(Cover Page)

Supported by:

IT-ITeS Sector Skills Council,

Foundation Skills in

Integrated Product Development - Software Tools (FSIPD-ST)

Guideline Document for the Facilitator

in the Outcomes Based Format (OBF)

KPIT

Supported by:

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 book.

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.

Supported by:

Acknowledgements

NASSCOM would like to place on record it appreciation of its member companies—KPIT —who have partnered with us in this initiative. We would

also like to thank Aricent, TCS, and Engineering Proficiency Program (EPP) members, as mentioned in 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 skill gaps and specific industry related competencies w.r.t.

Engineering Services Sector.

The industry specific competencies (i.e. skills and knowledge) w.r.t…Integrated Product Development - Software Tools is aimed at

empowering students with entry level Software Engineer related skills. NASSCOM recognizes that this is an initiative of great importance for all

the stakeholders concerned, such as the industry, academia, and students. The tremendous work and ceaseless support offered by members of

the working group / partnering companies in strategizing and designing the training material for Foundation skills in Integrated Product

Development - Software Tools (FSIPD-ST) 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 FSIPD-ST program.

Introduction to the Program

The Foundation skills in Integrated Product Development - Software Tools (FSIPD-ST) program will increase the industry readiness of students

who want to start a career in engineering companies in the area of Integrated Product Development. This program has been developed by

experts from member companies—KPIT—with a vision to develop the skills of students graduating from colleges to match the industry

requirement.

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 FSIPD-ST program has been developed with the following objectives:

 To facilitate the acquisition of the foundation skills in the tools and techniques in Integrated Product Development area of the Engineering

Services industry.

 To prepare the student with adequate knowledge and make them industry ready.

Supported by:

About the Program

To Increase the funnel of available quality students 'at entry‘ level, NASSCOM suggests the Basic Skills/Foundation Skills termed as Foundation

Skill in Integrated Product Development - Software Tools (FSIPD-ST) program to be run as an add-on program in various education

institutions. One of the purposes of this initiative is that going forward; universities/colleges will consider making these programs compulsory for

students or integrate the development of these skills into the teaching-learning program by allocating credits to these programs.

Eligibility

The program is targeted towards students perusing pre-final/ final year of graduate/post graduate courses in any of the engineering stream.

Program Duration

The program is expected to be conducted over 60 hours including a blend of guided or instructor-led learning, tutorials, and practical exercises.

Supported by:

Table of Contents—Foundation skills in Integrated Product Development - Software Tools

(FSIPD-ST)

1. Module: Software Tools

1.1 Unit: Introduction to Tools for Software Product Development [5 hrs]

1.1.1. Session: Recap: Overview of software product development lifecycle

1.1.2. Session: Software Product ( Then and Now, evolution of software product)

1.2. Unit: Tools [5 hrs]

1.2.1. Session : Role of tools in software product development

1.2.2. Session: Concept of traceability

2. Module: Overview of Software Development Tools

2.1. Unit: Introduction to Requirement Management (RA) tools [5 hrs]

2.1.1. Session: Objective of RA tools

2.1.2. Session: Standard tools used for RA

2.1.3. Session: Walk-through of one RA tool

2.1.4. Session: How to select right tool for RA

2.2. Unit: Introduction to Design Tools [10 hrs]

2.2.1. Session: Objective of Design tools

2.2.2. Session: Standard tools used for Design

2.2.3. Session: Walk-through of one Design tool

2.2.4. Session: How to select right tool for Design

2.3. Unit: Introduction to Code Generation Tools [10 hrs]

2.3.1. Session: Objective of Coding tools

2.3.2. Session: Standard tools used for Coding

2.3.3. Session: Walk-through of one Code Generation tool

2.3.4. Session: How to select right tool for Code Generation

2.4. Unit: Introduction to Unit Testing Tools [5 hrs]

2.4.1. Session: Objective of Unit Testing tools

2.4.2. Session: Standard tools used for Unit Testing

2.4.3. Session: Walk-through of one Unit Testing tool

2.4.4. Session: How to select right tool for Unit Testing

2.5. Unit: Introduction to Integration Testing Tools [5 hrs]

2.5.1. Session: Objective of Integration Testing tools

Supported by:

2.5.2. Session: Standard tools used for Integration Testing

2.5.3. Session: Walk-through of one Integration Testing tool

2.5.4. Session: How to select right tool for Integration Testing

3. Module: Overview of Software Management Tools

3.1. Unit: Introduction to Estimation Management tools [5 hrs]

3.1.1. Session: Objective of Estimation Management tools

3.1.2. Session: Standard tools used for Estimation Management

3.1.3. Session: Walk-through of one Estimation Management tool

3.1.4. Session: How to select right tool for Estimation Management

3.2. Unit: Introduction to Defect Management tools [5 hrs]

3.2.1. Session: Objective of Defect Management

3.2.2. Session: Standard tools used for Defect Management

3.2.3. Session: Walk-through of one Defect Management tool

3.2.4. Session: How to select right tool for Defect Management

3.3. Unit: Introduction to Configuration Management tools [5 hrs]

3.3.1. Session: Objective of Configuration tool

3.3.2. Session: Standard tools used for Configuration Management

3.3.3. Session: Walk-through of one Configuration Management tool

3.3.4. Session: How to select right tool for Configuration Management

Supported by:

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 empower 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 FSIPD-ST OBF detailed in the following pages.

The module content identified is followed by a suggested lesson plan and the associated assessments with assessment keys.

Supported by:

Outcomes Based Format for Curricula Design

Foundation Skills in Integrated Product Development - Software

Tools (FSIPD-ST)

Curricula Framework

IT-ITeS Sector Skills Council,

An Industry Initiative

Supported by:

Outcomes Based Format for the Foundation and Engineering and R&D Services Curricular Framework

Framework for “Employment” oriented curricula

The “Curricula 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 Engineering and R&D Services industry.

Supported by:

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)

Level as per Bloom's

Taxonomy

Proposed System %

(Subject to module

requirement)

Split of 60 Hrs

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Supported by:

Part 1: Outcomes and Processes (are combined in this template)

Part-I: Outcomes

Name of the Program: Foundation Skills in Integrated Product Development - Software Tools (FSIPD-ST)

This program can be offered with UG or equivalent programs/courses for Software engineering stream. This program is also applicable

for Computer Science stream PG graduates who aspire to join the engineering industry at the entry level. The FSIPD-ST program aims

to improve student‘s awareness and understanding of the tools and technologies involved in Software Product Design. Students, who

undergo this program, will stand a better chance to be considered for jobs in the IT industry.

1. Program Outcomes

Course Outcomes

Duration (Hrs.)

I. Professional Outcomes

Details Are Covered Separately In Professional Skills OBF.

II. Course Outcomes

(Domain: Integrated

Product Development

– Software Tools)

After completing this program, the student will be able to obtain the following technical

skills needed to effectively play the entry level software engineer role in an IT

organization:

 Understand the role of Software tools in engineering domain.

 Understand the different types of tools used in the Software product development

phases

 Understand the need for software product management tools.

 Understand the how to select right tool based on project needs

 Perform different activities to understand at least one tool in detail for each life

cycle phase

III. Employability

Outcomes

Students will develop skills relevant to:

 Profession in software programming

 Software Engineer

This OBF is integrated with the FSIPD OBF.

Total

Supported by:

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 life cycle

stage wise software

tools to use

The student is able to:

 Explain available

software tools for

each phase

 Class Discussion

Face-to-Face

 Know how software

products have evolved

over the years

 Understand the

evolution of

software products

 Class Discussion

Face-to-Face

 Know the software

product management

standard tools

 Explain the role of

software product

management tools

 Class Discussion

Face-to-Face

 Know the traceability

concept

 Explain use of

traceability matrix

 Class Discussion

Face-to-Face

 Define requirement

management tools

 Explain

requirement

management tools

 Class Discussion

Face-to-Face

 Define code generation

tools

 Explain code

generation tools

 Class Discussion

Face-to-Face

 Describe code

generation tools

 Explain code

generation tools

 Class Discussion

Face-to-Face

 Describe unit testing

tools

 Explain unit testing

tools

 Class Discussion

Face-to-Face

 Describe integration

testing tools

 Explain integration

testing tools

 Class Discussion

Face-to-Face

Supported by:

Understanding/Co

mprehension

At the end of the program,

the students will be able to:

 Explain the need for

different types of design

tools

The student is able to:

 Describe the

objective and

features of design

tools

 Practical

Class room

Software demo ,

Walk through of

one tool from

each phase (

RA/ Design/

Code/ Testing/

Defect/ Conf.

