Section 1

a) We, at Pi Jam, are a bunch of problem solvers and are always excited to
explore different problem solving approaches people adapt in their
everyday life. Wewould love to hear from you about a time when you
identified a new, unusual or different
approach for addressing a problem or a task while managing or working in a
team. (100- 150 words)

Ans a) In a previous role as a Special Officer in Centum Learning India,New delhi.

Where I have worked on the project of NSQF vocational training. My job was to
coordinate 6 vocational trainers under me and give their report to the project
coordinator. I had to work closely with my colleague with whom I initially had
conflicting personalities. To overcome this challenge, I made an effort to understand
their perspective and find common ground. We scheduled regular check-ins to discuss
project updates, shared our ideas openly, and actively sought areas where our skills
complemented each other. Over time, our working relationship improved, and we
were able to deliver successful outcomes together.
b) Please describe your suitability for the Program Manager role, outline
alignment with your strengths and your plans to work on your areas for
development.

b) Respected, I solve any problem intelligently. I don't panic when a problem arises. At
the same time, I have the ability to accept everything. I am able to communicate in
Hindi as well as English. Whenever I work on any project, I don't get angry if someone
makes a mistake, I try to explain it to them. I also complete whatever project I get on
time. My career plan is that if I work on the post of project manager, I will make sure
that I meet as many principals and teachers as I can, I will coordinate well with them
and I will inform them about whatever new updates they get. I will also coordinate
with the children and inspire them for innovation along with training.
 Section 2

a) As a program manager, you are directly managing a team of 15 instructors

on ground. You recognize the areas of development for the instructors vary
from lesson planning skills, student innovation/creativity, teacher
collaboration, leveraging student learningdataandincorporating feedback.
Considering theteachers are workingacross projectswith different timelines
and milestones, how would youapproachthisasa ProgramManager and what
would your development plan be for the instructors?
a. In lesson planning skills, I would tell instructors to approach their lesson plans in
five steps. These five steps are as follows:
1. Prediction set
a. Engage Students.
b. Connect with prior learning
c. Explain what student will learn.
d. Explain what student will do.
e. Connect to future learning
2. introduction of new material
a. Provide direct instruction of content.
b. Model new sikll.
c. Check forunderstanding.
3. guided practice
a. Facilate students work.
4. independent practice
a. Assign independent classwork or homework
5. closing.
6. Have students briefly summarize their learning.

Creativity and innovation are important skills for students to develop in the 21st
century. They can help students solve problems, adapt to change, and drive
progress in many fields. I explain to the instructor that these methods should be
adopted to innovate.they are-
1. Create a safe learning environment:
 2. Use design thinking: This methodology can help students foster innovation by
focusing on creative problem solving.
3. Use innovative teaching methods: Some examples include interactive lessons,
virtual reality, blended learning, project-based learning, and inquiry-based
learning.
4. Encourage critical thinking: Creativity and critical thinking go hand in hand.
5. Encourage collaboration: Collaboration is an essential learning and innovation
skill.

I will also guide the instructor about data collection and explain how important it
is to collect and maintain data.
Implementing data analytics in education encompasses a broad range of
activities, including the collection of academic records, attendance, engagement
metrics, and behavioral data. This data can be used to generate insights that
help educators and administrators make more informed decisions. For example,
a study found that 85% of educational institutions see the value of data analytics
in improving student outcomes moreover these I also explain the instructor to
use the following tools-
1. Learning Management Systems (LMS): Integrate analytics to monitor
student engagement and performance. These systems provide a centralized
platform for managing all aspects of the learning process.
2. Student Information Systems (SIS): Collect and analyze comprehensive
student data. These systems track academic records, attendance, and other
important information.
3. Specialized Analytics Platforms: Offer advanced features tailored for
educational institutions. These platforms provide powerful analytics
capabilities, enabling institutions to extract deeper insights from their data.

b. Showcase’, which is annually organized by Pi Jam Foundation at partner

schools. Your goal for the event is to ensure smooth execution of the project
showcase, as the purpose of it is to create a platform for students to
showcase their solution prototypes for real-life problems that they have
built in Pi Labs at their schools and have HM’s, parents and external guests
(for example, tech leaders) to hear out their problem statements, interact
and observe their solution prototypes. In order to carry this event out
effectively in 30 schools in Pune, you will have a team of 10 Pi Lab
instructors. Create a detailed plan for the end to end execution of the School
Showcase (from ways of ensuring the most innovative and new projects
from students to day wise execution plan for the event).

Ensure that you include - Detailed timeline - Communication plan (modes

and timeline)- how you will ensure Pi Lab instructors are working with
students to create innovative and new projects - Stakeholder management
plan - Resource requirements (materials, facilitators, space, etc) for the
event.

B 1. Goals and Objectives

 Create a platform for students to showcase innovative prototypes solving real-
world problems.
 Engage stakeholders (students, HMs, parents, tech leaders) in meaningful
interactions.
 Ensure a smooth and impactful execution of the event.

