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					                          National Seminar on

Innovations in Teaching Pedagogy for Management Education
              MIT School of Management, Pune
                (Approved by Pune University)

              March 20-21, 2012, Dyaneshwar Hall (MIT Campus)




TECHNOLOGY AND E-LEARNING ASSISTED OPPORTUNITIES FOR TESTING & EVALUATION

                                    A Paper
                                   Presented by

                       Prof (Wg Cdr) Gulshan Kumar
   Prof-cum-Director (Institute of Business Softskills, Global Business School)

                         Consultant: Education and Law




                             Mobile: +91 9044885975

                       Email: creative.versatile@gmail.com

                         Mailing Address (postal address):

                        569/2, Viram Khand, Gomti Nagar,

                      Lucknow-226010 (Uttar Pradesh) INDIA
                                                                                           2



                                      ABSTRACT

The Educator today has a vast opportunity to equip himself/ herself with one or
more methods of mass e-communication technology and e-learning platforms. These
techniques also provide an improved methodology for Testing & Evaluation. But to
make use of these opportunities the Educator must become tech-savvy and adept in
their use and manipulation. Moreso, certain infrastructural framework that is
financially affordable, ought also to be provided by the Government. Unfortunately,
mother-boards (nay, not even computer cabinets) are not manufactured in India; the
lone open-source Operating Systems BOSS can be tweaked as shown in the left panel
of: http://consultant-law-education-india-nepal.in/college/




                                 TABLE OF CONTENTS

Introduction                                                                        ..1

Pedagogy                                                                            ..4

Objectives of Testing                                                               ..4

Traits that Need to be Developed, by Educators, amongst the Students          ..8

Use of Technology and e-Learning                                                    ..13

Publication of Papers                                                               ..13

Presentation                                                                        ..15

Conclusion                                                             ..15

End-Notes, References and Bibliography                                   ..16

Annexure-I     Questionnaire                                                        ..17

Annexure-II Online Testing                                                          ..26

Attachments     Synectic ( flash video):

http://consultant-law-education-india-nepal.in/thesis/synectics.htm
                                                                                                                  3



Introduction

   Education involves ‘learning’; and learning starts with awareness, perception,
observation, intuition, communication, reasoning and judgment. And the end-result
of education is the application of knowledge for the good of homo sapiens
(mankind).

   Our first communication is through sushumna nadi when we are still in our
mother’s womb. And this communication is with the ethereal knowledge-base -- it is
this knowledge-base that guides and protects the infant before his/ her actual
learning begins with cause-effect associations that are gradually stored in the child’s
mind, e.g. crying to get attention.

   An important process of communication is our reaction to what we observe -- the
basic pattern of this reaction is also etched when we are preparing to get out of the
mother’s womb. The Astrologers have classified this reaction into 12 broad
categories and named these as rashis. In fact, these are our individual mental
frames of reference or the ‘looking glass’ through which we visualise the outside
world. And this looking glass, coupled with the aforesaid pre-ordained instinctive
reactions, define our real-life states of heaven and hell because each of us then
reacts differently to the same set of stimuli and, thus, meets with different
responses from the external world -- good or bad. One of the purposes of holistic
education is to modify these pre-ordained instincts by assisting us to gain control
over our inner selves*.




---------------------------------------------------------------------------------------------------------------

Note: *Due to constraints of space and time, it is not possible to elaborate on the above interesting
subject within the confines of this Paper -- moreso, details are already uploaded vide two Chapters at:

http://consultant-law-education-india-nepal.in/thesis/gestalt.htm
                                                                                                                  4



Pedagogy

Before we begin teaching, it is necessary to decide:
i) which traits we wish to develop, when, why and in whom;
ii) whether we should emphasise the development of left-brain or right-brain;
iii) which format of thinking we should encourage: sequential, parallel, lateral, synectic or
kaleidoscopic -- why and in whom;
iv) how to test the extent to which we, the educators, have been able to communicate with
our human resource -- the students.


A necessary adjunct of learning, therefore, is: testing* (evaluation of both the
teacher and the taught)).