Management)

 Understand the need

for different types of

design tools

 Describe the need

for different types

of design tools

 Class Discussion

Face-to-Face

 Understand the need

for different types of

requirement

management tools

 Describe the need

for different types

of requirement

management tools

 Class Discussion

Face-to-Face

 Understand the need

for different types of

code generation tools

 Describe the need

for different types

of code generation

tools

 Class Discussion

Face-to-Face

 Understand the need

for different types of

unit testing tools

 Describe the need

for different types

of unit testing tools

 Class Discussion

Face-to-Face

 Understand the need

and use of different

integration testing tools

 Use various

integration testing

tools

 Class Discussion

Face-to-Face

 Understand the

versioning and change

management concepts

 Need of version

control in product

development

 Class Discussion

Face-to-Face

Supported by:

Application

At the end of the program,

the students will be able to:

 Demonstrate typical

use of software

development tools

 Demonstrate usage of

software management

tools

 Demonstrate the use of

static and dynamic

tools for code analysis

The student is able to:

 Create with tools

sample design, unit

testing and defect

analysis

Practice sessions

 Practical

Practice

examples with

case study to

create

representative

RA/ Design/

Code Static

Analysis/

Documentation/

Test coverage/

Defect type

wise analysis

 Create upward/

downward traceability

 Demonstrate the

traceability from

Requirement ->

design->code->test

cases and reverse

Lab

Analysis (HOTS)

 Analyze defect leakage

 Demonstrate phase

wise defect leakage

Practical

Practice

examples with

case study to

create:

Pie chart of

phase wise

defect leakage

Cyclometric

complexity of

given code

patch

Graph based on

profiler result to

show heaviest

 Analyze various types

of code

 Understand static

and dynamic code

coverage tool

usage

Practical

 Analyse test coverage

 Predict minimum

test cases required

for given

requirement and

design document

Practical

Supported by:

and lightest

function based

on execution

time taken.

Evaluation (HOTS)

None

Synthesis(HOTS)

None

Supported by:

Program

Outcomes

Student Learning

Outcomes

Student Learning

Objectives

Key Performance

Indicators (KPI)

Performance Ensuring

Measures (PEM)

Duration

(Hrs.)

Process (How to

do)

Employability

Outcomes

Knowledge

At the end of the

program, the students

will be able to:

 Know how to use

software tools

The student is able to:

 Demonstrate the

skills in using tools

Lab

Classroom-

Case study

Understanding/Co

mprehension

At the end of the

program, the students

will be able to:

 Understand the use

of software tools in

specific product

development

The student is able to:

 Decide and use

software tools in

specific product

development

Lab

Classroom-

Case study

Application

At the end of the

program, the students

will be able to:

 Develop an attention

to detail

 Reason and take

logical

steps/decisions in

any given situation

 Provide and manage

the end–to-end

solution for a given

project

 Manage time

efficiently and

effectively

 Use the software

Tools

The student is able to:

 Attention to detail

 Point out gaps in

documentation

/reports

 Create traceability

matrix

 Create simple

estimation

 Predict minimum #

of artefacts that will

be created for

good product



Attain the desired range

scores/grades

necessary as cut-offs

for employment

Lab

Classroom-

Case study

Supported by:

Analysis (HOTS)

At the end of the

program, the students

will be able to:

 Develop an skills to

analyse reports from

various tools

At the end of the

program, the students

will be able to analyze:

 Reports from defect

tracking tools

 Report Static and

dynamic code

analysis

Lab

Classroom-

Case study

Evaluation

(HOTS)

None

Synthesis(HOTS)

None

Supported by:

PART-II Inputs for facilitating and achieving the Outcomes

Inputs

Curriculum

TOC

Syllabus

 Software Tools

o Introduction to Tools for Software Product Development

o Tools

 Overview of Software Development Tools

o Introduction to Requirement Management (RA) tools

o Introduction to Design Tools

o Introduction to Code Generation Tools

o Introduction to Unit Testing Tools

o Introduction to Integration Testing Tools

 Overview of Software Management Tools

o Introduction to Estimation Management tools

o Introduction to Defect Management tools

o Introduction to Configuration Management tools

Infrastructure Required

Infrastructure:

i. Classroom layout (classroom diagram )

Supported by:

Supported by:

ii. Classroom infrastructure & ICT requirement

For TTT/TOT (batch of 25 trainers):

 Classroom size—Min. 10 ft. x 15 ft.

