m.a. career guidance (ud) 2017-18 onwards...

M.A. Career Guidance (UD) – 2017-18 onwards Annexure No.76B

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1

BHARATHIAR UNIVERSITY, COIMBATORE – 641 046

DEPARTMENT OF EXTENSION AND CAREER GUIDANCE

M.A. CAREER GUIDANCE

(For the students admitted from the academic year 2017-18 onwards)

SCHEME OF EXAMINATION – CBCS Patten

SEM

Paper:

Core/

Elective/

Supportive

Code Subject

Fie

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Cla

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Hou

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University

Examination

Inte

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Exte

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Tota

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Cre

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s

I Core - I 10 CGC 01 Principles of Guidance and Counselling 4 25 75 100 4

Core- II 10 CGC 02 Perspectives of Education and Careers 4 25 75 100 4

Core- III 10 CGC 03 Developmental and Positive Psychology of Counselling 4 25 75 100 4

Core – IV* 10 CGC 04 Practicum in Developmental and Positive

Psychology of Counselling

2 2 40 60 100 4

Elective – I 10 CGC 01E Performance Management (or) English Communication

and Testing

4 25 75 100 4

Supportive-I Would be chosen by the students from other departments 2 12 38 50 2

**Open source Learning – Spoken Tutorial NC

II Core-V 10CGC 05 Counseling in Practice 4 25 75 100 4

Core-VI 10CGC 06 Psychological assessment in Guidance and

Counselling

4 25 75 100 4

Core –VII 10CGC 07 Event Management 4 25 75 100 4

Core – VIII 10CGC 08 Occupational Health and Stress Management 4 25 75 100 4

Elective –II* 10CGE 02E Practicum in Career Guidance and Counseling(or)Aptitude Assessment for Careers

2 2 40 60 100 4

Supportive-II Would be chosen by the students from other departments 2 12 38 50 2

Core – IX 10CGC 09 Internship 50 50 2


III Core – X 10CGC 10 Competency Mapping 4 25 75 100 4

Core-XI 10CGC 11 Occupational Preparation and Information 4 25 75 100 4

Core-XII 10CGC 12 Curriculum Development 4 25 75 100 4

Core-XIII 10CGC 13 Quantitative Research Methods 4 25 75 100 4

Elective – III 10CGC 03E Organizational Behaviour (or) E-Career

Guidance

4 25 75 100 4

Supportive-III Would be chosen by the students from other departments 2 12 38 50 2

*** Block placement with Government/industry/ civil society

NC


IV Core-XIV 10CGC 14 Human Resource Management 4 25 75 100 4

Core – XV 10CGC 15 Entrepreneurship Development 4 25 75 100 4

Core- XVI 10CGC 16 Career Development in Social Context 4 25 75 100 4

Elective–IV 10CGC 04E Career Assessment and Profiling /

Personality Development and Career Management

4 25 75 100 4

Core–XVII 10CGC 17 Project Work

Viva-voce Exam

-

-

25

-

75

-

100

50

4

2

**Open source Learning – Spoken tutorial NC

Total 2250 90

* Practical exam – Both internal and external examiner will conduct and evaluate

** Non-credit course – Open source Learning through spoken tutorial and assessment by MHRD, GoI

*** NC – Non credit - Block placement with Government/industry/civil society (4 weeks)


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CORE- I - PRINCIPLES OF GUIDANCE AND COUNSELLING

Subject Description: This course of study analyzes the meaning and scope of guidance, types of

guidance, stages of career guidance, personality traits and career options and various models of

career guidance.

Goals: To enable the students to learn the meaning and scope of guidance and various types of

guidance methods to orient the students at Higher Education Level.

Objectives/Expected Outcomes: On completion of this course the students will gain necessary

knowledge and skills in various stages of Career guidance, Institutional arrangements for Career

guidance and the relationship between personality and career options.

UNIT – I

Need, Meaning and scope of Guidance: Basic assumption and principles of guidance, importance

of understanding the individual, Barriers to understanding, aids in understanding, measurement

and application of self-understanding, guidance movement in India.

UNIT – II

Information essential for effective guidance: Achievement and aptitude tests, personality and

interest inventories, school records and reports, occupational information: Collection,

classification and dissemination.

UNIT – III

Guidance Techniques: Individual and Group guidance, organization of guidance programme:

Types and basic procedures.

UNIT – IV

Educational Guidance: Nature, Pupil personnel work, pupil appraisal information, Role of

teacher, preparation and training, school curriculum and guidance, Vocational Guidance: Nature,

study of occupations, occupational information, Theories of occupational choices, Job placement

and satisfaction.

UNIT – V

Personal Guidance: Nature of emotional problem, adjustment problems of adolescents and

delinquents: Prevention and treatment.

Ref:

1. Sharma, R.A. (2001), Fundamentals of Guidance and Counselling, R. Lall Book Depot,

Meerut, UP.

2. Aggarwal JC (2004), Educational and vocational guidance and counseling, 7th

Edition,

Doaba House, New Delhi.

3. Chauhan, S. S., Principles and Techniques of Guidance

4. Gibson Robert and Mitchell Marianne (2005), Introduction to Guidance and Counselling,

8th

Edition, Prentice Hall of India, New Delhi.

5. Kochhar, S.K. (1981), Guidance in Indian Education, New Delhi

6. Kochhar, S.K. (1989), Educational and Vocational guidance in Secondary schools,

Sterling Publishers, New Delhi.

7. Bengalea Mehro, D. (1990). Guidance and counseling, Sheth Publication, Mumbai.


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CORE - II - PERSPECTIVES OF EDUCATION AND CAREERS

Subject Description: This course presents the meaning and scope of schooling, lifelong learning

and the purpose of education and training for various careers. After undergoing this course, the

students will also understand the principles of labour law, labour market demand and the impact

of globalization on workforce at various sectors of employment.

Goals: To enable the students to learn the perspectives of education, training for various career

options and the changes that occurred in the labour market. The impact of globalization will also

be known to the students in the context of labour market.


knowledge on different perspectives of Education and training for personal development and

careers. The students will also gain necessary knowledge on labour market demand and the

impact of globalization on the job market.

UNIT I: Knowledge, Education and Schooling Knowledge: Nature Conception, perception of knowledge. Education and Schooling: Meaning of Education and Schooling – Relationship between school and education. Educational theories of Western and Indian thinkers: Vivekananda, Rabindranath Tagore, M.K. Gandhi, Sri Aurobindo, Rousseau, Froebel, John Dewey, Paulo Freire. UNIT II – Education as Interdisciplinary Knowledge Interdisciplinary nature of education: Relationships with disciplines/subjects such as philosophy, psychology, sociology, management, economics and anthropology – contribution of science and technology to education and challenges ahead. Dynamic relationship of education with the political process. UNIT III – Perspectives on Career Development Theories of career development: Trait Factor Theory – Roe’s theory of personality development and career choice – Holland’s career theory of personality types and work environment – Super’s life span/life span approach to career development UNIT IV – Understanding Career Information Dimension of career information: nature of work, working conditions, entry requirements, earning, growth opportunities. Dissemination of career information: Group techniques – objectives, advantages and limitations. Group activities: career talks, career conference/exhibition, displays field trips, film shows.

UNIT V – Career Adjustment and Maturity

Economic development and career opportunities – Concept of career adjustment and career

maturity – Factors affecting career maturity – Assessment of career maturity.

Reference

Mohan, Swadesh (Ed.) (1998). Building personal and career consciousness in girls. New Delhi: Vikas

Publishing House

Mohan, S. (1998). Career development in India: Theory, research and development, New Delhi:

Vikas publishing house

Osipow, S.H. & Fitzgerald, L.F. (1996). Theories of Career Development (4th ed.), Boston: Ally and Bacon

Saraswat, R.K. & Gaur, J.S. (1994). Manual for Guidance Counselors. New Delhi: NCERT

Schmitt – Rodermund, E. & Silbereisen, R.K. (1998). Career maturity determinants: Individual development,

social context perspective. The career development quarterly, 47, 16-31.

