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Supported by: Engineering Talent Council NASSCOM
IT-ITeS Sector Skills Council
Foundation Skills in Integrated Product Development - Agile Development
Guideline Document for the Facilitator
in the Outcomes Based Format (OBF)
Powered by: Aricent, Infosys, Alcatel-Lucent
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<Inside page>
Every effort has been made to trace the owners of copyright material included in this document. NASSCOM® would be grateful for any omissions brought to their notice for acknowledgement in future editions of the document.
© First published in 2012 All rights are reserved. No part of this document or any related material provided may be circulated, quoted, or re-produced for distribution without the prior written approval from NASSCOM.
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Acknowledgements NASSCOM would like to place on record its appreciation of its member companies— Aricent, Infosys, and Alcatel-Lucent —who have partnered with us in this initiative. We would also like to thank members of the Engineering Proficiency Program (EPP), (Annexure VI) for supporting this initiative, by structuring and fine-tuning the materials provided. NASSCOM is highly appreciative of its member companies for believing in this initiative under the IT-ITeS Sector Skill Council, which aims to increase the industry readiness of the available student pool. This is achieved by developing and facilitating the implementation of programs of educational relevance with an aim to bridge the perceived industry – academia skills gap and specific industry related competencies w.r.t. Engineering Services Sector. The industry specific competencies (i.e. skills and knowledge) w.r.t Foundation Skills in Integrated Product Development – Agile Development is aimed at empowering students with the development process knowledge required for product development. NASSCOM recognizes that this is an initiative of great importance for all the stakeholders concerned; industry, academia, and students. The tremendous work and ceaseless support offered by members of the working group / partnering companies in strategizing and designing this material for the Foundation Skills in Integrated Product Development – Agile Development is commendable. NASSCOM would also like to thank the senior leadership of these partner companies for sharing their thoughts and invaluable inputs in the planning and execution of the Foundation Skills in Integrated Product Development – Agile Development program.
Introduction to the Program The Foundation Skills in Integrated Product Development – Agile Development program will increase the industry readiness of students who want to work in the engineering and services industry, aimed at product development. This program has been developed by Industry experts: Alcatel-Lucent, Aricent, and Infosys — with a vision to enhance the student awareness about the development processes for the product development eco system. The Outcomes Based Format (OBF) used to develop this program helps one focus on the key skills required to perform a given job role. The program has two tracks—one that is concentrated on guiding the facilitator and the other for guiding the student.
Objective of the Program The program has been developed to improve a student’s understanding of the ‘Agile Development’ processes practiced in the Product Development industry. This program aims to provide one with the requisite awareness and knowledge to understand key concepts regarding ‘Agile Development’.
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About the Program NASSCOM suggests that the Foundation Skills in Integrated Product Development – Agile Development program to be run as an add-on program (as an interim measure to begin with) in various educational institutions. This will enable students to equip themselves with the process knowledge that is required for this industry towards product development.
This will also empower the students towards a higher level of employability. Industry will also benefit from the resulting availability of engineers with a broader understanding and appreciation of the processes being practiced by ‘Product Development’ companies.
Eligibility
This program is targeted towards students pursuing Graduate courses in Electronics and Communication Engineering, Telecommunications, Electrical and Electronics Engineering, and Computer Science.
Program Duration
The program is expected to be conducted over 40 hours including a blend of guided or instructor-led learning, tutorials, and practical exercises.