 U-Shaped table with a seating capacity of 25

 Computer/Laptop with speakers & CD ROM—1 (for master trainer)

 Computer lab with 25 Computers (desktop) with following:

◦ CD Rom

◦ MS Office

◦ Speakers

◦ Headphones with microphone—25

◦ Internet

 LCD Projector & Screen—1

 Whiteboard—1

 Flip Charts—5

For Student Training (batch of 30 candidates):

Supported by:

 Classroom size—Min. 10 ft. x 15 ft.

 Tables/chairs - 30

 Computer/Laptop with speakers & CD ROM—1 (for trainer)

 Computer lab with 25 Computers (desktop) with following:

◦ CD Rom

◦ MS Office

◦ Typing Tutor (software)

◦ Speakers

◦ Headphones with microphone—30

◦ Internet

 LCD Projector & Screen—1

 Whiteboard—1

 Flip Charts—5

iii. Freeware Tools Licenses recommended

 Physical

 Requirement Gathering--- MS-Word/ Ms Excel / Mindmap

 Design------------Star UML

 Code

◦ Documentation---Doxygen

◦ Generation from model---Star UML

◦ Analysis ----Source Monitor (C, C++, Java)

◦ Integration ----Win Merge

 Testing

◦ Unit------Cpp Unit, JUnit

 Configuration Management -----SVN

 Defect/ Change Management-----Bugzilla

 Virtual ( Video recording of look and feel of advance tools)

 IBM/Rational tool chain end to end

◦ Requisite pro ( RA)

◦ Rhapsody ( Design/ Code)

◦ Clear Case

◦ Clear Quest

Supported by:

◦ Purify+ ( Analysis)

◦ RTRT ( Unit Testing)

◦ Test Manager

 List of standard tools phase wise available in market both freeware’s and paid tools with vendor names and

webpage links

Faculty and Support

Staff

Faculty:

 Qualifications: B-Tech, B.E in Mechanical Engineering

 Experience: 8-10 years, preferably with training experience

Support staff:

 Qualifications

 Experience

Library

 Library - Physical and virtual

 CBT

 WBT

 Articles

 Books

 Internet references

Text books

Practical -Labs

infrastructure &

ICT requirements

Practical:

 Labs

 Physical

 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

Supported by:

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

None

Employment Skill

Assessment

None

ANNEXURE-I

Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery

Course Name: FSIPD-MT

Module: Software Tools

Hours

Lesson Plan for each

activity in place

Yes / No

Face -

to-Face

Team

Work

Individual

project/

Internship +

Feedback

Practical

Feedback

Assessments +Feedback

Continuou

Summative

Introduction to Tools for

Software Product Development

Tools

Supported by:

ANNEXURE-II

Directional Guideline Plan for Modules

Supported by:

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

FSIPD-ST

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 FSIPD-ST is to improve student‘s awareness and understanding of

the tools and technologies involved in Software Product Development.

Course Objective:

At the end of this module on Software Tools, the learner will be able to:

 Understand the role of tools in software product development.

 Obtain exposure level skill in usage of Software tools.

Supported by:

Session Rationale, Objective & Plan

Session Rationale: The purpose of learning this session on Introduction to Tools for Software Product Development is to provide an

overview to the need of software tools from the past to the current state.

Session Objective: At the end of this session on Introduction to Tools for Software Product Development, the learner will be able to:

 Understand and describe the need of software tools

 Understand how tools will help to develop and manage software products in predictable controlled manner

Session Plan

Time

Content

Learning Aid /

Methodology

Trainer

Approach

Learner

Activity

Learning Outcome

(Skill, Competency)

9:00 to 9.10 AM

Tools –

Transition from simple to very complex/

distributed product needs

PPT/Lecture

Discussion

Participation

Acknowledge importance of

session.