Objectives of Testing:

a) At the ‘School-Admission’ Stage:
         i) Basic cognitive and learning skills
         ii) Behavioural patterns of the child, and intensity of interest by the parents in
         child’s learning
         iii) Ability of child, coupled with learning atmosphere at home to follow the
         mode of instruction at school, and family characteristics that will reinforce
         learning (including the need to give right Answers to child’s Queries).
b) Compulsory Child-Education Stage:
         i) Literacy (Learning of the 3 Rs)
         ii) Character building, patience, tolerance and sportsman-spirit
         iii) Preparation for Middle School (including motivation for self-learning).
c) Middle School:
         i) General awareness, and motivation for scientific learning
---------------------------------------------------------------------------------------------------------------

Note: *During the years 2005-2007 there were a number of paper-leakages in Admission-Tests.
Hence, the Author (herein) suggested a system of Online Examination; and the same was
implemented by CAT 2009. Details of the proposed system are in Annexure-II, and also at:

http://consultant-law-education-india-nepal.in/wp3/
                                                                                                               5



         ii) Cognitive and analytical skills development
         iii) Honesty, self-discipline, social commitment and team-spirit
         iv) Consistency
         v) Identification of ‘gifted child’ and sponsoring him/her, at least over the
         week-ends, to a Centre wherein the child’s (so-called non-conformist*
         attitudes) creative instincts can be channelised into productive hobbies --
         rather than being hindered by criticism. A Centre that will also train this child
         to be patient towards those who are not able to keep pace with his/her
         razor-sharp thinking processes -- this lag sometimes affects the listener’s
         ability to comprehend such a child. The Centre must also help improve the
         gifted child’s verbal communication skills and inter-personal relations
         because some of them may be more fascinated by objects than relationships.
         Moreso, the reference-point of their Ego (in Freudian sense) is an ‘opponent’
         who is perceived by them to be as intelligent as they themselves are -- this
         coupled with the fact that they can pro-act the events, tends to make them
         over-react to the perceived external stimulus.
d) Class IX to X:
         i) Consistency
         ii) Aptitude for vocational training or higher learning
         iii) Ability for quick-paced self-study and critical analysis, and ‘speed-reading’
         iv) Free Membership for gifted child at Public Libraries -- to stoke the fire of
         curiosity about ‘What, Why, How & Where’ of the area that interests him/her
         the most (Public Libraries include Documentation Centres, e-Libraries etc).
e) Vocational Training (ITI etc.): Practical approach to solving technical issues at
fabrication-level and repair-level, mastery of subjects and skills taught – i.e. the
ability to apply one’s knowledge.
f) Class XI to XII:
         i) Consistency,
         ii) Aptitude for higher learning,
------------------------------------------------------------------------------------------------------------
Note:* This is sometimes misinterpreted as neurosis or, even, psychopathic tendency.
                                                                                      6



       iii) Brain-storming sessions amongst gifted adolescents in order to keep the
       embers of their curiosity burning, and introduce them to the techniques for
       application of knowledge to real-life issues,
       iii) Uniformly Standardised Tests that will directly (without subjecting them to
       additional Entrance Tests) determine their relevant Ranking for Admission to
       National Institutes of Higher Learning, e.g. IITs (for BE/BTech), Medical and
       Dental Colleges etc.
       These are applicable to both the Streams, viz.:-
       Technical: Information Technology (including BCA), Sciences, Engineering etc.
       Non-Technical:    Business    Management        (including   BBA),   Commerce,
       Economics, Humanities & Social Sciences (other than Economics &
       Commerce), and Arts (including Fine Art and Fashion Designing)

g) College
       i) Under-graduate level:
       • Ability to apply the knowledge and skills (including tools) to real life
       situations
       • Aptitude for higher learning, and Leadership (especially in the gifted youth)
       • Uniformly Standardised Tests that will directly (without subjecting them to
       additional Entrance Tests) determine their relevant Ranking for Admission to
       National Institutes of Higher Learning, e.g. IITs (for MTech etc), IIMs &c.
       ii) Post-graduate (both Academics and Professional courses) level:
       • Science & Technology: To be laid down by IITs in consultation with Ministry
       of HRD and AICTE -- emphasis ought to be on preparing the student to work
       for another entity upto his/ her maximum potential in terms of the traits
       listed under sub-para (k) below, and to relate appropriately to another
       individual who comes to work for his/ her company
       • Medical, Dental, Pharmacology and Para-medical (including Physiotherapy,
       Preventive Health etc.): To be laid down by Medical Council and Dental
       Council etc (as appropriate) in consultation with Ministries of Health and Social
       Welfare -- special emphasis ought to be placed on medical ethics and ‘service to
       humanity’
                                                                                                                            7



