prioritise and
manage your time effectively.
9. Collaboration and team‐work: Contribute effectively within a team environment. Work
collaboratively with both internal and external stakeholders.
10. Customer experience management: Deliver a positive customer experience. Manage
customer enquiries and issues effectively. Take proactive action to prevent and minimise
customer concerns and complaints.
11. Digital skills: Effectively use digital tools to conduct research and target customers in line
with the overall sales strategy.
Research Assistant will display the following CORE behaviours:
1. Ethics and integrity: Present yourself as an ambassador for your employer’s brand, and
act in accordance with your organisation’s values and code of conduct at all times.
Maintain integrity in all business relationships. Challenge unethical behaviour.
2. Proactivity: Proactively develop new and existing customer relationships. Plan and lead
sales conversations and make recommendations to support the customers’ requirements.
BEHAVIOUR Proactively monitor the customer experience.
(Live it) 3. Self‐discipline: Demonstrate the ability to control your actions, reactions and emotions.
Remain calm under pressure and be aware of your personal impact on others.
4. Resilience and self‐motivation: Demonstrate the ability to maintain optimism and
professionalism in the face of rejection, quickly recover from setbacks, adapt well to
change, and keep going in the face of adversity. Remain highly motivated to achieve both
personal and professional goals.
5. Continuous professional development: Respond positively to coaching, guidance or
instruction; demonstrate awareness and ownership of your continual professional
development, and actively seek out development opportunities outside of formal
learning situations.



Case Study 2

Occupation Name: Poultry Technician
Occupational Profile  A Poultry Technician is responsible for the management and control of a complex
poultry farming site or a hatchery unit.
Duties or Roles of a Poultry Technician:
 Maintenance of the poultry farming facility.
 Raising birds with optimal welfare and consideration for their needs throughout the
Duties or Roles different stages of life.
 Compliance with hygiene and safety on the site at all times.
 Management of the personnel of the site and all other visitors to site.
 Poultry supply chain Management‐ egg production, rearing, breeding, hatching, or
growing.
Poultry technicians will possess the following CORE knowledge of the:
 Relevant species/breed, its anatomy, diseases, feed requirements, and general
characteristics.
 Signals and behaviours to look for that indicate health or welfare issues in the birds
and the actions required to mitigate them.
 End to end process of the operation, the stages within it and the understanding of
how to deliver good performance as well as an awareness of the role of their
operation within the wider supply chain.
KNOWLEDGE  Performance requirements of the operation including relevant cost, growth,
(Know it) mortality, waste, hygiene and safety metrics and the techniques and expertise
required to influence them to deliver effective performance.
 Standard operating procedures, methods of stock control, record keeping, and
reporting relevant to their operation.
 Running of their operation in terms of facility management, knowledge of systems,
technology, software, machinery, and equipment. (some examples include feed and
water equipment, ventilation panels, egg packing machinery and incubation
equipment dependant on the stage in the process).
 Safety, hygiene and biosecurity legislation, codes and practice relevant to the
operation and how they are applied effectively.
Poultry technicians will be competent in the following CORE skills:
1. Bird Handling: Prepares facilities for arrival / departure of birds. Coordinates the
movement and transport of birds safely ensuring the use of appropriate manual
handling techniques.
2. Site Upkeep: Demonstrate the technical skills needed to ensure the health of the
birds/hatching eggs is maintained at all times and capable of dealing with potential
SKILLS welfare issues.
(Show it) 3. Operations: Manages and operates equipment, technology and systems (relevant
to age/breed/bird requirement) safely and effectively.
4. Environment: Identifies the relevant environmental controls for the specific poultry
breed/ system/ customer or egg programme, analyses when adjustments are
required. and applies as appropriate.
5. Hygiene and food safety: Takes responsibility for site and personal hygiene
procedures. Provides a clean environment in line with agreed standards for the
facility.