Sharf, R.S. (2005). Applying career development theory to counseling. Wads worth publishing co.

Swanson, J.L. & Fouad, N.A. (1999). Career theory and practiced; Learning through case studies.

Sage Publications.


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CORE III - DEVELOPMENTAL AND POSITIVE PSYCHOLOGY OF COUNSELLING

Objectives:

At the end of this course the students will be able to: Know about Indian Psychology and its contribution in the field of Modern Psychology. Develop an understanding of the concepts of Basic Psychology. Identify the different types of problems at different stages of developmental psychology. Understand different factors associated with Psychological Development. Know about different theories of personality and their implication in Guidance &

Counselling. Recognize the needs of different contexts for Positive Psychology.

UNIT – I

Psychological Dimensions of Counselling: Indian Perspective: Therapeutic values of Indian

Psychology - How to overcome anxiety, frustration, aggression etc.- Yogic Prescriptions- Contribution

of Girindrasekhar Basu & Jadhunath Sinha in developing Philosophy of Indian Psychology.

UNIT - II

Basic Psychology as Related to Counselling: Psychology: Definition, branches (emphasis on

counselling related branches), and methods: Observation, Interview & Case Study – Sensation,

perception, emotion, motivation, memory & intelligence - Schools of Psychology as related to

counseling

UNIT – III

Stages & Factors of Psychological Development: Developmental task of different stages of

development – Prenatal development, Birth and Infancy, Early childhood, Middle childhood,

Adolescence, Adulthood & Old age - Fulfilment and frustration of motives, conflict, anxiety and

defence mechanisms at different stages of life - Psychodynamics of Adjustment – Adjustment

problems, Cause of Maladjustment, Problems of Maladjustment.

UNIT – IV:

Personality Theories and their Implications in Guidance and Counselling - Freudian

viewpoint - Neo-Freudian viewpoint (Erikson’s, Adlerian, Meyer’s and C. G .Jung’s Viewpoint)

- Moralistic viewpoint (Kohlberg) - Classical Conditioning (Pavlov) - Behaviouristic viewpoint

(Skinner) - Humanistic viewpoint (Maslow’s and Roger’s viewpoint) - Eysenck’s viewpoint -

Social Cognitive Learning viewpoint (Bandura)

UNIT – V:

Positive Psychology: Concepts: An introduction to meaning, objectives and theoretical

perspectives of positive psychology (Seligman) – Life skills – Practical strategies to enhance

happiness: Enhancing pleasure, engagement and meaning-making – Spirituality and well-being –

Subjective well-being: Characteristics and determinants, life satisfaction and happiness – Human

Virtues: Cognitive-focused approach: Creativity, well-being-mindfulness, Optimism, Hope

Theory, Self-Efficacy, Problem Solving, Setting Goals for Life and Happiness and the Role of

Personal Control in Adaptive Functioning.


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Essential Readings:

Abhedananda Swami (1954). True Psychology, Ramakrishna Vedanta Math, Calcutta. Aggarwal, J. C. (2009) Essentials of Educational Psychology, Vikas Publishing House Ltd. Berk, Laura E. (2001), Child Development, PHI Learning Private Limited. New Delhi. Butterworth, George (2014). Principles of Developmental Psychology: An Introduction,

Psychology Press, New York Colman, Andrew M. (2015). Oxford Dictionary of Psychology, Oxford Reference. Fordham, Frieda (1959). An Introduction to Jung’s Psychology, Penguin Books Gerow, Josh R. (1993). Essentials of Psychology (Concepts and Applications), Harper

Collins College Publishers. Hothersall, David. (1985). Psychology, Charles E. Merrill Publishing Company. Hurlock, Elizabeth B. (2003). Developmental Psychology (A Life – Span Approach), Tata

McGraw-Hill. Lomas, Heffron & Ivtzan (2014). Applied Positive Psychology, Sage Publication. Narramore, Clyde M. (1960). Psychology of Counselling, Zondervan Publishing House,

Michigan. Platania, Jon (2007). Jung for Beginners Oriented Longman Pvt. Ltd. Rathus, Spencer A. & Nevid, Jeffrey S. (1999). Adjustment and Growth (The Challenges of

Life), Harcourt Basic College Publishers. Reber, Arthur S. & Allen, Rhianon (2009). Penguin Dictionary of Psychology, Penguin

Reference Library. Shaffer, David, Kipp, Belmont, Katherine CA (2013). Developmental Psychology:

Childhood and Adolescence, USA Wadsworth Cengage Learning. Sharma, Neeraja. (1999). Understanding Adolescence, National Book Trust, India. Sharma, Ram Nath & Sharma, Rachana (2006). Child Psychology, Atlantic Publishers. Sharma, S.R. (2000).Nature of Child Study, Omsons Publications, New Delhi. Sinha, Jadunath (1996). Indian Psychology, Vol. – I (Cognition), II (Emotion & Will), and III

(Epistemology of Perception)…., Motilal Banarsidass Publishers. Skinner, Charles E. (2009). Educational Psychology, PHI Learning Private Limited. New

Delhi. Slater, Alan & Bremner, J. Gavin (2011). An Introduction to Developmental Psychology,

British Psychological Society.; John Wiley & Sons. Sylwester, Robert (2007). The Adolescent Brain Reaching for Autonomy, Crown Press.


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CORE IV - PRACTICUM IN DEVELOPMENTAL AND POSSITIVE PSYCHOLOGY

OF COUNSELLING

Hands and Eyes coordination (Mirror Drawing Apparatus)

Determination of Attention Span

Determination of Memory Span

Familiarity with objects (for kids) and concept formation

Concepts of psycho-physics and colour perception

ELECTIVE – I – PERFORMANCE MANAGEMENT

Subject Description: This course of study explains the concept of performance management,

principles and process of performance appraisal, performance improvement.

Goals: To enable the students to learn the importance of basics of performance management,

performance measures, impact of management style, rating methods and performance

improvement.


knowledge and skills in various performance measurement tools, performance improvement

methods and performance based career planning efforts.

UNIT –1

Performance Management Aims, Definition, Characteristics, Principles and Process Difference

between Performance Appraisal and Performance Management Cycle of P.M.

UNIT - 2

Performance Planning and Agreements: Performance and Development Planning Role Profiles,

Objective Setting, Performance Measures, Planning and Agreement, Continuing process of

Peformance Management, Managing continuous learning

UNIT - 3

Performance Review: Review issues, difficulties and focus, Organizational issues, Impact of

Management style, Performance Review skills, Outcome issues; Past performance against future

potential dealing with positive and negative issues, Evaluating performance reviews - Approach

to assessment: Overall analysis, Narrative assessment, Rating, Forced Distribution, Forced

Ranking, Quota systems and visual Methods.

UNIT - 4

Performance Improvement, Improving team and individual performance, managing under

performers. Web enabled performance management, PM and learning opportunities,

Nonfinancial rewards, PM and pay 360 degree feed back: Rationale and feedback, advantages

and disadvantages and criteria for success.

UNIT - 5

Developing P.M., Role of Top Managers, Line Managers, employees, H.R. for P.M.,

Development framework, Contextual factors, Skills for P.M., Web enabled performance

management, PM and learning opportunities.


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References:

1. Performance Mangement Michael Armstrong, Koganpage NewDelhi

2. T.V.Rao, Performance Management and Appraisal Systems: HR Tools for Global

Competitiveness, Response Books, New Delhi, 2004

3. T.V. Rao, Gopala Mahapatra et al., 360 Degree Feedback and Performance Management

System, Vol.2, TV Rao Learning Systems Pvt. Ltd., Excel Books, New Delhi, 2005.

ELECTIVE I - ENGLISH COMMUNICATION AND TESTING

Subject Description: This course of study describes the parts of speech in English, the

importance of basic communication skills, skills for professional writings and testing methods for

the effective English communication.