          • Business Management: To be laid down by IIMs in consultation with Ministry of
          HRD and AICTE-- emphasis ought to be on preparing the student to work for another
          entity upto his/ her maximum potential in terms of the traits listed under sub-para
          (k) below, and to relate appropriately to another individual who comes to work for
          his/ her company; in addition, it must also prepare the student to run his/ her family-
          owned firm, if any
          • Law: To be laid down by Bar Council of India in consultation with Ministry of Law --
          special emphasis ought to be placed upon professional ethics and implementing the
          Objectives of the Constitution of India, e.g. equal justice that’s within the easy reach
          of all strata of Society
          • Others (including B Ed, Library Science etc.): To be laid down by Ministry of HRD in
          consultation with UGC, AICTE, Association of Indian Universities, Indian Council of
          Social Science Research, etc.
h) Merit Scholarships (including need-based Fellowships for SC/ST/OBC etc.): To be laid
down by funding Agencies (UGC, CSIR etc.) in consultation with Ministry of HRD -- such a
scheme should gradually replace the existing caste-based ‘reservation system’.

j) Doctoral: To be laid down by the Ministry of HRD in consultation with Ministry of Science
& Technology and other apex academic bodies (e.g. ICSSR, INSA etc).

k) For initial Recruitment to a Job:
          • Public Service Commission(s): To be laid down by the UPSC in consultation with
          Ministry of Personnel -- keeping in mind the functions of each Service in the context
          of current socio-economic environment and our Constitutional Goals.
          • Private (Foreign or Indian Corporates and Firms): Cognitive knowledge,
          experiential skills, ability to apply knowledge & skills, ability to innovate, capacity for
          growth, emphasis on continued self-improvement, honesty & commitment, personal
          hygiene & orderliness, self-discipline, appropriate inter-personal relations,
          behavioural patterns that foster Team-Work, communicative skills, flexibility &
          ability to integrate into the Corporate culture, work-ethics, social responsibility etc.
-------------------------------------------------------------------------------------------------------------------------
N.B.: *For appreciating the importance of introducing uniform and standardised Vocational Training-
cum-Testing as also mandatory Licensing Schemes before one is permitted to pursue any Vocation or
Trade, please peruse: Choi, Dr. Hyung Sup. Bases for Science and Technology Promotion in Developing
Countries (Asian Productivity Organisation, Tokyo, 1983)
                                                                                       8



        • For starting own work: Uniformly standardised Training and Licensing must be
        introduced for practising each and every trade -- as is being done in the USA,
        Canada, South Korea* etc.
Traits that Need to be Developed by Educators, amongst the Students

Although fairly detailed, this (alphabetically arrayed) List is not yet exhaustive:-

Ability to make use of any opportunity for application of knowledge

Ability to sell ideas

Accuracy in communicating

Adaptability

Aggressive (calculated risk-taker)

Aware of the need for congeniality, accommodation & respect for others’ beliefs
(when mixing with people of other than his/ her own class)

Belief in a Mission

Belief in God

Bias-less -- no caste, religion, region, race, language, skin-colour etc bias

Cooperative

Committed to Organisational Standards

Competent in managing his/ her personal finances

Competitive (healthy competition, not cut-throat)

Composure

Confidence (sometimes, even dogged confidence in certain roles/ tasks)

Considerable cognitive flexibility

Consistent and dependable

Control over his Will

Courage (including the courage to laugh at desperate situations)

Creativity

Crisis-handling (disaster management, including strategic and tactical planning)
                                                                                   9



Curiosity for detail

Desire to excel

Desires feedback (Johari Window), and learns from experience

Discipline (including discipline to avoid ‘technological traps’)

Disinterested in close controls (‘looking-over-the-shoulder’ type of controls)

Dissatisfied with the ‘closed-mind’ way of performing various tasks

Dreamer but able to put foundations under his/her dreams (a Practical Visionary)

Drive for power (without treading upon the right of others)

Dynamic

Egoist when the assigned task or role demands it, otherwise Humble*

Emotional intelligence, and emotionally stable

Empathy, extrovert

Enjoys living, work and sports

Etiquette

Fairness, and having a sense of proportion

Feels that ‘there is always room for improvement’

Finds balance between task and skills possessed by him/her

Flair to diagnose & fix

Foresight

Future oriented

General awareness

Genius in perceiving possibilities

Genuine friendly interaction with colleagues

Gets pleasure out of his/her work

Getting others’ cooperation -- ability to/ knack of
                                                                                    10