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Table of Contents - Foundation Skills in Integrated Product Development - Agile Development I. How to Use this Program
II. Outcomes Based Format (OBF) Framework
III. Module Outline for the Agile Development Program
A. Section: Agile Development
1. Module: Introduction and Agile Basics – 8 hours
1.1 Unit: Context [3 Hrs]
1.1.1 Session: A refresher on software engineering
1.1.2 Session: History and Evolution of Agile
1.1.3 Session: Management Paradigms like Lean, VSM, TOC, CCPM, CPM
1.1.4 Session: Continuous Improvement Models – PDCA, DMAIC, KAIZEN
1.2 Unit: Agile Manifesto, 12 Principles and Practices [2 Hrs]
1.3 Unit: Essence of Agile [3 Hrs]
1.3.1 Session: The Agile Umbrella
1.3.2 Session: Comparison of Development Models like Waterfall, Lean, DSDM, XP, RUP, FDD, Crystal and Scrum for Agile
2 Module: Lean, Kanban - 8 Hours
2.1 Unit: Product Discovery [1 Hr ]
2.2 Unit: Lean Start Up and Incremental Planning [1 Hr ]
2.3 Unit: Lean [2 Hrs]
2.3.1 Session: Principles
2.3.2 Session: Value Stream Mapping & Wastes
2.4 Unit: Kanban [2 Hrs]
2.4.1 Session: 3 Principles
2.4.2 Session: 5 Steps for Kanban
2.4.3 Session: WIP, TOC
2.5 Unit: Push-Pull based scheduling [2 Hrs]
3 Module: Extreme Programming Practices – 12 hours
3.1 Unit: Visual Management and Informative Work Space [1 Hr ]
3.2 Unit: Evolutionary Requirements [1 Hr ]
3.3 Unit: Evolutionary Architecture and Design [2 Hrs]
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3.4 Unit: Test First Programming and Refactoring [2 Hrs]
3.5 Unit: Pair Programming [2 Hrs]
3.6 Unit: Collective Code Ownership [2 Hrs]
3.7 Unit: Configuration Management [2 Hrs]
3.7.1 Session: Principles of Configuration Management and Release Trains
3.7.2 Session: Continuous Integration
4 Module: Scrum – 8 hours
4.1 Unit: Scrum Life Cycle [1 Hr ]
4.2 Unit: Scrum Artifacts [2 Hrs]
4.2.1 Session: Product Backlog
4.2.2 Session: Sprint Backlog
4.2.3 Session: Burn Up/Down Charts
4.3 Unit: Scrum Ceremonies [2 Hrs]
4.3.1 Session: Daily Stand Up Meetings
4.3.2 Session: Sprint Review
4.3.3 Session: Sprint Retrospective
4.4 Unit: Scrum Roles [2 Hrs]
4.4.1 Session: Product Owner
4.4.2 Session: Scrum Master
4.4.3 Session: Development Team
4.5 Unit: Scaling Agile Models for Enterprise [1 Hr ]
4.5.1 Session: Scaling Scrum
5 Module: Agile and Continuous Improvement
5.1 Unit: Anti-Patterns [1 Hr ]
5.2 Unit: Tools for Continuous Improvement [1 Hr ]
5.3 Unit: Tools used in Agile [2 Hrs]
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How to Use this Program?
In order to make the teaching-learning process effective, this program has been developed based on the OBF for curricula design.
The curricula framework highlights an integrated output that encompasses the following for the program:
Outcomes
Processes
Inputs
The curricula framework enables every parameter to be detailed to maximize impact and empowers the learner with the requisite skills and competencies toward lifelong learning and gainful employment.
For the expected learning outcomes, the facilitator must refer to the Outcomes Based Framework (OBF) detailed in the following pages.
The module content identified is followed by a suggested lesson plan.
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Outcomes Based Format Curriculum Design
Foundation Skills in Integrated Product Development – Agile Development
Curriculum Framework
IT-ITeS Sector Skill Council
An Industry Initiative
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Engineering and R&D Services: Foundation and Advanced Curriculum Framework
Framework for “Employment” oriented curriculum
This “Curriculum Framework” highlights an integrated output that encompasses “Outcomes”, “Processes” and “Inputs”. The framework will enable stakeholders to develop and customize programs of learning using different media to empower candidates with the desired foundation and advanced skills necessary for entry level employment in the Product development industry.
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We propose the course assessments, formative and summative, to be based on the learning styles, as explained in the adaptation of the Bloom’s taxonomy. Please refer to the illustration below.
Current Practice (anecdotal evidence)
Proposed System (Subject to module
requirement)
80 Remembering 10
15 Understanding 50
5 Applying 20
Analyzing 20
Evaluating
Creating
Effective Communication
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Part 1: Outcomes and Processes (are combined in this template)
Part-I: Outcomes Program: Industry Specific Skills –Agile Development: Students are expected to get a good understanding on the development processes associated with Product Development. The program will enable development of process orientation in the minds of young engineers. .