Goals: To enable the students to learn the parts of speech, need for gaining adequate competence

in basic communication skills to take up career support service and to prepare simple tools to test

a person’s basic English communication skills.


knowledge and skills in the use of appropriate parts of speech in appropriate contexts,

communication in career counseling contexts and design necessary testing devices to understand

one’s language competence.

Contents:

UNIT - 1

Discovering Language : Sentence and Sentence patterns – Phrase – Clause – speech - Parts of

Speech – regulation of speech – Characteristics – presentation – oral and written and evaluation –

Popular Idioms and Phrases – Foreign words and Phrases.

UNIT - 2

Essence of business english: One-Word Substitution – single word for a group word - Words

Often Confused – Active and Passive Voice – Corrections (Common Errors) – Punctuation –

usage of capital letters – Direct and Indirect Narration – Speech acts in various formal

communication context – Appropriateness.

UNIT - 3 Language and Communication: Linguistic Communication – Barriers to Communication –

Importance of Communication – Non-Verbal Communication: Personal Appearance, Posture,

Gestures, Facial Expression, Space Distancing and presentation skills.

UNIT - 4

Communication in Organizations - Style: Importance of Professional Writing – Features of

Written Communication – Choice of Words and Phrases – Sentence Structure and Length –

Paragraph Structure and Length – Final Draft - Business Correspondence: Purpose – Structure –

Layout and Form – Qualities – Types –Correspondence – Agenda – minutes – circular – memo –

public relation - bank.

UNIT - 5

English Language Assessment – Written and Oral comprehension tests – Spotting Errors -

Synonyms – Antonymous - CLOZE Test - Sentence completion test - Ordering of words in

sentences - Spoken language - Voice Accent – Spelling - Prepositions.


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References:

1. P.Titus, Remedial English, NCBH Book House (P) Ltd.,

2. Rajendra pal, S.S. Korlahalli Essentials of Business Communication, Sultan Chand and Sons -

2. Bill Scott, The Skills of Communications, Jaico Publications House

3. Krishna Mohan and Meera Banerji, Developing Communication Skills, Macmillan Publishers

4. R.Sudarsanam, Understanding Technical English, Sterling Publishers Private Limited,

Bangalore.

CORE V - COUNSELLING IN PRACTICE

Objectives:

At the end of this course the students will be able to:

Critically examine each stages of history taking Process in Counselling.

Acquire skills to counsel different types of common problems.

Know about the roles of School Counsellor.

Acquire a practical knowledge on counselling process.

Understand the link between theories and practices of Counselling.

Understand the ideas about Non-Conventional Counselling.

UNIT I

History - Process in Counselling: Preliminary requirements, structure of the interview, interview

techniques, mental-state examination, general physical examination, treatment planning in

counseling

UNIT II

Counselling of Common Problems

Childhood: Visually Impaired, Hearing Impaired - Head injury and Cerebral palsy. - Emotionally

Disabled and Learning Disabled - Physically Challenged and Traumatised Child – Phobias -

School refusal, scholastic backwardness – Adulthood: Cardiac Impaired – MDD - Bipolar

Disorder (Manic-depressive). - Sexual and Substance Abuse -Drug addicted – Epilepsy -OCD

(Obsessive Compulsive Disorders) - Schizophrenia, Delusional Disorder (Paranoia) - Geriatric

Disorder

UNIT III

Roles of School Counsellor: Students with Autism Spectrum Disorder (ASD) - Students with

Attention Deficit Hyperactivity Disorder (ADHD).- Life-threatening illness - Students with

moderate to low cognitive ability - Gifted and Slow learners, parents of gifted children and slow

learners

UNIT IV

Counsellor as Developmental and Educational Consultant: Consultation skills - Steps of

Consultation process - Consulting with teachers, parents, school administrators

UNIT V

Non-Conventional Counselling: Counselling a child before joining school and Counselling a

mother prior to her child’s joining school for the first time – counseling a student while changing

school at Higher secondary, technical and collegiate education – Selecting subjects for Higher

studies – Before seeking job – Occupational counseling for selecting job – Counselling before


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occupational - Counselling before acceptance of joint family/single family, changing residence,

retirement, starting a business - professional practice of selecting a job - artists for drama, music

and dance etc - Counselling of parents and teachers

References

1. Ahuja, Niraj (2011). A Short Textbook Psychiatry, Jaypee Brothers Medical Publishers

(P) LTD.

2. Benjamin, Zoe (1951). The Young Child and His Parents, University of London Press

Ltd.

3. Dubey, Mohan Nath (2005). Gifted and Talented Education, A Mittal Publications, New

Delhi.

4. Kapur, Malavika (2011). Counselling Children with Psychological Problems , Pearson

Publications

5. Kid, Jeennifer M. (2010). Understanding Career Counselling (Theory, Research and

Practice), SAGE Publications.

6. Munger, Richard L. (2007). Changing Children’s Behaviour by Changing the People,

Places and Activities in their lives, Prentice Hall of India Private Limited.

7. Panda, Pro. K. C. (2009). Education of Exceptional Children (A basic text on the Rights

of the Handicapped and the Gifted), Vikas Publishing House Pvt Ltd.

8. Prasad, Janardan & Prakash, Ravi (2007). Education of Handicapped Children (Problems

and Solutions), Kanishka Publishers, Distributors, New Delhi.

9. Reynolds, Elizabeth; Lewis, WElef & Patterson, E. (2011). The Counselling Process A

Multi theoretical Interagative Approach, CENGAGE Learning

10. Satpathy, Dr. G.C. (2002). AIDS Transmission Challenges in the New Millennium,

Kalpaz Publications, Delhi.

11. Sharma, Meenu (2012). AIDS Awareness Through Community Participation, Kalpaz

Publications, Delhi.

12. Sharma, Sunita (2007). Education of the Gifted, Shipra Publications.

13. Wright, Robert J. (2012). Introduction to School Counselling, SAGE Publications.


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CORE VI - PSYCHOLOGICAL ASSESSMENT IN GUIDANCE AND COUNSELLING

UNIT-1

Nature of Psychological Tests: Nature and definition, historical perspective, Setting and

purpose of tests, Characteristic of examinee, Effect of examiner, Standardization, Reliability,

Validity, Types of tests, tests for intelligence and cognition: verbal/ nonverbal, individual/ group

tests of intelligence. Special aptitude tests. Attention/ concentration tests. Memory tests.

UNIT-II

Personality Assessment: History, material administration, scoring, interpretation, and evaluation

of frequently used personality inventories/ questionnaire and projective tests. Personal

Orientation Tests and Rating Scales: Type A behaviour, Locus of Control, Attitude scale

UNIT-III

Tests for Special Population: Tests for infants, Motor and speech handicaps, Learning

disabilities, Mental sub-normality, Visual and hearing Handicapped.

UNIT-IV

Relaxation Techniques and Systematic Desensitization: Jacobson’s progressive muscular

relaxation, Autogenic training, Yoga, Meditation etc., Basic principles, theory, and procedure of

systematic desensitization.

UNIT-V

Cognitive Behaviour Modification and Biofeedback: Melchenlaum’s self-instruction training.

Beck’s model, Rational emotive therapy of Ellis, Biofeedback principles and applications.

Behaviour Modification: Nature, Learning theory, Foundation of behaviour modification,

Merits and limitations of behavioural approach. Behavioural counseling.

Reference:

1. Gary Groth. Marnat, A. Jordon Wrght. Hand book of Psychological Assessment, 6th

Edition,

Wiley, Blackwell, 2016.

2. Irving B. Weiner and roger, L. Green. Handbook of Personality Assessment., Wiley-

Blackwell, 2017, Pp. 1-696

3. Raymond, G. Miltenberger. Behavior modification: Principles and procedures. 6th

Edition.

Boston, MA South-western, 2015, Pp. 1-1566.

4. Irving B. Weiner and Roger L. Greene (2008), “Hand book of personality assessment”,

published by John Wiley & Sons. Inc., New Jersey

5. Gray Groth. Marnat, “Handbook of Psychological Assessment”, 4th

Edition, John Wiley &

Sons Inc.