Great energy

Happy-go-lucky

Hard working

High Intelligence Quotient (IQ) + High Emotional Intelligence Score

High sense of accountability and Self-Discipline

High tolerance of ambiguity -- needed in certain scientific works

Human dignity, humaneness

Imaginative

Impatient with routine tasks that are mundane and unchallenging*

Individualistic versus socially inclined*

Inquisitiveness, Intellectual curiosity

Inspiring

Interaction (without any complexes) with colleagues of opposite gender

Interested in communicating with others

Interested not in facts for facts’ sake, but to solve real-life problems/ issues*

Interested in his/her work as well as in the organisational structure/environment

Intuitive

Lateral thinker

Leadership competence/ability

Likes challenges

Makes decisions (does not procrastinate)

Mentally active -- hyperactive when the task/ role demands it*

Multiple interests

Neatness & methodology

No negative complexes or fears (like inferiority)
                                                                                      11



Non-conformity/ radicalism -- when task/ role demands it*

Not too discouraged by failures

Objective evaluation of others

Opportunity seeker

Organises and manages his/her time

Originality

Patience, Perseverance

Perceptive of people and environment

Personal integrity

Pleasant personality

Positive attitude

Pragmatic, not paper-bound (stickler to red-tape) or paper-pusher (bureaucratic)

Problem-solving ability

Punctuality

Quick uptake/ grasp

Realistic

Record of previous creative acts (track-record)

Relatively uninterested in small detail, but perfectionist when the task demands it

Relaxed

Respect towards supervisor

Right-brained

Ruled by the left brain-hemisphere -- as per task/ role*

Sees novel in the familiar (no fixed mind-set)

Self-starter

Self-sufficient
                                                                                                                 12



Sensitive intellect

Sensitive emotionally -- when the occasion demands it*

Sequential thinker

Sets goals, and realistic step-by-step sub-goals

Skills to persuade

Social Defence and Social Responsibility

Soft-spoken/ humble

Sportsman’s spirit

Submission to other’s instructions -- whenever appropriate*

Success-oriented

Surrounds himself/ herself with (or seeks company of) stimulating colleagues

Synectic/ Parallel thinking

Tact & diplomacy

Takes initiative

Takes personal responsibility

Team-work, and Verbally skillful

Thinks in terms of analogies, parallels & similarities

‘Time-is-important’, Work-ethics

Tolerance, and willing to learn

Trusts subordinates

Understandingly self-aware

Urge to organise people and tasks

--------------------------------------------------------------------------------------------------------------

Note: *This List also includes such traits as are desirable in some tasks or roles, but not in others. A
Questionnaire on the identification of positive and negative traits amongst business leaders,
scientists, entrepreneurs etc is appended as Annexure-I to this Paper.
                                                                                                                 13



Wants to make a lot of money (entrepreneur)

Wide-ranging interests, and very energetic

Use of Technology and e-Learning

The use of electronic mass-communication media (especially the internet, and
software-applications such as interactive online Microsoft Office Live-Meeting, flv or
swf streaming videos, webinars, power-point presentations, eZines etc) coupled with
cloud-computing and tablet computers can provide not only Virtual Class-rooms or
Online Training Programmes but also give access to regularly updated archived
information; even judicious use of social forums like Twitter/ Facebook/ Yahoo-
Groups can be made. In addition, use of ‘Zero-Budget Free IT-Access’ Network
suggested by the Author (herein) and approved by the Union Cabinet (by allocating
Rs.200 crores for this Project) can also be availed of not only for extension of
Teacher-Education to hinterlands but also for disaster management -- details of the
said Proposal are available at:

http://consultant-law-education-india-nepal.in/rbh/

Publication of Papers by Teacher Educators/ Innovators

Before acceptance of any Paper in a refereed Journal, it is subjected to a ‘Blind’ Peer-
Review*. A sample score-card is shown below:-

                                           SAMPLE SCORE-CARD

1. A minimum of 15 out of 20 "Evaluation Checks" in the table below must be attained to be
accepted for the conference.

2. Author(s) must address all "X" and "?" as well as any suggestions by the RTP and EEB
where appropriate.

3. A " √ " or may not require any changes to be made for publication.

4. An " X " requires MAJOR revision to be considered for publication in a double-blind
reviewed Journal.

--------------------------------------------------------------------------------------------------------------

Note: *The Author is Peer-Reviewer for two International Journals -- one of which is published by the
prestigious Cambridge University.
                                                                                             14



5. A " ? " symbol represents that the Paper may require MINOR revision to be eligible for
publication in the refereed Conference Proceedings, and to be considered for publication in
a double-blind reviewed Journal.

