PREFACE The role of a teacher / facilitator is very vital in the development of a trainee's career.

Through the process of 'What, Why, Where, Who, Which, When and How', the facilitator imparts a wide range of technical skills and knowledge to the trainees. Teaching is both an art and a science. Knowledge and skills need to be imparted in an interesting and scientific manner, in accordance with the principles of teaching. This handbook has been prepared to give a general sense of direction to the facilitator in delivering the curriculum through a structured, step-by-step manner, so that no element is left out during the teaching process. It will also be of immense value to the trainees, as they are enabled to prepare for future topics well in advance. Learning is a continuous process. The subjects covered in this course are also very dynamic, changing constantly in accordance with market needs. In that sense, no handbook is ever complete in itself. Suggestions for refinement of the course curriculum and its delivery are always welcome.

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About the handbook Learning Objective: It directs the facilitator towards the measurable goals of the session in order to help the aspirants understand the needed concepts and take them through learning experience that meets the desired outcomes during the session. Teaching Learning Methodology (TLM): TLMs are recommended teaching

tools/methods/approaches needed to be used during the sessions to enchance aspirants undestanding and skill development. This version of handbook is upgraded with a few new TLMs like Power point presentations, case studies, videos, handouts, assessments, role plays. The Facilitators Handbook is a learners resource consisting of a compilation of methodologies centered around two key issues; the context of the group and essential skills for working within this context. The information provided in the handbook is always exhaustive and care has been taken to given more information on the specific topic. Hence, facilitators while teaching the specific topic must always bear in mind the absorption levels of the aspirant and teach accordingly. Case studies are provided at the end of the sessions. Ample care was taken while suggesting the case at the end of the session. The specific case studies are wound around industries and give a glance of the actual situations. Facilitators must go through the respective case studies and read them thoroughly and explain the same to the class. At the end of the case study questions can be posed to the aspirants to find the absorption of the case by the aspirants. Photographs which are relevant to the topic have been given in the right hand corner of the handbook for the benefit of the facilitator. These photographs can be shown on the respective day to the aspirants. Role-plays are provided as class based activities to inculcate the actual scenarios so that the aspirant can have first hand information on how to act if piqued with the same situation in the actual job. Facilitators can, however, feel free to create their own TLMs, apart from ones mentioned in the handbook. Innovative TLMs which are being used in the session and found to be productive, may be communicated to the CRS Acadamy so that the learnings can be communicated to the

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entire CRS facilitator community by the domain expert for the betterment of the teaching experience of the facilitator. Learning outcome: It is a statement which clearly identifies the skills, knowledge and/or understanding that a learner will be able to demonstrate as a result of successfully completing an identified part of a learning programme. Assessments: These are simple assignments used to evaluate the aspirants knowledge on the subject that they have learnt. Assessments can be done as menioned in the handbook or in any other method that the facilitator feels relevant to use written / oral tests, viva, practical, mock interviews etc., the aspirants knowledge levels have to be kept in mind while devising the assessments. Note to Facilitator: A bordered box is provided at specific places intended to provide supplimentary information needed at the time of conducting the specific session / activity. Note to Facilitator Video: A bordered box is provided for the convenience of the facilitator at specific places intended to provide supplimentary information regarding the video and gives a gist of the video. It is always mandatory for the facilitator to go through the video before screening the same to the aspirants. Activity of the day: A bordered box is provided at specific places at the end of the session / activity so as to enable the facilitator to conduct activities within the session. Activity Home based: A bordered box is provided for at specific places in the session / activity so as to enable the facilitator to direct the aspirants in performing specific activities after the LABS session is complete.

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Guidelines for using the handbook The guidelines to be followed for using the handbook are: The teaching Learning Methodologies (TLMs) mentioned in the handbook should be adhered to while imparting the varous CRS skills. Apart from these, the faclitator is free to use other TLMs for explaining the topic. Case studies, examples, videos, power point presentations and activities mentioned in the handbook are those from realtime scenarios which can yield good results if explained with supplimentary information provided in the handbook. The handbook, handouts and assessments have been specially designed to make teaching a simpler and more interesteing experience for both the facilitator and the aspirants. Assessments that have been mentioned in the handbook only give a sample of how an assessment should be conducted. Facilitators can develop assessments based on these samples and make learning a more interesteing experience for the aspirants. Contents including the handbook have to be covered totally. The facilitator, however, may customize the subject as well as the examples to the conditions of the local market. The handbook only deals with the topics that are to be taken up in the particlar domain. The facilitaor should schedule their time tables in such a way that reinforcemnet sessions are also taken up within the span of 92 days of LABS. In this regard reinforcemtn sessions can be undertaken after the end of assessments. CRS and ITES facilitators have to take the responsibility of training the aspirants of all domains in basics of customer relations and sales and IT skills respectively. They have to discuss with the respective domain facilitators and decide as to what topics they can take up keeping the learning objectives and outcomes in mind.

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The handbooks have been developed according to the present day scenario and in a generic manner. Hence, they may have to be customized to the local market as far as generation of examples is concerned.

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