6. Donald Meichenboum, “Cognitive – Behaviour Modification – An integrative approach,

Springer Sciecne & Business Media, LLC, New York.

7. Judith S. Book, “Cognitive behavior therapy (Basics and Beyond), Copyrighted material, 2nd

Edition.

8. Judith Lazarus, “Stress relief & relaxation techniques”, Keats publishing.

9. Alice Muir, Relaxation Techniques, The Mc Graw-Hill Companies Inc.


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CORE VII – EVENT MANAGEMENT

Subject Description: This course provides necessary knowledge and skills for organizing and

executing micro to macro level career fairs.

Goals: To enable the students to learn event planning, organizational design of event, managing the

event process, Event leadership, Positioning of events and measuring the performance of the event.


knowledge and skills in Event management especially in organizing career fairs.

Contents:

UNIT 1

Objectives of Events – Characteristics of Events – Importance of Events – Types of Events –

Structure of Events – Key elements of Events – Event Hierarchy – Categories of Events – Event

variation - Event Planning: Planning function – Needs for Event Planning- Types of Event

Planning – Principles of Event Planning – Steps in Planning – Organizational design of event –

making the organization work – Authority and power – Event staffing – Decentralization.

UNIT 2

Managing event process – Activities in Event management – Components of event process –

property creation – Celebrity management and endorsements – managing media coverage –

Controlling events, management of exhibition.

UNIT 3

Event leadership – Leadership model – Improving leadership skills – Event marketing – Focus of

event marketing – Brand building and sales stimulation, Brand building – pricing – key issue for

event marketing – Global integration in Event marketing – promotion in Events – positioning of

Events.

UNIT 4

Event Promotion and Advertising – Networking components – Print media – Television –

Internet – Cable Networking – Outdoor Media – Direct marketing –Celebrity advertising –

measuring performance – measuring reach – measuring interaction - Evaluation of Events –

Writing Evaluation of the events.

UNIT 5

Organizing Career fairs, Exhibitions and Placement events: Purpose, reach, Interaction with

partners, data base management, Testing arrangements.

References:

1. Sita Ram Singh “Event Management”, APH Publishing Company, New Delhi-2

2. Foster Walker, “Start and Run an Event Planning”, Business Self counsel Press,

Bellingham, W.A.


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CORE VIII - OCCUPATIONAL HEALTH AND STRESS MANAGEMENT

Subject Description: This course of study presents the meaning and scope of the health in career

choice, various systems of the body, Bio-psycho-social aspects of stress, coping mechanism,

Stress on human biological system due to occupational environment and programmes for health

promotion.

Goals: To understand the importance of occupational health and stress management methods in

the context of stress oriented careers.


knowledge, skills and importance of occupational health and stress management practices.

Contents:

UNIT 1

Health Definition by WHO – Illness Vs Wellness continuum – Current perspectives on Health

and Illness - Body’s Physical systems – Cardio vascular systems – Immune system -

Reproductive system.

UNIT 2

Stress – Illness and coping stress – Meaning – Impact and sources of Stress, Dimensions of stress

– Bio-psycho-social aspects of stress – Nervous system – Endocrine system – Psychoneuro

Immunology and Stress – Environmental stress on health, stress during interviews and in career –

Anxiety reduction for Adolescents.

UNIT 3

Coping with and Reducing stress – Coping with stress – Functions and methods of coping –

Reducing potential for stress – Reducing stress reactions : Stress Management – Behavioural –

Cognitive methods – Health related behavior and Health promotion - Direct/Indirect consequence

of stress on Health and occupation - Sources of stress – Measuring stress.

UNIT 4

Physical symptoms : Pain and Discomfort, chronic and Life Threatening Health problems –

Psycho-social interventions for people with chronic conditions – Adjusting to a chronic Illness –

CHD – Stroke – TB – Cancer – Diabetes – Causes - Management and coping.

UNIT 5

Globalization and Emerging trends in Job scenario - IT-ITES – Human Biological system in

changed occupational environment – Food habits – Drug-use and Abuse – Substance use and

abuse – Programmes for health promotion – Improving Nutrition – Diet and Exercise.

References:

1. Hand book of Stress, Theoretical and Clinical aspects, Edit. Leo Cold Berger, The Free press,

New York.

2. UIF Luundberg, Cary L. Cooper. The Science of Occupational Health: Stress,

Psycholobiology, and the New world of work, Wiley Blackwell, 2010, P.182 (ISBN:978-1-

4051-9914-8)

3. Cary, L. Cooper and James Campbell Quick. The Handbook of Stress and Health: A Guide to

Research and Practice. Wiley –Blackwell, 2017, P.728 (ISBN:978-1-118-99377-4)


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ELECTIVE II - PRACTICUM IN CAREER GUIDANCE AND COUNSELING

Objectives:

On successful completion of the Course, the students will be able to:

Conduct case studies on clients facing career related problems

Gain practical experience in administering personality, aptitude, intelligence and

interests tests for career development.

Gain hands-on experience in rendering career guidance and counseling in individual and

group situations

Organise career guidance programmes and exhibitions

Write vocational biographies and prepare case studies/field visit reports.

UNIT – 1

Case Studies: Conduct two case studies on career planning and career choice for adolescents (13-

18 years) – career profiling – preparation of detailed report – referral services (if needed).

UNIT -- 2

Case studies: Conduct two case studies on adults (19-25 years) on career development ( in depth

analysis by conducting skill analysis, job involvement, job satisfaction, work stress ) and provide

employee counseling.

UNIT – 3

Group Guidance: A group of atleast 3 members (students 14-16 years) and administer one test

each of personality, aptitude, intelligence and interest – prepare a profile along with detailed

report.

UNIT – 4

Career Exhibition: Students should organize 2 days Career Exhibition / 1 day Career

Awarenesss Programme atleast in one school – prepare a report for evaluation.

UNIT –5

Field Visits & Vocational Biography :

a) Visit to Two institutions for field visits and submit a detailed report about the

organization and its activities.

b) Each student should identify a successful person (male/female) from any occupational field

including self-employment, and write his /her biography in detail along with their career graph

and submit for evaluation.

Essential Reading:

1.Prashantham B.J. (2000) Indian Case Studies in Therapeutic cuonselling., 5th editionPublished

by Christian Counseling Centre, Vellore – 632 001.

2.T. V. Rao,(1986) Performance Appraisal – Theory and Practice Vikas Publishing House Pvt Ltd, Delhi

3.Herr, E.L and Cramer S.H (1988) Career Guidance and Counseling through the life

span,Systematic Approaches (3rd Edition), Scott, Foreesman and Co. London

4.Manuals and Handbook of Respective Tests

5.Walsh, W.B; and Betz, N.E (1997) Tests and Assessment (3rd Edition), Prentice Hall.

6.R. K. Shah(2007), Educational Testing and Measurement, Pointer Publications

7. Swanson & Fouad, (2010), Career theory and Practice. Learning through case studies, Sage publications.Inc


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ELECTIVE II - - PRACTICUM IN APTITUDE ASSESSMENT FOR CAREERS

Subject Description: This course of study presents the need for aptitude test and Areas of

aptitude assessment in the selection process of employees. It further describes the assessment

methods to measure the Mental ability, Quantitative aptitude, Psychometric testing and English

Language Proficiency.

Goals: To enable the students to learn the purpose of aptitude test in the selection of employees

and various aptitude test constructions.


knowledge and skills to design necessary aptitude tests to assess Mathematical abilities, Mental

abilities and English Language Communication of students at the Undergraduate level.

Contents:

UNIT 1

Aptitude Test: Need and Purpose of aptitude tests, Areas in Aptitude Tests- General Knowledge,

Business and Socio Economic Awareness, English, Mental abilities and Quantitative aptitude -

Remedial Coaching - General Knowledge and Current Affairs – happenings in the surroundings,

State, National and International level, Budgeting of time for preparation and answering the

questions.