6. Full papers and Research-in-Progress are accepted based on Originality of Contribution,
Concept and Relevance, Academic Quality, Intellectual framework, Evidence as well as the
Methodology and Approach in Data-gathering, Research Motivation, Research Argument,
and Social Benefit, etc.

7. A " - " indicates not applicable for Peer Reviewed Conference Proceedings.


Peer-Review Guidelines for IIC     Evaluation Checks                 Comments
Refereed Proceedings and Journal
Publication

Originality and Contribution                                         Significant

Concept and Relevance                                                Significant

Academic Quality                                                     Good

Methodology and Approach                                             Good

Research Motivation                                                  In line with Researcher’s Discipline

Research Argument                                                    Good

Social Benefit                                                       Useful

Research Limitations                                                 Good

Clarity, Grammar and Consistency                                     Good

Abstract and Keywords              ?                                 Must provide a minimum of 5
                                                                     Keywords

Introduction                                                         Good

Evidence and Data Gathering                                          Significant

Literature Review                                                    Good

Findings and Analysis                                                Good

Regional Impact                                                      Good

Global Impact                                                        Significant

Rigor and Coherence                                                  Good

Conclusion/Summary                                                   Good

Reference Quality                                                    Good
                                                                                                                 15




* Research in Progress                    -                                         May not be applicable to some
                                                                                    research topics



   Different Journals prescribe different methods for referring to the published or
unpublished source/ work cited in your Paper. Some of the citation-systems are:
Oxford, Harvard, MLA, American Sociological Association (ASA), American
Psychological Association (APA), etc.

   Even formatting (page-size, page-margins, font-size, font-face, .doc or .pdf, etc) of
the Paper may differ from Journal to Journal.

Presentation

Technology (including the Internet) also helps in your presentation by facilitating
alphabetical sorting of listed items, online free conversion of Word (.doc) to Adobe
(.pdf) and vice-versa, correction of spellings and even in the right pronunciation -- in
Adobe Acrobat v.8 the last-mentioned feature is built-in (a Demo can be given) and
separate software applications for Text-to-Speech are also available free.

Conclusion

In brief, the Educator today has a vast opportunity to equip himself/ herself with one
or more methods of mass e-communication technology and e-learning platforms.
These techniques also provide an improved methodology for Testing & Evaluation.
But to make use of these opportunities the Educator must become tech-savvy and
adept in their use and manipulation. Moreso, certain infrastructural framework that
is financially affordable, ought also to be provided by the Government, Industry and
Universities’ R&D Labs, Research Centres, National Documentation Centres
(including e-Libraries) Language Labs, etc.




--------------------------------------------------------------------------------------------------------------

Note: The Author is a Microsoft Partner for Cloud Computing.
                                                                                 16



End-Notes, References and Bibliography

Notes, where appropriate, have been appended on the same page in which the
matter which these amplify, appears.

The above paper is based on original research made by the Author himself and,
hence, no References and Bibliography is given -- except at page 7, wherein modified
MLA style has been used.

The layout of this Paper conforms to the one prescribed by the Organising
Committee, except that every main paragraph is indented by 5 space but left-
alignment is used for list-items and single paragraphs under the same group-head;
and bulleting or sub-paragraph numbering or List-Items have also been used to
identify individual sub-paragraphs.
                                                                                       17



                                                                             Annexure-I

N.B.: Answers to Questions Nos. 1 & 2 may please be given purely from your own
    observation, and not be influenced by whatever others may have said!

Q.1. Given in the Table under Q.9 are certain traits, habits & skills -- some of these
     were in-born, while others were learnt/acquired during the process of your
     growing up. Please match the Traits with the Factors that you suppose are
     responsible for the existence of these Traits in your own case. The Codes and
     their Numbers are given below$. [You may simply insert the Factor-Code Number
     (i.e. 1, 2, 3 ...) against each Trait, under the column-heading ‘Code’ (column # ii)
     in the following Table.]