1. Program Outcomes Course Outcomes Duration (Hrs.)
I. Professional Outcomes Details are covered separately in Professional Skills OBF. -
II. Course Outcomes The students are expected to get a good understanding on the development processes associated with Product Development. The program will enable development of process orientation in the minds of young engineers.
Understand Agile and different management paradigms
Understand different improvement models
Know about Agile Manifesto
Describe a process map
Understand Flow
Describe and use Visual Management
Describe Configuration Management
Understand execution
Know about Scrum lifecycle
Know about Scrum artifacts, ceremonies, and roles
Understand how Agile can be used for enterprises
Define Lean and its principles
Define Kanban and its principles
Understand Push-pull based scheduling
Understand the trends
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III. Employability
Outcomes
This OBF is integrated with the FSIPD OBF. -
Total 40
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Note: All levels of thinking skills need not be mandatorily filled in.
Program Outcomes
Student
Learning
Outcomes
Student Learning Objectives Key Performance Indicators (KPI)
Performance Ensuring Measures (PEM) / Assessments Continuous (C), Summative (S), Final (F)
Duration (Hrs.)
Process (How to do)
Professional Outcomes
Details are covered separately in Professional Skills OBF
Program Outcomes
Student
Learning
Outcomes
Student Learning Objectives
Key Performance Indicators (KPI)
Performance Ensuring Measures (PEM) / Assessments Continuous (C), Summative (S), Final (F)
Duration (Hrs.)
Process (How to do)
Course Outcomes ( Domain Subject )
Knowledge
At the end of the program, the students will be able to:
Know the history of Agile development
Know how Agile development became essential for software development
The student is able to:
Describe the Agile development history and evolution
Class Discussion
3 Discussion:
Show video of different case studies on Agile.
Ask various questions on how Agile helped companies in different ways
Describe the 12 principles of Agile Manifesto
Explain the 12
principles of Agile
Manifesto
Class discussion
2 Face-to-Face
Comparison of different
development Models
Understand the
different development
Models
Class discussion
3 Face-to-Face
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Define Kanban
Define tHrsee principles of Kanban
List five steps of
Kanban
Understand Kanban
Principles
Class discussion
1 Face-to-Face
Case Studies
Seminars
1 Evaluation of case studies and seminars
Describe Push-pull
based scheduling
Understand Push Pull
based Scheduling
Class discussion
2 Face-to-Face Discuss various examples.
Define Lean
Define different principles of Lean
Understand the Lean
principles – value
stream mapping
Class discussion
2 Face-to-Face Discuss various examples.
Extreme Programming
Practices
Understand the
nuances of Extreme
Programming
Class discussion
Case Studies
Seminars
2 Training videos
Evaluation of case studies and seminars
Define Scrum Understand Scrum Class discussion
1 Training videos
Define Agile and
Continuous
Improvement
Understand Anti-Patterns and tools for Continuous improvement
Class discussion
1 Face-to-Face
Understanding Understand different Agile methodologies
Understand the Agile Manifesto
Explain different Agile methodologies and their application
Discuss on the Agile principles
Class discussion
2 Face-to-Face
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Explain different scrum ceremonies
o Daily Stand Up Meetings
o Sprint Review o Sprint
Retrospective
Describe different scrum ceremonies
o Daily Stand Up Meetings
o Sprint Review o Sprint
Retrospective
Class
Discussion
2 Discussion: Provide a situation in which a project needs daily monitoring. Ask students why and how one of the ceremonies will be effective in managing the project.
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Understand Extreme Programming.
Understand the use of Extreme Programming
Explain the four different values of Extreme Programming - simplicity, communication, feedback, and courage
Summarize the twelve supporting practices in Extreme Programming:
o Planning game o Small releases o Customer
Acceptance Tests
o Simple Design o Pair
programming o Test-Driven
Development o Refactoring o Continuous
integration o Collective code
ownership o Coding
standards o Metaphor o Sustainable
pace
Explain Extreme Programming, its uses, values, and supporting practices
Class discussion
9 Face-to-Face
Understand the intent of continuous integration
Describe how continuous integration is utilized
Class Discussion
1 Face-to-Face
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Application At the end of the program, the students will be able to:
Choose on the right methodology for product development and develop an appreciation for Agile
Apply logic why agile development process is more beneficial than traditional development process.