UNIT 2

Mental Ability and Testing Mental Abilities – Definition, Purpose, Types (Analogy Test, Series

Test, Same Class (Odd) test, Logical Venn Diagrams, Syllogism, Strong and Weak Arguments,

Conclusion test, Coding and Decoding test, Missing Numbers, Mathematical Operation,

Alphabet Test) Nature of mental ability tests, Tips to solve the problems quickly.

UNIT 3

Quantitative Aptitude Tests: Importance of Quantitative aptitudes, Classifications and its

explanations (Average, Percentage, Profit and loss, Direction test, Time and work, Time and

Distance, Data interpretation, Square roots and Cubic roots, Simple interest, Simplification),

Time Management, Methods/Strategies to solve the problems, Scheme of aptitude test for

various employment sectors.

UNIT 4

Psychological Assessment in Career Counseling - Career Assessment - Importance of

Assessment in Career Counseling - Types of Assessment tools, Psychometric Testing: Ability

testing- Aptitude testing- Personality profiling - Primary test areas - Intelligence - Personality-

Adjustment capabilities- Individual achievement tests- Diagnostic tests- Criterion referenced

tests- Minimum-level skill test - Gardon Occupational Checklist-Job Satisfaction Assessment-

Aspiration Desires.

UNIT 5

Vocational Interest Inventory - Work Motivation Test - Holland’s RIASEC Questionnaire –

Benefits of Psychometric test – IVRS Tests, Domain knowledge tests.

References:

1. Chand.S, and P.K. Agarwal., 2005, A Handbook of Test of Reasoning and Quantitative

Aptitude, S.Chand and Company Ltd, New Delhi

2. Agarwal.R.S., 2007, Quantitative Aptitude, S.Chand and Company Ltd, New Delhi

3. Edgar Thrope, 2006, Mental Ability and Quantitative Aptitude, Tata McGraw Hill Publishing

Company Ltd, New Delhi.


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CORE – IX - INTERNSHIP

In the end of first year each student has to visit a College/Polytechnic/University Dept / HR

Division of an organization and conduct a Career Guidance programme either at a time or during

holidays for the benefit of students/ involve in HR activities of the company. An attendance

certificate in this regard has to be submitted from the Principal of the College/HR Manager of the

Company. A report of the activities carried out during the period is to be submitted to the Head

of the Department through his/her guide. The guide will brief the students, review the resource

/testing materials and propose a model for reporting.

CORE– X - COMPETENCY MAPPING

Subject Description:

This course of study describes the meaning and scope of Competency mapping in the context of

Career choice and Talent management. It also explains the types of Competencies, Assessment

methods and various theories on competency.

Goals: To enable the students to understand the meaning, scope and Importance of Competency

mapping with reference to an individual and an organization.

This will also enable the students to use various assessment methods to measure the competency

of an individual and understand the evolution of various competency theories.


knowledge and skills in mapping various competencies of an individual.

Contents:

UNIT 1:

Meaning and Concept of Competency – Definition, Characteristics and Functions of

Competencies, Task competency – Behavioural Indicators – Job Competency Model.

UNIT 2:

Classification and Types of Competencies – 1. Managerial, generic, technical/functional 2.

Technical, Cognitive, Social and Business Competencies – Levels of competency (practical

competency, foundational competence, reflexive competence and applied competence) –

Application levels of a competency (advanced, proficient and knowledgeable).

UNIT 3:

Competency assessment – Key features – Testing techniques (360 degree feedback, assessment

center exercises) – Benefits (selection, retention, performance management, training and

succession planning).

UNIT 4:

Competency mapping – Meaning – Process of Competency mapping – Competency development

model – Techniques (position information questionnaire, behavioral event interview, critical

incident technique, repertory grid, star technique) – Application/Uses of competency mapping

(recruitment and selection, identification of training needs, role renewal) – Competency gap

analysis for specific jobs.

UNIT 5:

Competency Theories – Socio-technical systems theory, Competency Theory, Leadership theory,

Knowledge theory, Harter’s competence motivation theory.


of 27 SCAA Dt.03.07.2017

References:

1. Ganesh Shermon, Competency Based HRM 1st edition ., 2004

2. Seema sangvi, A Hand Book of Competency Mapping, 2004

3. www.ignou.ac.in

4. www.citehr.com

5. Model, Method for Competency Mapping and Assessment, Milind Gotwal, Sunrise

Management Consulting Service, Mumbai, India.

6. Human Competence and Business Development, Peter Docherty and Borry Nyhan, 1997,

Springer-rerlag, London.

CORE XI - OCCUPATIONAL PREPARATION AND INFORMATION

Objectives:

On successful completion of the course, students will be able to:

Comprehend the status and characteristics of various educational systems

Acquire contemporary perspectives of the world of work

Identify the various sources of educational and career information

Compiling client-specific tailor-made labour market information

Prepare a compendium of entrance/competitive examinations and the schemes/

scholarships offered by state and central government departments

UNIT – 1

Status and Characteristics of Elementary Education (Pre-primary, Primary, Upper Primary),

Sarva Shiksha Abhiyan (SSA) – Status and characteristics of Secondary Education (Secondary,

Higher Secondary) – Rashtriya Madhyamik Shiksha Abhiyan (RMSA), Educational Boards

(CBSE, ICSE, IGCSE, State Board, NIOS) – Implications for career counseling

UNIT - 2

Characteristics and Status of Tertiary/Higher Education (Undergraduate, Postgraduate, Research

Degree: Professional, Non Professional) - Status of Vocational Education (Craftsmen training

scheme, Apprenticeship Training Scheme, Modular Employable Skills under SDIS)

UNIT – 3

Labour Market Information: Concept and types - Identifying individual needs - choosing and

presenting appropriate LMI - checking quality of the information

UNIT - 4

Sources of Information (National & Local): Directorate General of Employment & Training -

Central Institute of Research and Training in Employment Service - Human Resource

Development, Industries – Defense - Social Justice and Empowerment - Newspapers &

magazines - Audio visual media (Radio & TV) - Internet; Types of information materials -

evaluation of occupational information - Classification of occupational information -

Classification of Occupations - International System of Classification of Occupation - National

Classification of Occupation - Filing occupational information - Setting up occupational

information services in different contexts - National Classification of Occupation - Dictionary of

Occupational Titles - national career development association - Computer based Career

Guidance and Information System - Video and Tele Counseling - Online Counseling

http://www.ignou.ac.in/

http://www.citehr.com/


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UNIT - 5

Scholastic Aptitude Tests: JEE (MAIN) – CET – NATA – NEET – ICHMCT – CART – MAT –

GATE – CLAT – NEED – CEED – AIPVT - UGC/NET – SLET – GRE – GMAT – IELTS –

TOEFL - Scholarship for students offered by various Government and Non-Government

Organisations.

Reference:

1. Rashmi Sharma and Vimala Ramachandran (2009), “The Elementary Education System in

India”, published by Routledge, Pp. 1- 69.

2. Cheryl Desha, Karlson 'Charlie' Hargroves (2014), “Higher Education and Sustainable

Development: A Model for Curriculum Renewal”, published by Routledge.