6. Work Safety: Ensures all accidents and near misses are reported and investigated in
a timely manner. Ensures that safety procedures and health regulations are
followed at site by all staff and visitors.
7. People: Effectively manages the poultry staff at the site. Communicates effectively
with internal colleagues and external stakeholders as appropriate.
Poultry technicians will display the following CORE behaviours:
1. Leads by example, through their actions and behaviour,
2. Shows a strong work ethic through punctuality, consistent standards, diligence in
the quality of their work, a positive attitude and good attention to detail.
3. Takes appropriate responsibility and ownership of decision making for good welfare
practice, care of animals integrity/ethics in the process and site standards.
4. Challenges themselves and others, embraces new ways of thinking, and encourages
others to do the same.
5. Displays a positive mind set, through their willingness to learn, proactive approach,
BEHAVIOUR ability to act on their own initiative.
(Live it) 6. Manages and coaches others effectively, work well with colleagues and,
communicates and gives feedback effectively,
7. Shows respect for other people and gives them time and support.
8. Looks to continuously improve their operation, adapt quickly to changing
conditions, technologies, situations and working environments.
9. Maintains quality of work under pressure, demonstrates resilience and
determination, shown in their commitment, consistency in results and overall
dedication to their work.

Case Study 3
Occupation Name: Research Assistant
Research Assistant collects, analyses, and interprets information collected from
Occupational Profile participants using digital and non‐digital methods. It enables organisations to
understand customers, develop new products, identify business growth opportunities.
1. Investigate research project goals and understand needs of stakeholders to support
the creation of research project design.
2. Support research teams in research life cycle including building and maintaining
relationships with different research service providers (internal and external).
3. Organise and prepare research materials and data collection documents such as
key documents, notes, stimulus materials, questionnaires, discussion topic guides,
interviewer briefing notes, incentives.
4. Collate, summarise, and evaluate previous research reports, to assess
Duties or Roles commonalities and new areas of interest.
5. Capture, check and prepare primary research data using digital and non‐digital
methods such as intercept interviews, data tables, voxpops, observational/
ethnographic techniques and pilot surveys.
6. Undertake desk research into secondary sources of data such as publications,
online archives, cultural resources.
7. Structure, segment and analyse data from research projects into appropriate
formats such as tables, verbatims and sentiment analysis in readiness for reporting
to clients.
8. Validate data collected previously using accepted research data quality methods to


ensure accuracy.
9. Prepare research reports and consider the best way to present research outputs
(graphs, charts) e.g.; PowerPoint presentations and Word reports.
Research Assistant will possess the following CORE knowledge of the:
1. The principles of Quantitative research and the underlying theories such as
sampling, representativeness, statistical theory, data collection and analysis.
2. The principles of Qualitative research and underlying theories of the social sciences
e.g., representativeness, sampling theory analysis methods.
KNOWLEDGE 3. The research methodologies including face to face (f2f), telephone, online, and
(Know it) postal.
4. Approaches to primary research and the different sources of primary research data.
5. Approaches to secondary research and how information is sourced and utilised
from previously conducted studies.
6. Relevant regulatory and legislative requirements such as data protection,
confidentiality, informed consent and safeguarding.
7. Technologies such as digital sources, systems and software, that can help deliver
market research, delivery and evaluation.
Research Assistant will be competent in the following CORE skills:
1. Liaise with and manage, clients, stakeholders, internal teams and external suppliers
to deliver required outcomes.
2. Undertake data collection, data analysis, data presentation and data storage
SKILLS including analysis and validation of the outputs from primary or secondary research
(Show it) data sources.
3. Interpret, prepare, and communicate research findings such as presentations,
reports, and workshops.
4. Make evidence‐based recommendations from research results.
5. Use communications skills and techniques such as negotiation, collaboration,
problem solving, and decision making.
6. Interpret research objectives and translate into research design and
implementation.
7. Use digital and IT software packages relevant to the role.
8. Use research/survey software to gather audience insight and/or evaluation such as
SPSS (Statistical Product and Service Solutions).
9. Select and use appropriate research design techniques.
10. Evaluate data and research findings to derive insights to support improvements to
future research projects.
Research Assistant will display the following CORE behaviours:
1. Works without bias.
BEHAVIOUR 2. Seeks learning opportunities and continuous professional development.
(Live it) 3. Works collaboratively.
4. Works ethically recognising participants needs and data privacy.
5. Works flexibly and adapts to circumstances.
6. Takes responsibility, shows initiative, and is organised.





Monitoring, Assessment and Evaluation of Apprenticeship
In accordance with the UGC guidelines, the apprenticeship of the students will be evaluated in three stages:

Evaluation by Workplace Supervisor
 At the work place, the apprentices will be evaluated on two broad dimensions –
1. Domain skill components
2. Inter‐personal skill components
 On completion of the Apprenticeship, Workplace Supervisor will evaluate the overall
performance of an apprentice on a scale of 1‐10 using the sample Proforma for
Stage‐1 evaluation attached in Annexure.
 Based on the evaluation, the Performance Report of the apprentice (proforma
attached in annexure) is provided by the Workplace Supervisor. The same must be
forwarded to the Faculty Mentor of the student in sealed envelope or to the email ID
of Faculty Mentor.
 On successful completion of the apprenticeship, establishment/industry/organisation
will issue an Apprenticeship Certificate to the student.