The student is able to:
Identify the steps involve in each of the Agile methodologies
Understand the
reasons to use Agile
development in
comparison to
traditional
development
Class Discussion
1 Face-to-Face
Analysis (HOTS)
At the end of the program, the students will be able to:
Analyze a specific development model to be used in specific projects
The student is able to:
Understand the reason for choosing a specific development model in a given project
Practical sessions
2 Case study and project: Use a small case study and then ask the students to choose the best possible development model that can be applied into this project. The students should create a list of possible reasons why a specific development model should work.
Use different scrum artifacts in a given project
Apply the knowledge to use different scrum artifacts in a project
Practical
session
2 Practical: In the existing project that class has been doing, identify different scrum artifacts. Ask student how and why these artifacts mattered
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in this project. ` Ask each of the student to label themselves as scrum role owners
Identify different roles in a scrum project
Relate different roles in a scrum project with the team members
Class Discussion
2 Face-to-Face
PART-II Inputs for Facilitating and Achieving the Outcomes
Inputs
Curriculum TOC
Syllabus A. Section: Foundation Skills in Integrated Product Development – Agile Development
Module: Introduction and Agile Basics – 8 hours
o Unit: Context
o Unit: Agile Manifesto, 12 Principles and Practices
o Unit: Essence of Agile
Module: Lean and Kanban – 8 hours
o Unit: Product Discovery
o Unit: Lean Start Up & Incremental Planning
o Unit: Lean
o Unit: Kanban
o Unit: Push-Pull based scheduling
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Module: Extreme Programming Practices – 12 hours
o Unit: Visual Management & Informative Work Space
o Unit: Evolutionary Requirements
o Unit: Evolutionary Architecture and Design
o Unit: Test First Programming & Refactoring
o Unit: Pair Programming
o Unit: Collective Code Ownership
o Unit: Configuration Management
Module: Scrum – 8 hours
o Unit: Scrum Life Cycle
o Unit: Scrum Artifacts
o Unit: Scrum Ceremonies
o Unit: Scrum Roles
o Unit: Scaling Agile Models for Enterprise
Module: Agile and Continuous Improvement – 4 hours
o Unit: Anti-Patterns
o Unit: Tools for Continuous Improvement
o Unit: Tools used in Agile
Infrastructure Required Infrastructure:
Classroom layout (classroom diagram )
Classroom infrastructure & ICT requirement
Labs o Physical o Virtual
Faculty and Support Staff
Faculty: o Qualifications o Experience
Support staff o Qualifications o Experience
Library Library - Physical and virtual o CBT o WBT o Articles o Books
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o Internet references
Text books None
Practical -Labs infrastructure & ICT requirements
Practical:
Labs o Physical o Virtual
Tutorials
Internship programs
Internship
Company
Simulated in classroom
Lesson Plans Template
Lesson Plans for Delivery (a sample lesson Plan for each is to be prepared) and attaches as annexure Course/program delivery using Blended learning:
Lectures
Role plays
Presentations
Assignments (classrooms and homework)
Discussion forums & Group discussions
Projects Projects:
Lab based
Classroom based
Online projects
Assessment & Evaluation Practice Details Sample question papers;
Assessments and Evaluation
Continuous
End of Module assessments
End of Course Certification
To be decided later
Employment Skill Assessment
To be decided later
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ANNEXURE-I
Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery Course Name: Module :Introduction to Agile Basics
Hours Lesson Plan for each activity in place Yes / No
Face -to-Face
Team Work
individual project/ Internship + Feedback
Practical + Feedback
Practical+ Feedback
Assessments +Feedback
Continuous Summative
A Context 3
B Agile Manifesto, 12 Principles and Practices
2
C Essence of Agile 3
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ANNEXURE-II
Directional Guideline Plan for Modules
Curriculum
Module 1
Unit 1
Session 1 Session
Rationale
Session Objectives
Session Plan
Session 2
|
Session n
Unit 2
|
Unit n
Module 2
|
Module n
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ANNEXURE-III
A. Lesson Plan Template: *Day-wise Template Note: This table is to be filled by the facilitator for each session based on the schedule and class information.