Q.2. You have observed Director(s), Team-Leader(s) and Team-Members at work.
     Using the Table below, please write ‘A’, ‘O’ or ‘N’ (these notations stand for:
     ‘Always’, ’Often’ and ’Never’, respectively) in column numbers (iii) to (v) if you
     think that a particular Trait or Skill has always/often/never been found (not
     merely wish) by you in a Scientist/Engineer# in the performance of a particular
     Role or Function by him/her [e.g. as a Director (Techno-Administrator), Innovator
     (Team-Leader) or a Facilitator (Team-Member)]:

Trait                    Code Director       Innovating                   Scientist/Engi
                              (Techno-       Scientist/Engineer           neer
                              Administrator)                              supporting
                                                                          the Innovator
           (i)             (ii)         (iii)               (iv)                (v)
Ability to make use
of any opportunity
for application of
knowledge
Ability to sell ideas

Accuracy in
communicating

Adaptability

Aggressive
(calculated risk-
taker)

Aware of the need
for    congeniality,
accommodation     &
                          18



respect for others’
beliefs (when mixing
with people of other
than his/ her own
class)

Belief in a Mission

Belief in God

Bias-less -- no caste,
religion, region, race,
language, skin-colour
etc bias
Cooperative

Committed to
Organisational
Standards
Competent in
managing his/ her
personal finances

Competitive (healthy
competition, not cut-
throat)

Composure

Confidence
(sometimes, even
dogged confidence in
certain roles/ tasks)

Considerable
cognitive flexibility

Consistent and
dependable
Control over his Will

Courage (including
the courage to laugh
at desperate
                         19



situations)

Creativity

Crisis-handling
(disaster
management,
including strategic
and tactical planning)

Curiosity for detail

Desire to excel

Desires feedback
(Johari Window), and
learns from
experience

Discipline (including
discipline to avoid
‘technological traps’)
Disinterested in close
controls (‘looking-
over-the-shoulder’
type of controls)
Dissatisfied with the
‘closed-mind’ way of
performing various
tasks

Dreamer but able to
put foundations
under his/her
dreams (a Practical
Visionary)

Drive for power
(without treading
upon the right of
others)

Dynamic
                        20



Egoist when the
assigned task or role
demands it,
otherwise Humble*
Emotional
intelligence, and
emotionally stable

Empathy, extrovert

Enjoys living, work
and sports

Etiquette

Fairness, and having
a sense of proportion

Feels that ‘there is
always room for
improvement’

Finds balance
between task and
skills possessed by
him/her
Flair to diagnose &
fix
Foresight

Future oriented

General awareness

Genius in perceiving
possibilities
Genuine friendly
interaction with
colleagues

Gets pleasure out of
his/her work
                         21



Getting others’
cooperation -- ability
to/ knack of

Great energy

Happy-go-lucky

Hard working

High I.Q.

High sense of
accountability
High tolerance of
ambiguity -- needed
in certain scientific
works
Human dignity,
humaneness

Imaginative

Impatient with
routine tasks that are
mundane and
unchallenging*
Individualistic versus
socially inclined*
Inquisitiveness,
Intellectual curiosity

Inspiring

Interaction (without
any complexes) with
colleagues of
opposite gender

Interested in
communicating with
others
Interested not in
facts for facts’ sake,
                         22



but to solve real-life
problems/ issues*
Interested in his/her
work as well as in the
organisational
structure/environme
nt
Intuitive

Lateral thinker

Leadership
competence/ability
Likes challenges

Makes decisions
(does not
procrastinate)

Mentally active --
hyperactive when
the task/ role
demands it*

Multiple interests

Neatness &
methodology

No negative
complexes or fears
(like inferiority)
Non-conformity/
radicalism -- when
task/ role demands
it*

Not too discouraged
by failures

Objective evaluation
of others
                        23



Opportunity seeker

Organises and
manages his/her
time

Originality

Patience,
Perseverance
Perceptive of people
and environment

Personal integrity

Pleasant personality

Ability to exploit a
situation Positive
attitude
Pragmatic, not
paper-bound (stickler
to red-tape) or
paper-pusher
(bureaucratic)

Problem-solving
ability

Punctuality

Quick uptake/ grasp

Realistic

Record of previous
creative acts (track-
record)

Relatively
uninterested in small
detail, but
perfectionist when
the task demands it
                         24



Relaxed

Respect towards
supervisor

Right-brained

Ruled by the left
brain-hemisphere --
as per task/ role*

Sees novel in the
familiar (no fixed
mind-set)