Monitoring and Evaluation by Faculty Mentor
 During the Apprenticeship, the Faculty Mentor will evaluate the performance of
student once/twice by conducting surprise visits to workplace of the apprentice.
Stage‐2  Alternatively, the faculty mentor can evaluate by obtaining periodic reports from
students.

Evaluation in the College
 Seminar Presentation: After successful completion of the apprenticeship, the student
should give a seminar before an Expert Committee constituted by the concerned
department as per norms of the institute. This evaluation can be reflected through
marks assigned by Faculty Mentor.
 Student should present the following documents duly signed and stamped by the
Industry Supervisor before the expert committee:
1. Apprenticeship Report
2. Daily Apprenticeship Log
3. Attendance Record
Stage‐3  The evaluation will be based on the following criteria:
1. Quality of content presented.
2. Depth of knowledge and skills.
3. Effectiveness of presentation.
 Seminar presentation will enable sharing knowledge & experience amongst students
& teachers and build communication skills and confidence in students.
 Additionally, Industry Supervisor provides an Evaluation Sheet along with a
Performance Report of the apprentice in a sealed envelope or to the email ID of
Faculty Mentor.



Monitoring the Progress – Apprenticeship Log and Report

1) Daily Apprenticeship Log
 The main objective of maintaining a Daily Apprenticeship Log is to cultivate the habit of searching for
minute details and documenting them effectively. It develops the student’s thought process and
reasoning abilities.
 Hence, the students should record in the Daily Apprenticeship Log the day‐to‐day account of the
observations, impressions, information gathered and suggestions given, if any. It should contain the
sketches & drawings related to the observations made by the students.
 The Daily Apprenticeship Log may be asked to be produced by the Industry Supervisor or Faculty Mentor
of the student at any point of time. Failing to produce the same, apprentice may be debarred for the
remaining period of his/her apprenticeship.
 Industry Supervisor should periodically examine what the intern has produced so far and should give
suggestions accordingly. Weekly supervision meetings can help to monitor the apprentice’s work.
 At the end of the apprenticeship, the student must submit the Daily Apprenticeship Log to the Faculty
Mentor.



Daily Apprenticeship Log
Date: Time of arrival: Time of departure:
Department/Division: Project Title:
Main points of the day
Day 1
Day 2
Day 3
Week 1 Day 4
Day 5
Day 6
Day 7
Day 1
Day 2
Day 3
Week 2 Day 4
Day 5
Day 6
Day 7
Week 3
Week 4
……

Week 12

Evaluation Criteria for Daily Apprenticeship Log
(To be filled by Faculty Mentor)
1 Regularity in maintenance of the diary/log.
2 Adequacy & quality of information recorded.
3 Drawings, sketches, and data recorded.
4 Thought process and recording techniques used.
5 Organization of the information.

2) Apprenticeship Report
 After completion of Apprenticeship, the student should prepare a comprehensive Apprenticeship report
to indicate what he/she has observed and learnt in the training period.
 The student may seek the assistance of Workplace Supervisor/ Faculty Mentor in preparing the final
report.
 Daily Apprenticeship Log will help to a great extent in writing the Apprenticeship report since much of
the information has already been incorporated by the student into the daily log.
 The Apprenticeship report will be evaluated by the Industry Supervisor and should be duly signed by
him/her.



Evaluation Criteria for Daily Apprenticeship Log
(To be filled by Faculty Mentor)
1 Originality.
2 Adequacy and purposeful write‐up.
3 Organization, format, drawings, sketches, style, language etc.
4 Variety and relevance of learning experience.
5 Practical applications, relationships with basic theory and
concepts taught in the course.