Course Name Foundation Skills in Integrated Product Development – Agile Development
Date, Day, Time DD/MM/YYYY, <Day>, HH:MM
Name of Faculty Mr./Ms/ XXX
Name of Company/ College/University
XXX University/ YYY College
Number and Nature of Students
30 students in Engineering stream
Base Equipment Overhead Projector/Chart Board/Pens etc) in Class or Conference Room
*Course Lesson Plan templates Course Rationale, Objective & Plan
Course Rationale & Objective:
Course Rationale: The purpose of learning this course on Foundation Skills in Integrated Product Development – Agile Development is to improve the student‘s awareness and understanding regarding the processes being followed for ‘Product Development’ in the industry and also the tools that are used for Agile development.
Course Objective: At the end of this module on Introduction and Agile Basics, the learner will be able to:
Understand ‘Agile Development’
Obtain exposure to different methodologies of ‘Agile Development’.
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Session Rationale, Objective & Plan
Session Rationale: The purpose of learning this session on the History and Evolution of Agile is to provide an overview of the evolution of Agile
Session Objective: At the end of this session on History and Evolution of Agile, the learner will be able to:
Understand the history of Agile
Understand how Agile has evolved over time and is used in various projects
Session Plan
Time Content Learning Aid /
Methodology
Trainer
Approach
Learner
Activity
Learning Outcome
(Skill, Competency)
9:00 to 9.10 AM
Introduction PPT/Lecture Discussion Participation Acknowledge importance of session.
9.10 to 9.40 AM
Agile - Evolution PPT/Lecture Discussion Participation Understanding of Agile.
9.40 to
9.50 AM
“Did I get it?” self check
exercises Questions - Participation Verification of the concepts learnt
9.50 to
10.00 AM Conclusion & Summary
Supplementary
information and
links
Discussion Participation Get a recap of things learnt and links
for further learning
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ANNEXURE-IV Assessment Templates: Any further assessments required by the trainer can be developed.
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ANNEXURE-V
Employment Assessment
NASSCOM Assessment of Competence-Tech (NAC-Tech)
About NAC-Tech NAC-Tech has been conceived as an industry standard assessment and certification program to ensure the transformation of a "trainable" workforce into an "employable" workforce, hence creating a robust and continuous pipeline of talent for the IT/engineering industry. It is targeted at final year and pre-final year students, who will be seeking employment opportunities in the IT/engineering sector. Conceptualization of NAC-Tech In-depth meetings with the large recruiters in the industry were conducted to understand their recruitment practices, cause of attrition desired skills in a candidate, etc. Based on this, a job-skill matrix was developed which formed the basis for the design of this assessment program. Core and working committees from the industry were formed and constant interactions were made to make sure that the program was in line with the industry requirements. An evaluation committee was set up to finalize the vendors and decide on the approach to the pilot. Multi-tier evaluation of the vendors happened after the initial interaction. The identified vendors provided the content and technology to run the test. The companies that have helped develop the assessment program are—TCS, Wipro, Infosys, Accenture, Cognizant and HCL. Key Features of NAC-Tech Eligibility for NAC-Tech - Any candidate appearing in “final year” of BE, B. Tech, MCA, M. Sc-IT is eligible to take the test - Preferred scores of candidates: 60% aggregate in graduation, 12th standard & 10th standard Advantages of NAC-Tech for various stakeholders a. For Colleges/Universities
Enable the college to generate a quantifiable picture of the knowledge and skill level of its students.
Approach industry aggressively and in a more organized way for placement opportunities. b. For Students
Detailed feedback on their knowledge and skills help them decide career opportunities in different areas of IT.
NAC-Tech score card enables them to leap-frog to the next level of selection to multiple companies endorsing the program. c. For the Industry
Industry gets a pool of pre-assessed candidates mapped against competencies required for entry level professionals.
It helps them reach out to a wider geography and access talent from level 2 and 3 cities and institutions.
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Test Matrix for NAC-Tech is illustrated below:
Part A (this must be attempted by all candidates)
Skill Competencies Checked Duration (in min)
Mode of delivery
Verbal Ability To assess candidate's verbal building blocks by evaluating skills like grammar, spellings, punctuations, and vocabulary. To assess English usage by evaluating skills like structure, arguments, and verbal reasoning.
