Behavior Change Measurement Framework (BCMF) Guide

The BCMF tool is used to assess the individual needs of the Learners; it is used to understand
quantitatively the levels of the Learners both emotionally and psychologically. This tool helps
the Instructors to identify the levels of their Learners to be able to fill in the gaps. It
quantitatively indicates the levels in the different parameters of the behavior patterns of the
Learners. With the help of this data, the instructor facilitates their realization and thus
empowering the Trainee to overcome the gaps. The BCMF is the only tool that gives clarity to
the levels of development of the soft skills among the Learners. The soft skills assessed are:
• To build basic social and employable skills
• To prevent job dropout
• To work and gel with professionals in the work environment
• To demonstrate Leadership in their work
• To build confidence
• To be able to find joy in their work
• To build and develop the self-esteem in an individual
• To develop effective communication skills
• Enable to work in Teams and demonstrate commitments
• To manage time effectively
• To develop mutual respect.
• To develop a healthy competitive spirit
• To accept challenges
• Readiness to learn and move ahead
• Develop appropriate etiquettes
• Dressing & Grooming skills
• Presentation skills
• Develop work-ready skills

These are vital soft skills that are desired by any employer in the current industries. Learners
from Training Institutions who possess these skills would have an edge over the other
prospective candidate in the job market. This is the key component for the success of the
training institution program. Behavior assessment can either make or break your student so be
sincere and honest while administering the BCMF inventory.

How to administer the BCMF?

To use the BCMF effectively, the Instructors should develop keen observation skills, so that
every interaction gives an insight into the behavior patterns of the student. These observations
have to be quantitatively recorded. For each trainee, the predetermined parameters e.g.
Personal, Interpersonal skills, Cognitive and Employability skills. are individually addressed.
The instructor rates the Trainee for each parameter on a scale of 1 to 4.

4 being for Excellent

3 being for Good

2 being for Average

1 being for Poor

When to administer BCMF?

Every student of the TRAINING INSTITUTION needs to undergo 2 to 3 BCMF assessments
in a year. This provides an opportunity for the Instructors to not only get a clearer picture of the
level of the student but also plan the reinforcement inputs to be able to fill in the gaps
Step-1: BCMF to be filled termly (First week of the last month of each term) each year of
the course (i.e., three times a year in the case where there are three terms).

Step-2: The BCMF has to be filled in by the Technical instructor and if need be by the HOD
separately. The final score would in that case be the average of the two assessors.

Step-3: After every Behavior Assessment of the learner, the instructor should use the
information to facilitate the learner to improve on a given parameter. This is done by one
on one counselling and by planned group activity.

Step-4: Instructors should constantly monitor and assist in improving areas where a learner
has exhibited some gaps. The process eventually helps the learner to adjust himself or herself
accordingly. This tool can also be useful in a workplace setup.

Caution: When administering the BCMF:

a) Never fill in numbers in the BCMF inventory without a reason as it can have serious
consequences on your Learners
b) Avoid copy-pasting the values of one student to the other.
c) Don’t fill in numbers against the learners' names arbitrarily
d) The time for administering the BCMF has to be followed.
e) You may choose to notify your Learners about the BCMF inventory or keep it secret
until you display the results. Whichever is appropriate for you, you can apply.
f) Once the Trainer understands the learners’ gaps, they should cautiously counsel the
learners.
g) The trainer should have a multi-pronged approach to facilitate the Learners to realize
their gaps and move forward
h) When there is a lot of discrepancy in the scores of a particular student among the
Instructors, then they should discuss and plan the remedial activity.

The Rating of Learners

The Learners are rated by using the dimensions that are given in the table below. These
parameters indicate the status and interventions necessary for learner’s improvement in the
training institution. To enhance objectivity, each of the dimensions is broken down into specific
items – under which indicators are given to aid assessment. The rating scale used is from 1 to
4; put appropriate score against the statement under each item which you feel is most
appropriate to the trainee. Keep in mind that this feedback is merely indicative of the learner’s
progress status and should not be used as an absolute tool to judge the learner. This assessment
will be used for enhancing developmental inputs given to the learner.

NO DIMENSIONS Ratings
I Personal skills

A) PUNCTUALITY

4 Comes to the training institution in time - is very punctual for all classes

3 Comes to training institution on time most of the days. Has a valid reason when late
2 Comes late quite frequently but has a genuine problem/ difficulty

1 Comes late very often without any valid reason

B) RESOURCE UTILIZATION PRUDENCE (ABILITY TO SAVE)

4 Utilizes all the available resources effectively and reaches out to trainers many at
times.
3 Occasionally visits the Library and engages trainers whenever in doubts.