Proforma for evaluation of apprentice by Workplace Supervisor

Evaluation Proforma
(To be filled by Workplace supervisor)
Student Name: Roll Number:
Institute Name:
Apprenticeship
Project Title
Workplace Supervisor Name Organisation Name
Apprenticeship From (Start date) Apprenticeship To (End date)
Parameters to evaluate DOMAIN SKILL Components Marks obtained
(out of 10)
Aspect of Work 10 Sub‐aspects
1. Quality of Work
2. Speed of Work
3. Dependability
4. Flexibility
Operations Management at Work 5. Technical Proficiency
6. Data Processing Skills
7. Product Development
8. Risk Analysis
9. Strategic Planning
10. Budget Management

1. Job Design and Analysis
2. Decision Making Skills
3. Problem Solving Skills
4. Communication Skills
Human Resource Management at 5. Organizational Skills
Work 6. Time Management
7. Interpersonal Skills
8. Leadership Skills
9. Adaptability
10. Managerial Skills

1. Managing the procurement of materials
2. Movement and storage of material
3. parts and finished inventory


4. Safely and efficiently perform assigned
Logistics Management processes
5. Staging of materials at the right time
6. Participating in continuous improvement
7. Problem Solving Skills
8. Analytical Skills
9. Seeking Feedback
10. Measuring Progress
11. Decision‐making
.
1. Budgeting
2. Managing Credit
3. Analyzing and Making Financial Forecasts
Financial Management 4. Understanding Audit Reports
5. Statistical Modeling
6. Mathematical Proficiency
7. Technological Skills
8. Ability to Work Independently
9. Problem Solving
10. Attention to Detail

1. Understanding Logistics
2. Customer Preferences
3. Accounting Proficiency
4. Inventory/Materials Management
Inventory and Materials 5. Delivery Management
Management 6. Developing MRP and Statistical Analysis
7. Administer Purchase Orders
8. Time Management
9. Warehouse Management
10. Production Scheduling

1. Maximizing Asset Utilization
2. Time and Schedule Management
3. Condition of Equipment
Preventive and Curative 4. Disaster Management
Maintenance at Work Place 5. Failure Management
6. Understanding Artificial Intelligence
7. Understanding Internet of Things
8. System Maintenance
9. Software Maintenance/Upgradation
10. Team Communication

Maintenance of Daily Apprenticeship Log
Parameters to measure INTER‐PERSONAL SKILL Components
 Professional behaviour
 Performs in a dependable manner
 Cooperation with co‐workers and supervisors


 Demonstrated interest in work
 Ability to learn quickly
 Ability to drive initiatives
 Accepts criticism
 Demonstrates organizational skills
 Uses technical knowledge and expertise
 Shows good judgment
 Demonstrated creativity/originality
 Analyses problems effectively
 Is self‐reliant
 Communicates well
 Writes effectively

Overall Marks Obtained (Average of marks obtained for above parameters)
Workplace Supervisor Name
Signature

Performance Report of Apprentice
Performance Report
(To be filled by Workplace Supervisor)
Name of Student
Total Hours devoted for Apprenticeship
Marks Obtained (out of 10)
Date Place:
Name of Workplace Supervisor Signature:

Note: The performance report of the student must be forwarded to the Faculty Mentor of the student
on completion of training in sealed envelope or to through email to Faculty Mentor. Performance
Report should preferably be printed with Organisation Header.

Attendance Sheet of Apprentices

Attendance Sheet
Name of Student
Roll Number
Name of Course
Date of Commencement of Apprenticeship
Date of Completion of Apprenticeship
Name of organisation

Month 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3
Year 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1


Industry Signature:
Industry Supervisor Name:
Email ID:

Note:
1. Attendance Sheet should remain affixed in Daily Apprenticeship Log. Do not remove or tear it off.
2. Student should sign/initial in the attendance column. Do not mark ‘P’.
3. Holidays should be marked in Red Ink in attendance column. Absent should be marked as ‘A’ in Red Ink.
4. Signature of Workplace Supervisor with company stamp/ seal is required.

Sample Assessment Methodology – for Faculty to Assess Students

Case Discussion
Manoj has joined ABC University as an apprentice in the Nursery, Garden and Plantation department. He has
successfully completed 1 year and has contributed to the growth and beautification of the garden and increased
greenery on campus. He has been recruited by the University as Plantation Manager after completion of his
apprenticeship.

Discuss the steps and outcome of his apprenticeship
Benefits to the HEI and to him personally
Document the Case and submit.
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Aparna has applied to an apprenticeship position in AB Co. as Data Analyst. Post interview, she finds that her
candidature is rejected with the reason being “not having required skill sets.”