9.10 to 9.40 AM

With increased complexity how tools

make task predictable and controlled—

End to end tools usage example update

PPT/Lecture

Discussion

Participation

Understanding of necessity

of tools

9.40 to 9.50 AM

“Did I get it?” self check exercises

Web based

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

Supported by:

ANNEXURE-IV

Assessment Templates:

Any further assessments required by the trainer can be developed.

Supported by:

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



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.



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.



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.

Supported by:

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.

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.

Online

Analytical Reasoning

To assess problem-solving skills through questions on quantitative reasoning.

To assess candidate's logical skills by evaluating skills like deduction,

induction and visualization.

Online

Attention to Detail

To assess candidates eye for detail.

Online

total duration

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

To assess candidate's technical skills in the core area of education.

Online

Electrical

-do-

Online

Electronics

-do-

Online

Mechanical

-do-

Online

Civil

-do-

Online

Chemical

-do-

Online

Textile

-do-

Online

Bio-Technology

-do-

Online

Telecommunications

-do-

Online

total duration

Supported by:

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

Supported by:

ANNEXURE-VI

Engineering Proficiency Program Members

S. No.

Name of the Company

Contact Person

Email id

HCL

Manjunatha Hebbar

Manjunatha.Hebbar@hcl.com

HCL

Vayu Nandan Kumar

Nandankum[email protected]

HCL

Ashok G

[email protected]

TCS

S Selvan

[email protected]

Infosys

KNS Acharya

Sriranga_Achar[email protected]

Infosys

Tomy Thomas

Tomy_thom[email protected]

Infotech Enterprises

Ramanand pattige

Ramanand.Puttige@infotech-enterprises.com

Defiance

KN Varadarajan

Varadarajan.KN@defiance-tech.com

L&T Integrated

Engineering Services

Krishnakumar

Krishnakum[email protected]

10.

iGate

Santanu Ray

Santanu.Ra[email protected]

11.

iGate

Sheela Jain

sheela.jain@igatepatni.com

12.

iGate

Animesh Das

[email protected]

13.

EMC

Veda

Veda.Srinivasan@emc.com

14.

KPIT Cummins

Prashant Ghanekar

Prashant.Ghanekar@kpitcummins.com

15.

KPIT Cummins

Renuka Krishna

Renuka.Krishna@kpitcummins.com

16.

Microsoft

Phani Kondepudi

phanikon@microsoft.com

17.

Microsoft

Vinay Tamboli

Vinayt@microsoft.com

18.

Wipro

Hemachandra Bhat

hemachandra.bhat@wipro.com

19.

Alcatel Lucent

Murthy Bhamidi

murthy.bhamidi@alcatel-lucent.com

20.

Alcatel Lucent

RadhaKrishna

rk.arvapally@alcatel-lucent.com

21.

Synapse

Naren Nande

naren@synapse-da.com /

nsnande@gmail.com

22.

Aricent

MC Parameswaran

mc.parameswaran@aricent.com

Supported by:

23.

Mahindra Satyam

Srinivas Ramanathan

Srinivas_Ramanathan@mahindrasatyam.com

24.

UTC Aerospace

Systems

Sharatkumar Variyar

sharatkumar.vari[email protected]

25.

Bosch

Ajay Kumar

[email protected]h.com

26.

Bosch

Anju Bhadoria

[email protected]ch.com

27.

Tata Technologies

Ravindra Ranade

RAVINDRA.RANADE@tatatechnologies.com

28.

Mahindra Engineering

Prabu Sunil

PRABHU.SUNIL@mahindraengg.com

29.

Mahindra Engineering

Durgaprasad Shukla

Shukla.durgapras[email protected]

30.

Airbus

Suraj Chettri

suraj.chettri@airbus.com

31.

SAP

Jai Prakash Nethala

nethala.jai.prak[email protected]

32.

Intel

Apreeta Singh

apreeta.singh@intel.com

33.

SASKEN

Vijai Simha

vijai.simha@sasken.com

34.

Huawei

Ashok Gopinath

[email protected]

***