3. http://www.ugc.ac.in, http://nchm.nic.in/

4. http://jeemain.nic.in/webinfo/Public/Home.aspx

5. http://kea.kar.nic.in/, http://www.nata.in/, http://cbseneet.nic.in/cbseneet/Welcome.aspx

6. https://www.aima.in/testing-services/mat/mat.html, http://www.dst.gov.in/, http://icssr.org/

CORE XII - CURRICULUM DEVELOPMENT

Course Objectives

1. Define curriculum and to identify the components of curriculum

2. Describe the various principles of curriculum development and analyse various approaches to

curriculum development

3. Describe various guiding principles for selection and organisation of learning experiences.

4. Discuss various issues in curriculum development

5. Define meaning of curriculum transaction and to describe various methods/media for transaction.

6. Define process of curriculum evaluation and to explain various tools used in curriculum evaluation

7. Describe issues in curriculum evaluation

UNIT ‐ I

Nature - Principles - Meaning and concept of curriculum ‐ Components of Curriculum:

Objectives, content, transaction mode and evaluation ‐ Philosophical and ideological basis of

curriculum‐Principles of integration ‐ Theories of curriculum development‐Curriculum as a

Product‐(Franklin Bobbitt and Ralf .W.Tyler‐1928&1949)‐Curriculum as aProcess( Robin

Barrow‐1984), Stenhouse Model Theory( Stenhouse 1975), Curriculum as a

Praxis(Grundy‐1987) Preservation of Culture Relevance, flexibility, quality, contexuality and

plurality Determinants of Curriculum

UNIT - II

Approaches and types: Curriculum Development - Subject centred - Core curriculum - Learner

centred - Community centred - Curriculum Frameworks of School Education and Teacher

Education - Humanistic Curriculum: characteristics, purpose, role of the teacher, psychological

basis of humanistic curriculum - Social reconstructionist curriculum: characteristics, purpose,

role of the teacher in reconstructionist curriculum

UNIT - III

Models of Curriculum Development - Tylers‐1949 - Hilda Taba 1962 - Nicholls and

Nicholls‐1972 - Willes and Bondi‐1989 - Need assessment model - Futuristic model -

http://www.ugc.ac.in/

http://jeemain.nic.in/webinfo/Public/Home.aspx

http://kea.kar.nic.in/

http://www.nata.in/

https://www.aima.in/testing-services/mat/mat.html

http://www.dst.gov.in/


of 27 SCAA Dt.03.07.2017

vocational/Training model (With special reference to analysis of needs, selection of objectives,

selection and organisation of content/learning experiences and evaluation).

UNIT ‐ IV: Issues in Curriculum Development - Centralized vs. decentralized - curriculum

Diversity among teachers in their competence - Problem of curriculum load - Participation of

functionary and beneficiaries in curriculum development

UNIT – V : Tools and Techniques of Curriculum evaluation - Observation; classroom interaction

(with teacher and in peer group, group work) Oral : pretesting, diagnostic questions Interview:

consulting users of curriculum An opinonnaire Maintaining daily by the children as well as teachers.

Project work - Peer evaluation - Maintaining portfolio of the work and their presentation.

Essential Readings

1. NCERT (1984). Curriculum and Evaluation, NCERT, New Delhi.

2. NCERT (2006): Systematic reforms for Curriculum change. New Delhi.

3. Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.

4. NCTE (2009) National Curriculum Framework for Teacher Education.

5. NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi. 6.

NCERT (2005). National Curriculum Framework‐2005, NCERT, Sri Aurobindo Marg, New Delhi.

7. Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson

Publication References

1. Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New

Delhi. Book Enclave. 134

2. Aggarwal, J.C (1990). Curriculum Reform in India‐ World overviews, Doaba World

Education Series‐3 Delhi, Doaba House, Book seller and Publisher.

3. Arora, G.L. (1984): Reflections on Curriculum. NCERT.

4. CIET (2006) The Process of Making National Curriculum Framework‐2005: A Video

documentary both in Hindi and English, CIET, NCERT, New Delhi.

5. CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar,

Chairperson of the National Focus Group set up under NCF‐2005 Process, CIET, NCERT, New Delhi.

6. Corsion Press, INC (A Sage Publication Company) Thousand Oaks: California.

7. Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.

8. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A

Systematic Approach, California, Jossey‐Bass Inc. Publication.

9. Doll Ronald C. (1986) Curriculum Improvement: Decision Making Process, London, Allyon

and Bacon Inc.

10. Erickson, H.L (2002) Concept Based Curriculum and Instruction: Teaching beyond the facts

11. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New

York. Teacher College Press.

12. McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and

Action Research. Routledge. U.K.

13. NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.

14. NCERT (2005). National Curriculum Framework‐2005, NCERT, Sri Aurobindo Marg, New Delhi.

15. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.

16. Reddy, B. (2007): Principles of curriculum planning and development.

17. Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace,

Jovanovich Inc.

18. Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt

Brace, Jovanovich Inc.

19. UNESCO (1981) Curriculum and Life Long Education, UNESCO, Paris.

20. Verduin J.R. (1967) Cooperative Curriculum Improvement, Prentice Hall Audio‐Video CDs


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CORE XIII - QUANTITATIVE RESEARCH METHODS

Objectives

On successful completion of the course, the student will be able to:

Understand the significance and methods in social science research.

Identify the suitable sampling method and size of sample.

Attempt quantitative studies of social phenomena.

Understanding the usage of Descriptive and Inferential statistics in research

UNIT 1

Introduction to Research: Meaning, Characteristics and Functions of Social Science Research –

Steps in scientific investigation – Types of Social Science Research: Inductive, Deductive, Pure,

Applied and Action – Quantitative and Qualitative Research

UNIT 2

Problem, Research Design and Hypothesis: Research problem: Identification, Review of

Literature – Formulation of Research problem: Objectives, variables and its types – Hypothesis:

Definition, Characteristics of Good hypothesis – Statement of Hypothesis and its role in research

– Research Design – Components and Types: Exploratory, Descriptive, Diagnostic and

Experimental Designs.

UNIT 3

Sampling: Universe of Study – Need for Sampling in Research – Sampling Methods: Probability

and Non-probability - Probability Sampling Methods: Simple Random, Systematic, Stratified

Random, Multi-stage, Cluster, Area and Spatial - Non-Probability Sampling Methods:

Accidental, Purposive, Quota and Snow ball – Sample Size – Sampling and Non-Sampling errors

in research.

UNIT 4

Descriptive Statistics: Definition and purpose of psychological statistics; Measures of central

tendency and variability; Correlation: product-moment, spearman’s correlation coefficients;

Regression; Diagrammatic representation of data: Frequency tables, Line graphs, Pie charts and

Bar diagrams

UNIT 5

Inferential Statistics: Probability distribution and normal curve; Levels of significance, type – I

and type – II errors, one and two-tailed tests; Parametric and non-parametric tests of significance;

t-test, independent samples t-test, the dependent-sample t-test & F test (computing and

interpreting one-way, two-way ANOVA).

REFERENCES

1. Wilkinson and Bhandarkar, Methodology and Techniques of Social Research, Bombay:

Himalaya, 2009.

2. Anastasi,A., & Urbina,S.(1997). Psychological Testing (7th ed.). Delhi: Pearson Education

3. Garrett,H.E(2005).Satistics in psychology and Education. New Delhi: Paragon international

Publishers

4. Coolican ,H.(2004).Research methods and Statistics in Psychology. London: Hoddes Arnold

5. Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences.

Patna: Bharathi Bhavan Publishers and Distributors

6. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall


of 27 SCAA Dt.03.07.2017

SUGGESTED READINGS

1. Miller DC and Neil J Salkind (2002), Handbook of Research Design and Social Measurement

6th Edition, Sage, California.

2. Sotirios Sarantakos, Social Research 3rd Edition, Palgrave Macmillan, New York, 2005.

3. Leonard Cargan, Doing Social Research, Rawat Publications, Jaipur, 2008.

4. David A de Vaus, Research Design in Social Research, Sage, New Delhi, 2005.

ELECTIVE III – ORGANIZATIONAL BEHAVIOUR

Unit 1 : Introduction to Organisational Behaviour : Division of Labour, Bureaucracy, Scientific

Management, Hawthorne Studies, What is an Organisation, What is Organisational Behaviour -

Personality and Organisation : Personality, Johari Window, Measurement of Personality - Work

Motivation: What is Motivation, Theories of Motivation, Factors Affecting Motivation, New

Ventures in Motivation - Team Management : What is Team, Difference between Groups and

Teams, Types of Teams, Team Development, Group Dynamics in Team work, Decision-making

in Teams, Issues in Team Problem –solving, Team Composition, Team size, Managing Team

Performance, Challenges in Team Performance, Review Questions

Unit 2 : Inter-group Relations : Cooperation, Competition and Conflict : What is a Group, Inter-

group Behavior, Managing Inter-group Relations, Strategies of Conflict Resolution, Indian

Research on Conflict Management - Organisational stress and its Management : What is stress,

Measurement of stress, Sources of stress, Symptoms of stress, Coping strategies – Organisational

Culture : Culture: Conceptual framework, Nature of Organisational Culture, Levels of

Organisational Culture, Patterns of Organisational Cutlure, Typology of Organisational Culture,

Functions of Organisational Culture, Research on Organisational Culture, Organisation Culture

and Effectiveness, Organisation Culture and National and International Culture, Emerging

Trends in Organisational Culture.