Discuss the case as to what the possible reasons could be for the Employer to reject her.
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Meena has enrolled herself as an apprentice in XYZ Hospital. She joined in the Pharmacy Department as a
student of Pharmacy. After successful completion of the apprenticeship, she finished her graduation and then
started her own pharmacy shop.
Discuss the case as to what factors might have contributed to her success as an apprentice and an entrepreneur.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Gopal did his apprenticeship in RB Hotel. He applied for Masters in Hotel Management and was subsequently
selected for admission. His apprenticeship was a vocational education qualifier criteria which added to his
academic skills.
Discuss the benefits of apprenticeship for enhancing academic qualifications.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐



 Visit the nearest Higher Education Institution
 Find out what vocational/Skill education the HEI is imparting
 Interact with the faculty and students
 Explore what community service projects they are doing
 Seek their reports on community engagement
 Document the HEI’s probable apprentice opportunities
 Document the HEI’s community engagement in the neighbourhood

Visit a Pharmacy/Chemist and Druggist/Hospital

Seek
 Areas of Employment
 Current vacant positions
 Apprentice opportunities
 Recruitment policy
 Community engagement in the neighbourhood
 Pre and post COVID services they have done
 Psychosocial support they provide
Document the findings and submit.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Visit a Restaurant/Eatery in the neighbourhood.

Find out
 Number of Employees – Staff and Labour
 Apprenticeship opportunities
 Hygiene and Sanitation Practices
 Community Engagement
 Left Over Food Disposal
 Waste Management
 Employment Opportunities for
Apprentices
Document the findings and submit.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
Visit an IT Company in the neighbourhood.
Explore
 Product areas
 Software requirements
 Apprentice opportunities
 Employment opportunities
 Recruitment policy
 Absorbing Apprentices
 Document the findings and submit.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐


Mentor ‐ you have to develop an inexperienced team so that you can properly delegate tasks. Your role play is
to brief one of your supervisors to take on the responsibility of briefing and training the team to perform the
assigned task.

This scenario gives the opportunity to demonstrate your abilities as a coach or mentor. The leadership skills in
communication in this exercise will show how well it matches the expectations of the organization. It also offers
you the chance to demonstrate your delegation skills and how you would develop team members.

Change Agent ‐ you are responsible for a key strategic project which will significantly change how your
organization and its employees operate. One member of your project team Anup is consistently missing
deadlines and this is beginning to undermine the project. You need to get Anup on board with the project plan.
You need to understand why Anup is having problems and explain how his missed deadlines are impacting
others and the project as a whole. By the end you must gain his agreement on how best to move forward and
how issues the discussion has raised will be handled. For this type of scenario it will also be expected that you
tackle the issues that Anup may have with the strategic change that will occur on the completion of the project.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

You are an apprentice working in the customer relations team for a large retail firm. A customer has come to
speak to a member of staff to make a complaint. They are threatening to go to a consumer forum. Your
objective is to resolve the issue with minimum financial and reputation damage to the company.
What skills will you use to resolve the situation?

Record the Skills used in the Role Play.
Make an Assessment Sheet of the apprentice and submit
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Important Skill Development Bodies in India

Skill Development in India
National Skill Development Agency (NSDA)
National Skills Development Corporation (NSDC)
Sector Skills Councils (SSCs)
Ministry of Skill Development and Entrepreneurship (MSDE)
Ministry of Labour and Employment
Ministry of Rural Development
Regulatory Bodies
National Council for Vocational Training
CBSE and State Education Boards
State Education Boards

Quality Council of India
National Accreditation Board for Certification Bodies
(NABCB)


National Accreditation Board for Education and Training (NABET)
National Accreditation Board for Hospitals and Healthcare Providers
National Accreditation Board for Testing and Calibration Laboratories

All‐India Council of Technical Education (AICTE)
National Institute of Open Schooling (NIOS)

Publicly Funded Training Schemes
Modular Employable Skills ‐ Skills Development Initiative (MES‐SDI)
National Skill Certification and Monetary Reward Scheme (STAR)
Aajeevika Skill Development Programme (ASDP)
National Urban Livelihoods Mission (NULM) ‐ Ministry of Housing and Urban Poverty Alleviation

State Skill Development Councils

Whatever you have lived, you can write and by hard work and a genuine apprenticeship, you can learn to
write well; but what you have not lived you cannot write. Mark Twain




Mahatma Gandhi National Council of Rural Education

Department of Higher Education, Ministry of Education, Govt. of India
Shakkar Bhavan, Fateh Maidan Road, Basheer Bagh, Hyderabad 500004


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