2 Hardly uses available resources like Library.

1 Lacks the initiative to utilize any available resources.

C) GROOMING

4 Smartly dressed and well-kept at all times.

3 Mostly smart but not always well-groomed.

2 Smartly dresses but not well-kept once in a while.

1 Makes less effort whatsoever to good grooming.

D) ACCOUNTABILITY / HONESTY

4 Always accountable and honest

3 Needs to slightly improve on accountability and honesty

2 Not consistent in being honest and being accountable

1 Lacks accountability and honesty at all times.

E) ABILITY TO COPE WITH STRESS

4 Always able to deal with stress

3 Able to deal with stress on most occasions but not always

2 Tries to deal with stress once in a while

1 Does not know how to deal with stress at all

F) FOCUSED & CONFIDENT

4 Is focused on the future, has clear short- & long-term goals in place, has a plan for
implementation and able to speak confidently.
3 Has a rough idea of both short- and long-term goals but not clear on the details and
able to speak confidently only in small groups.
2 Has unclear short term and long-term goals and quite shy while speaking to an
individual/group.
1 Has no intention of planning own future (short or long term?
Quite timid and cannot speak in a group and does not attempt to speak.
II Interpersonal Skills

A) ABILITY TO WORK IN A TEAM

4 Works well with the entire TEAM and gets along with everyone.

3 Has medium participation as part of the team.

2 Withdrawn and rarely works as part of the team.

1 Cannot work as part of a team.

B) CLARITY OF SPEECH

4 Able to articulate words clearly and is audible enough.

3 Able to speak but not articulate enough.

2 Not able to articulate speech properly.

1 Not interested in public speaking.

C) PROBLEM HANDLING

4 Able to wisely deal with problems and come up with timely solutions.

3 Able to deal with problems and come up with solutions.

2 Is not able to handle problems and often ignore problems

1 Is not interested in handling the problem and often ignores problems

D) EFFECTIVE BODY LANGUAGE

4 Portrays positive body language.

3 Portrays positive body language but need improvement.

2 Poor body language

1 Has a negative body language

E) RESPECT

4 Respects both Trainers and peers.

3 Shows respect only to Trainers.

2 Occasionally disrespectful to all.

1 Not respectful at all.

Cognitive skills

A) GROWTH MINDSET

4 Has greatly Improved on their life skills.

3 Has averagely improved on their life skills.

2 Has slightly improved on their life skills despite undergoing training on life skills.

1 Has a Negative attitude towards embracing essential soft skills.

B) EFFECTIVE DECISION MAKING

4 Decides by looking at the issue from different perspectives and generating/weighing

several options by self.
Decides by understanding everyone’s opinion about the issue & deciding by self.
3
2 Arrives at decisions simply based on others opinion.

1 Shows no ability to make the right decision.

C) CREATIVITY

4 Can take the initiative and come up with creative ideas on ALL given
assignments(thinking outside the box)
3 Does only what is expected of them on complex assignment with minimal creativity.

2 Does barely what is expected of an assignment.

1 Does not show interest in complex assignments.

D) Reasonable/Logic

4 Able to question, challenge, seek alternatives and offer solutions.

3 Able to question and challenge responses from both peers and Trainers.

2 Able to question an issue but shy to challenge the responses given.

1 Not able to question an issue (why? how?)

E) RESOURCEFUL

4 Has the ability to come up with ways to deal with difficult situations while interacting
with Trainers and peers being fully utilized.
 3 Has the ability to come up with ways to deal with difficult situations while interacting
with Trainers and peer but not being fully utilized.
2 Has minimal ability to come up with ways to deal with difficult situations while
interacting with Trainers and peer
1 Does not have the ability to come up with ways to deal with difficult situations while
interacting with Trainers and peers.
F) ATTENTIVE

4 Very attentive in class and always asking questions and seeks clarity.

3 Attentive but neither ask questions nor seek clarifications.

2 Easily distracted and distracting others in the classroom

1 Less attentive in class, often seems not interested.

IV EMPLOYABILITY SKILLS

A) Meeting deadlines

4 Meets deadlines at all times.

3 Meets deadlines most of the times but not always.

2 Always comes up with excuses on the due date.

1 Does not meet deadlines at all.

B) INTERVIEW DOCUMENTS ( certificates, cover letter, resume)

4 Has all the documents required for the interview.

3 Has most of the documents required for the interview.

2 Has at least one document required for the interview.

1 Does not have any of the documents required for the interview.

C) PUNCTUALITY
4 Always comes to school on time.

3 Mostly come to school on time.

2 Must be reminded to come to school on time.

1 Always comes to school late.

D) BODY LANGUAGE ( facial expressions, gesture, body posture, eye contact)

4 Has very good body language.

3 Has good body language.

2 Poor expression of body language.

 1 Does not understand the importance of body language.

E) ABILITY TO TAKE INSTRUCTIONS

4 Always follows instructions.

3 Follows instructions but not always.

2 Follows instructions but does not perform as expected.

1 Does not follow instructions at any given time

F) TEAM PLAYER
4 Always participates when in a team.

3 Participates most of the time in a team.

2 Participates once in a while.

1 Does not understand the importance of teamwork and rarely participates

G) ABILITY TO TALK ( audible, clarity, confidence)

4 Always able to communicate well.

3 Needs to improve on some elements.
2 Good voice projection but lacks clarity.

1 Lacks confidence, not audible and lacks clarity.

H) BASIC COMPUTER SKILLS

4 Excellent

3 Good
2 Novice

1 Poor

6.2 Behavior Change Measurement Framework (BCMF)

This is an evaluation tool that shall be reviewed and posted on the classroom notice board on
the last month of the term by the trainers and ratings shall be informed by the records provided
by the Behavior Assessment Framework (BCMF). There are 26 parameters to be assessed on
an individual learner enrolled in any given institution.
Table 1:Sample Evaluation tool - Behavior Change Measurement Framework