Unit 3: Organisation Structure and Design : Functions of Structure, Kind of Structure, Variables

in Structure, Departmentalisation, Reporting Relationship, Control Mechanisms, Decision

Process, Organisation Design -

Job Satisfaction: What is Job Satisfaction, Job Satisfaction and Attitude, Measuring Job

Satisfaction,Theories of Job Satisfaction, Determinants of Job Satisfaction, Consequences of Job

Satisfaction - Organisational Communication: Meaning of Communication, Communication

Networks,

Direction of Communication Flow, Kinds of Communication, Determinants of Communication,

Improving Communication Effectiveness

Unit 4: Leadership : Leadership Defind, Managers versus Leaders, Leadership Perspectives,

New era of Leadership, General Indian Culture and Leadership Theories, Leadership styles and

Effectiveness, Examples of Successful Leadership - Authority, Power, and politics : Authority,

Authority and Power, Power, Politics

Unit 5: Managing Negotiation : Negotiation Described, Assumptions in Negotiation, Negotiation

Process, Characteristics of an Effective Negotiator, Game Plan, Kinds of Negotiation, Cross-

Cultural Negotiation - Management of Change: What is change, Characteristics of Change,

Kinds of Change,Understanding Organisational Change, Behavioural Reactions to change,

Resistance to Change, Organisation Development, Role of Leadership and Change Agents.


of 27 SCAA Dt.03.07.2017

Reference:

Organizational Behaviour, Mercy Anselm,

Introduction to Organizational Behaviour, Don Hell Riegel

ELECTIVE III : E-CAREER GUIDANCE

Subject Description: This course of study describes the stages of career guidance through web

based learning, designing websites by using various tools available. It further presents the

mechanism for database creation and online counseling for career support service.

Goals: To enable the students to learn the importance of web based counseling for providing

individual guidance. The students will also learn the tools for creating a website related to career

counseling.


skills in career counseling and website creation.

UNIT 1

Internet: Source of Information, Legitimacy and Accuracy of Information, Role of Websites for

creating personal constructs within a world of multiple realities, Career Resources on the

internet: Assessment services, Occupational information, database information, employer details,

aptitude tests, career services, psychological tests and other General information.

UNIT 2

Website Development: web design – Photoshop and flash, Front end tools – Frontpage and

dreamweaver, Backend support – MsAccess, Uploading – Smart FTP and Cute FTP, updation

and maintenance of the website.

UNIT 3

Basics of web pages, HTML Commands, Creating HTML with a Text Editor, Tags for a page,

Paragraphs, line breaks, Headings, Hypertext links, Linking with other web pages, Text

Formatting and Alignment, Font control and special characters, Intrapage and E mail Links,

Putting Images -Testing: Registering a site – search engines- using cascade style to create

webpage.

UNIT 4

Linking database with the website - Database creation: creation of tables, query processing,

report generation, security physical logical, Data base Management: Introduction to Database,

Query processing, query optimization, Security and integrity.

UNIT 5

Online career guidance - online helpline, online placements guidance – online Counseling, using

chat soft wares, creation of blogs, maintaining timings, data base collection, faculty student

relation, online materials for meetings – Structure and functions of selected career related web

sites by Universities and HR Companies.

References:

1. C.J. Datta, Introduction to Data base.

2. Mesbah Ahmed Asp.net – web developers guide –

3. Bremanath, R., Senthil Raja, C.S. and Sivakkumar, N., Web technology – Ver 1.0.

4. Lowrey, Dreamveaver

5. David Crowder, Webdesign with HTML Flash Javascript and economic bible.


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CORE XIV - HUMAN RESOURCE MANAGEMENT

Objectives:


Understand the concept and importance of human resource

Know the procedures of human resource planning

Understand the role of strategic human resource management

Understand the process of recruitment and selection

Acquire knowledge on discipline maintenance and grievance handling procedures

UNIT - 1

Introduction to HRM: Concept and characteristic – function – scope – importance – objectives of

Human Resource Management - Competencies of Human Resource Manager - Human Resource

Management as a Career Management - Changing Nature of Work - Ethical Issues in HRM -

Emerging Trends in HRM and changing roles of HRM.

UNIT - 2

Strategic Human Resource Management: Role of strategic and implementation of human

resource management - Role of human resource professionals in strategic human resource

management - Human resource planning: concept, need, benefits and process of human

resource planning

UNIT - 3

Recruitment: Meaning, Objectives, Types, Sources and Process Recruitment Policy,; Selection:

Meaning, Steps and Selection Methods; Placement and Induction: Concept and Objectives

UNIT - 4

Performance Management: Meaning, Objectives, Elements of PAS, Techniques of Performance

Appraisal and Essentials of Effective Appraisal, Limitations and Problems of performance

appraisal, 360 degree Appraisal, Post Appraisal Feedback.

UNIT – 5

Industry morals – Trade union - Determinates – Group cohesiveness – Group dynamics –

Conflict – Meaning - Types – Resolution – Grievance mechanism.

References:

1. Amstrong Michel(2006)Handwork of Human Resource Management practices Kogap page

private Limited

2. Gupta C B (2012) Human Resource Management- S Chandra & Sons

3. Robinson Stephen(2001) 9th edition Organisational Behavior, Pearson Education

4. Rawat Agfa (2008) Career Guidance and Career Information Lal Book Depot Meerut

5. Human Resources Development 4th Edition, Jon M. Werner, Randy L. DeSimone, 2006,

Thomson South-Western

6. Human Resource Management, 11th Edition, Gary Dessler, Prentice Hall of India, 2008

7. Gary Dessler & Biju Varkkey. Human Resource Management. 11th ed, Pearson Education

8. V S P Rao. Human Resource Management: Text and Cases, 2nd ed. Excel books, 2005

9. S. Ramnarayan, TV Rao and Kuldeep Singh, Organization Development: Interventions and

strategies (Edited book), Response Books: A division of Sage Publications, New Delhi.


of 27 SCAA Dt.03.07.2017

CORE XV – ENTREPRENEURSHIP DEVELOPMENT

Subject Description: This course of study defines the concept of Entrepreneurship and

Characteristics of an Entrepreneur. It also describes Entrepreneurship Development programmes

for selected social groups, Project Management skills and Government policies for Small and

micro scale Enterprises.

Goals: To enable the students to learn the function in importance of Entrepreneurship

Development programmes in the context of Career choice.


knowledge and skills to prepare a simple Project formulation document to establish a micro scale

enterprise.

UNIT 1 :

Entrepreneurship : Definition – Nature and Scope – Need and Importance in Economic

Development – Entrepreneurial Environment and Challenges; Entrepreneur – Characteristics –

Qualities – types – functions of Entrepreneurs – Role of Career Counsellor in the development of

Entrepreneurship.

UNIT 2:

Meaning and Need for Rural Entrepreneurial Development – Factors affecting Entrepreneurship

goals – Entrepreneurship of selected groups – Women – Minorities – SC, STs.

UNIT 3:

Entrepreneurship Development Programme – Need – Objectives and Course content –

Entrepreneurship Motivation – Entrepreneurial Competency – mobility. M.A –Career Guidance -

2010-11 –UD Annexure No. 78-A Page 12 of 20 SCAA - Dt.28.05.2010 12

UNIT 4:

Project Management: Project classification, formulation and design – feasibility analysis,

preparation of Project report, Financial analysis – Project cost estimate – Project Appraisal

methods; Project Finance, Sources of Finance : Banking institutions, Support for

entrepreneurship development, Role of DICS, SIDCO, SISI, SIPCOT.