Self-starter

Self-sufficient

Sensitive intellect

Sensitive emotionally
-- when the occasion
demands it*

Sequential thinker

Sets goals, and
realistic step-by-step
sub-goals
Skills to persuade

Social Defence and
Social Responsibility

Soft-spoken/ humble

Sportsman’s spirit

Submission to other’s
instructions --
whenever
appropriate*

Success-oriented
                                                                               25



Surrounds himself/
herself with (or seeks
company of)
stimulating
colleagues

Synectic/ Parallel
thinking
Tact & diplomacy

Takes initiative

Takes personal
responsibility
Team-work, and
Verbally skillful

Thinks in terms of
analogies, parallels &
similarities

‘Time-is-important’,
Work-ethics

Tolerance, and
willing to learn

Trusts subordinates

Understandingly self-
aware

Urge to organise
people and tasks
Wants to make a lot
of money
(entrepreneur)
Wide-ranging
interests, and very
energetic


Code:${1}) Innate/genetic/inborn (inherent), {2} Taught by the Family, {3} Learned
      from or enhanced by School-teachers, {4} Learned from or enhanced by School-
                                                                                                               26



        friends, {5} Learned/ enhanced at College, {6} Learned from or enhanced by
        Media (TV, Movies, Novel etc.), {7} Learned from or enhanced by social
        Club/professional Association, {8} Learned/enhanced at Work-place, {9} Other
        worldly influences, {10} Sub-consciously acquired due to certain beliefs/fears
        that were reinforced either by others or by events.
        #
         Successful Scientist/Engineer.




-----------------------------------------------------------------------------------------------------------------

        Note: *The above List also includes such traits as are desirable in some tasks or roles, but not
        in others. A Questionnaire on the identification of positive and negative traits amongst
        business leaders, scientists, entrepreneurs etc is appended as Annexure-I to this Paper.
                                                                                         27



                                                                               Annexure-II

                        Online Testing System (Proposed)
In the wake of several paper-leakages in All India Admission Tests and other
Examinations (including CBSE Exams) during the years 2005-2007, the Author
suggested an 'Online Testing' system on the following lines, and the same was
implemented by CAT 2009:

1. Create separate Data-Banks of Questions under each Category of Tests (e.g. Verbal
ability and reasoning, Reading comprehension, Quantitative skills, Data
interpretation, Analytical and Logical reasoning, etc).

2. Create sub-categories under each Category, and label these as ‘I, II’ III ...’.

3. In each sub-category create 100 Questions of equal difficulty.

4. Create an algorithm by which the software application selects at random one
Question from each sub-category and presents the same to a particular computer --
each computer can be identified by its ISP’s IP address-cum-intranet address (for
each Testing Centre). Thus, Question Paper for any two computers will not be the
same and, hence, copying during the Test will be effectively prevented. The
Question-Paper will be presented after the student logs-in with his/her User Name
and Password, but not before the scheduled time for the commencement of Test.

Even if the Test commences a little late at any Centre, it will not lead to any Paper-
Leakage.

5. The Testing Centre will connect to the Internet and check the functionality of all its
computers at least 45 minutes before the Test is scheduled to commence -- the
Testing Agency can deploy a testing mechanism for this purpose. All candidates
(examinees) will take their seats 20 minutes before the Test starts -- for appropriate
briefing and instructions.

6. Since these are objective-type Questions, the Answers can easily be evaluated
online once the candidate clicks the ‘Submit’ button and confirms (by clicking the
                                                                                                   28



‘CONFIRM’ button) that he/she does need to revise his/her Answers. Such
confirmation shall mark the end of the Test for that particular candidate. Numeric
evaluation-results of the Test for that computer will be displayed online immediately
at the end of the Test, and the candidate can note down the same; besides, the
results will be stored on the server of the Testing Agency and transmitted to the
Consortium mentioned in paragraph 7 below.

7. After analysing the overall results by percentiles etc vis-à-vis the number of seats
available for admission in the collaborating Institutes/ Colleges and moderation of
results (to take into account certain eventualities like some successful students
joining some other Institute or programme) the cut-off marks can be announced by
the ‘Consortium of Collaborating Institutes/Colleges’ and the same may be
disseminated through the appropriate websites and Daily Newspapers etc.




_____________________________________________________________________

Note: The Testing Agency should be independent of the aforesaid Consortium. Gradually, online
testing and evaluation can be extended to Essay-type Questions by re-designing the Questions and
devising appropriate software applications that search for certain keywords in each Answer.

				
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