Phase 1: Pre-Event Preparation

Timeline: 8 Weeks
Week 1: Initial Planning and Alignment
 Activities:
o Conduct a kickoff meeting with the 10 Pi Lab instructors.
o Share event objectives, guidelines, and expectations.
o Divide 30 schools into groups, assigning 3 schools to each instructor.
o Brainstorm potential project themes aligned with real-life problems.
 Outputs:
 o Team alignment on objectives.
o School assignment list.
Week 2-3: Project Ideation and Development
 Activities:
o Instructors conduct brainstorming sessions with students at assigned
schools.
o Identify real-world problems students are passionate about solving.
o Finalize project ideas and divide students into teams of 3-5 members.
 Communication Plan:

o Weekly check-ins via Zoom/Google Meet to track instructor progress.

o Daily updates on a shared Google Sheet for transparency.
 Outputs:

o Approved list of project ideas per school.

Week 4-5: Prototype Development

 Activities:

o Students work on creating prototypes under instructor guidance.

o Conduct workshops on prototyping skills (e.g., coding, model building).
o Perform mid-point reviews to ensure quality and innovation.
 Outputs:

o Prototype drafts from all teams.

Week 6: Pre-Event Mock Showcase

 Activities:

o Organize internal mock showcases at each school.

o Invite HMs and teachers to provide feedback on projects.
o Shortlist final prototypes for the showcase.
 Outputs:

o Final list of projects to be presented.

Phase 2: Event Execution

Timeline: 1 Week (Day-Wise Plan)

Day -3 to Day -1: Venue Preparation

 Activities:

o Allocate space at each school for the showcase (e.g., classrooms, halls).
o Arrange seating, tables, projectors, and display boards.
o Perform a final check of all equipment and prototypes.
 Outputs:

o Ready-to-use showcase setup.

Event Day: School Showcase

 Activities:

o Students present prototypes in rotations (e.g., morning and afternoon

sessions).
o Guests (parents, HMs, tech leaders) interact with teams.
o Instructors moderate sessions and handle logistics.
o Capture photos, videos, and feedback.
 Outputs:

o Completed showcase with stakeholder engagement.

Post-Event: Day +1 to Day +3

 Activities:

o Collect feedback from all stakeholders via surveys.

o Write a report summarizing event outcomes and learnings.
 Outputs:

o Comprehensive event report.

Stakeholder Management Plan

1. Students:
 o Frequent interactive sessions to ensure enthusiasm and quality of
projects.
o Encourage teamwork and creativity.
2. HMs and Teachers:

o Regular updates on event progress.

o Early involvement for smooth planning.
3. Parents and Tech Leaders:

o Personalized invites via email and SMS (Week 7).

o Ensure meaningful engagement during the event.

Resource Requirements

Materials

o Prototyping kits (electronics, craft materials, 3D printing).

o Projectors, laptops, display boards, and markers.
o Refreshments for participants and guests.
Facilitators

o 10 Pi Lab instructors.
o Support staff (logistics and setup).
Space

o Adequate space in schools (classrooms or halls) for the showcase.

Monitoring and Evaluation

o Weekly progress reports from instructors.

o Feedback from stakeholders to measure impact.
o Post-event analysis for continuous improvement.
 Section 3

Question: Jack just wrote the below algorithm for blinking an LED on and off
using the RaspberryPi. Repeat the below statements forever: Turn LED on
Wait for 1 sec Turn LED of

(a)

Problem Analysis:
1. Current Algorithm:

o Steps:
o Turn LED on.
o Wait for 1 second.
o Turn LED off.
o Behavior: Jack expects the LED to blink on and off repeatedly.
o Observation: The LED remains on continuously instead of blinking.
2. Root Cause:

o There’s no delay after turning the LED off.

o Without a pause, the program immediately loops back to the beginning of
the algorithm, turning the LED on again.
o The human eye cannot perceive the "off" state because it happens too
quickly.

Proposed Solution:

Update the algorithm to include a delay after turning the LED off. The revised steps
should be:
o Turn LED on.
o Wait for 1 second.
o Turn LED off.
o Wait for 1 second.
Technical Explanation:

o LEDs blink by alternating between "on" and "off" states.

o For the human eye to perceive a blink, both "on" and "off" states must be
maintained for a noticeable duration (e.g., 1 second each).
o Without a delay, the loop transitions from "off" to "on" instantly, making
the "off" state imperceptible.

b) Scratch is a visual programming designed by MIT as a great waytoget first

timers into computer science. Create a Scratch project to enter a number
from the user and return the cube of that number.You either sharea Scratch
project link or attach the file in your reply.
Ways to respond (for question 3 (b)):
1. Make an online project at - https://scratch.mit.edu/ and send us the link
as
part of the answer to this question.
2. Download the offline version and send us the project file via email
attachment, along with the document containing answers for the other
questions.

b) https://scratch.mit.edu/projects/1113412521/editor