20 Online
Reading Comprehension To assess candidate's comprehension of English passages and ability to make inferences from a large amount of information. Be able to connect the dots and make an assessment based on information and ideas spread across the passage.
10 Online
Analytical Reasoning To assess problem-solving skills tHrsough questions on quantitative reasoning. To assess candidate's logical skills by evaluating skills like deduction, induction and visualization.
25 Online
Attention to Detail To assess candidates eye for detail. 5 Online
total duration 60
Part B - Optional (can be attempted if the student desires so) (The candidate can choose any one of the domains)
Skill Competencies Checked Duration (in min)
Mode of delivery
IT To assess candidate's technical skills in the core area of education. 30 Online
Electrical -do- 30 Online
Electronics -do- 30 Online
Mechanical -do- 30 Online
Civil -do- 30 Online
Chemical -do- 30 Online
Textile -do- 30 Online
Bio-Technology -do- 30 Online
Telecommunications -do- 30 Online
total duration 30
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Technical requirements for NAC-Tech
Minimum Configuration for NAC-Tech Tests
Description Client PC (Test Taking PC) (with a Monitor, Mouse, & Keyboard)
Operating System Windows® XP SP3+, or 7
CPU Pentium® IV and higher
RAM 1GB RAM and above
HDD At least 500 MB free disk space
Web browser: Internet Explorer 6.0, 7.0 or 8.0
Broadband Internet connection E1 with a bandwidth of at least 1Mbps or Shared DSL or cable with a bandwidth of at least 2 Mbps for 25–30 users
Sound Card with necessary audio and video drivers
Yes (Should support recording & playback capabilities)—OPTIONAL
Headset with Microphone Headset with a USB headset is strongly recommended -- OPTIONAL
Java Scripts JRE 1.6 (Enabled in the browser)
Adobe Flash Player 10.0 Yes
UPS (assuming that generator will be used during power failure)
2 Hours Battery Backup
Generator (may be used for 8 hours or more if needed)
Yes
CD-ROM Drive OPTIONAL
USB Ports OPTIONAL
Antivirus Yes
Screen resolution 1024 x 768 pixels
Network security access to allow http://202.138.124.234/Nactech2 (port 80)
Disable pop-up blocker on all machines
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ANNEXURE-VI
Engineering Proficiency Program Members
S. No. Name of the Company Contact Person Email id
1. HCL Manjunatha Hebbar [email protected]
2. HCL Vayu Nandan Kumar [email protected]
3. HCL Ashok G [email protected]
4. TCS S Selvan [email protected]
5. Infosys KNS Acharya [email protected]
6. Infosys Tomy Thomas [email protected]
7. Infotech Enterprises Ramanand pattige [email protected]
8. Defiance KN Varadarajan [email protected]
9. L&T Integrated Engineering Services
Krishnakumar [email protected]
10. iGate Santanu Ray [email protected]
11. iGate Sheela Jain [email protected]
12. iGate Animesh Das [email protected]
13. EMC Veda [email protected]
14. KPIT Cummins Prashant Ghanekar [email protected]
15. KPIT Cummins Renuka Krishna [email protected]
16. Microsoft Phani Kondepudi [email protected]
17. Microsoft Vinay Tamboli [email protected]
18. Wipro Hemachandra Bhat [email protected]
19. Alcatel Lucent Murthy Bhamidi [email protected]
20. Alcatel Lucent RadhaKrishna [email protected]
21. Synapse Naren Nande [email protected] / [email protected]
22. Aricent MC Parameswaran [email protected]
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23. Mahindra Satyam Srinivas Ramanathan [email protected]
24. UTC Aerospace Systems
Sharatkumar Variyar [email protected]
25. Bosch Ajay Kumar [email protected]
26. Bosch Anju Bhadoria [email protected]
27. Tata Technologies Ravindra Ranade [email protected]
28. Mahindra Engineering Prabu Sunil [email protected]
29. Mahindra Engineering Durgaprasad Shukla [email protected]
30. Airbus Suraj Chettri [email protected]
31. SAP Jai Prakash Nethala [email protected]
32. Intel Apreeta Singh [email protected]
33. SASKEN Vijai Simha [email protected]
34. Huawei Ashok Gopinath [email protected]
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