UNIT 5:

Setting up of small scale industries – Location of enterprise – Steps in setting SSI unit –

Incentives and subsidies, Government Policies for micro and small scale enterprises.

References:

1. Vasanth Desai “Dynamics of Entreprenurial Development and Management” Himalaya

Publishing House

2. N.P.Srinivasan & G.P.Gupta “Entrepreneurial Development” Sultanchand & Sons

3. P.Saravanavelu “Entrepreneurship Development” Eskapee publications

4. S.S. Khanka “Entrepreneurial Development” S.Chand & Company Ltd.,

5. Satish Taneja, Entrepreneur Development; New Venture Creation.


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CORE XVI - CAREER DEVELOPMENT IN SOCIAL CONTEXT

Objectives:


Examine the impact of socialization and belief system on career development

Gain insight about family as institution for career development.

Understand the impact of parenting styles on career development

Appreciate the significant contribution of school and community in developing a career

UNIT - 1

Socialization Process: Meaning of Socialization, Process of Socialization, and Factors of the

process of socialization, Theories of Socialization, Agents of Socialization, Elements of

Socialization, and Role of Socialization.

UNIT - 2

Social Agents: Role of School and Community, Socialization – Concept, Process, Role of

Family, School and Community in Equipping Youth for different Adult Roles, Role of Social

Agents in career development.

UNIT - 3

Family: Meaning, origin, functions, Types - Joint and Nuclear, Single, Female Headed, Male

Headed, Divorced parents, Separated Parents, Families with Working Mother, Influence of

Family Types on Career Development, Family dynamics in Career Development - Urban and

Rural Differences, Migration of Family and its Effects on Children.

UNIT - 4

Parental Dynamics in Career Development: Parenting Styles: Disciplinary, Distant, Formal,

Authoritative, Permissive, Grand Parent Type – Influence of neighborhood and peer group.

UNIT - 5

Empowerment of socially disadvantaged, Schedule castes, Backward classes, Schedule Tribes,

Minorities, Social deviants and other disadvantaged youth. Population Profile, Conceptualization

of Poverty, Deprivation and Disadvantage, Perception of Poverty- Socio-Psychological

Dimensions, Need, Issues, Concerns and Implications of career guidance for disadvantaged

Youth.

Practicum: Conducting a small survey to study the effect of parenting styles and family types on

career choice and Career decision making and submitting a report.

Essential Readings:

1. Nichols, M.P. and Schwartz, R.C (1998) Family Therapy, Concepts and Methods (4th

Edition) Boston, Allyn and Bacon

2. Dilys Davies (1997) Counseling in Psychological Services, USA Open University Press

3. Vernon G. Zunker (2006) Career Counseling A Holistic Approach, Thomson Brooks/Cole.

4. Ariel Kalil & Thomas DeLeire (2004) Family Investments in Children’s Potential -

Resources and Parenting Behaviours That Promote Success, Lawrence Erlbaum Associates,

Inc., Publishers

Suggested Readings:

1. John O. Crites (1969), Vocational Psychology – The Study of Vocational

Behaviour and Development, Mc Graw-Hill Book Company, New York

2. Judith A. Lewis & Michael D. Lewis (1977), Community Counseling: A

3. Human Services Approach John Wiley & Sons, New York

4. Sjery. J. (2004) Counseling Children, Adolescents and Families, Sage Publications, New Delhi.


of 27 SCAA Dt.03.07.2017

ELECTIVE IV - CAREER ASSESSMENT AND PROFILING

Objectives:


Understand the process of career assessments.

Able to administer and interpret career related assessment tests.

Acquire competency in various career assessments tools.

Gain proficiency in preparing individual career profile.

UNIT – 1

Assessment of personality and Interest: Myer Bridge Type Inventory and Vocational

Preference Inventory (12 Hrs)

UNIT – 2

Thripathy Personal Preference Schedule and Chatterjee’s Non-Language Preference

Record (12 Hrs)

UNIT – 3

Administering Career related tools: Career Thoughts Inventory - Career Maturity

Inventory, Career Factors Inventory - Career Beliefs’ Inventory. (24 Hrs)

UNIT – 4

Occupational Stress Inventory and FIRO-B (12 Hrs)

UNIT – 5

Preparing career profile of an individual by administrating a group of psychological tests

and career related assessments. (8 Hrs)

Essential Readings:

1. Gibson L Robert & Mitchell H Marianne - (6th

edition) - (2003) - Introduction to

counseling and guidance - Pearson Education, Inc.

2. Frank S. Freeman - (1971) - Theory and Practice of Psychological Testing -

Oxford &IBH Publishing Co. New Delhi.

3. Edited by Rocio Fernandez-Ballesteros - (2003) - Encyclopedia of Psychological

4. Assessment - New Delhi: Sage Publications.

5. Herr, E.L and Cramer S.H - (III Edition) - (1988) - Career Guidance and

Counseling

6. through the life span, Systematic Approaches - Scott , Freeman and Co, London.

7. Manual and Hand book of respective tests.


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ELECTIVE IV – PERSONALITY DEVELOPMENT AND CAREER MANAGEMENT

Subject Description: This course of study presents the role and functions of Personality

Development in Career Management. Further it also explains the objectives of Personality

Development as well the Career Management and required skill set for Career

Management.

Goals: To enable the students to learn Personality Development and Career Management

in the context of Career Guidance and Counselling.

Objectives/Expected Outcomes: On completion of this course the students will attain

necessary knowledge and skills to understand Personality Development and Career

Management and various selection criteria for job selection.

Contents:

UNIT 1: Personality Development and Career Management: Personality Development,

Traits of Personality, Self vs Personality, Personality Traits vs Body Features, Control

Mechanism of Personality, Introspection – Self Assessment – Self Appraisal – Self

Development – Self Interrogation.

UNIT 2: Self Identification and Self Assessment: Self Centric Process, Belief System –

Concept System - Scale for Assessment, Pertinent Questions - Self Qualifying factors -

Self Identification Matrix, Packaging of Self Identity.

UNIT 3: Setting Personal Mission and Preparing its Statement for Steering Career

Advancement – Process - Role and Responsibilities, Winning Factors - Human

Dispensation - Brain-Mind- dy’s Combined Relation with Attributes: Constitution of

Mind - Conscious – Subconscious Parts of the mind -Representative of Personal

Attributes, Mechanics of Conscious Thought Process; Attributes, Intellect, Genius,

Intelligence and Talent - Recapitulation, Selection of a Job: Different Career and Courses

- Selection Criteria, Job profile – An overview, Types of Trades - Trade wise job

structure - Matching Technique, Attributes at the Supervisory level - Managerial level -

Job selection criteria - Promotional prospects - Employer’s Expectations.

UNIT 4: Modality and Mechanics of Advising and Counselling: Need for Advice - Role

of an Advisor - Quality of an Advice - Basis for an Advice – Homework, Guidance for an

Advisor - Challenges of 21st Century for Managing Career: Drastic Changes in Scenario,

Different aspects for managing career - Managing career in an Organization - Integration

of Functions and Resource, Career Decision making.

UNIT 5: Managing success in career – Present Scenario, Evaluation of Success –

Management Technique (MT) - Unlocking career potential - Gain the Professional Edge -

Patron or Advisor - Develop an Effective network - Learn to communication - Balance

between work and home - Take risks and challenges - Understanding the policies of the

organization.

Reference:

R.M.Onkar, Personality Development and Career Management, S.Chand and Company

Limited, New Delhi.


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Core –XVII – Project Work and Viva-Voce

In the IV Semester, each student has to take up an independent project in an area like

Skill set mapping for selected entry level jobs, critical study of coaching materials,

assessment of aptitude among UG and PG students, study on the existing career support

institutions, talent management strategies of organizations, analysis of attrition patterns,

etc. A detailed report has to be submitted for assessment through his/her supervisor. The

student should submit his/her progress for every two weeks, obtain approval of research

tools.

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m.a. career guidance (ud) 2017-18 onwards...

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