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Aspiring Minds' Campus Analysis Report Gaya College of Engineering,2019 (B.Tech/B.E, 2019) Aspiring Minds Assessment Pvt. Ltd. Study of Students' Employability and their Performance in AMCAT Aspiring Minds Assessment Pvt. Ltd 323 Udyog Vihar, Phase II Gurgaon, Haryana 122016, India Tel: (91) 124 4148777 Email: [email protected]

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Page 1: Aspiring Minds' Campus Analysis Report Gaya College of ...€¦ · Aspiring Minds' Campus Analysis Report Gaya College of Engineering,2019 (B.Tech/B.E, 2019) Aspiring Minds Assessment

Aspiring Minds' Campus Analysis Report

Gaya College of Engineering,2019

(B.Tech/B.E, 2019)

Aspiring Minds Assessment Pvt. Ltd.

Study of Students' Employability and their Performance in AMCAT

Aspiring Minds Assessment Pvt. Ltd323 Udyog Vihar, Phase II Gurgaon, Haryana 122016, India

Tel: (91) 124 4148777Email: [email protected]

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TABLE OF CONTENTS

Purpose of this Report ............................................................................................................................................ 3

Introduction ................................................................................................................................................................. 5

Score Interpretation ................................................................................................................................................. 9

Percentile Interpretation ........................................................................................................................................ 9

Section No. 1 - Students\' Capability and Training Need Analysis ....................................................... 10I. Inferences ...................................................................................................................................................... 12

II. Performance Summary ............................................................................................................................... 14III. Training Suggestion ...................................................................................................................................... 15

Section No. 2 - Students\' Employability ....................................................................................................... 17I. Perspective on Corporate Shortlisting Criteria ....................................................................................... 17

II. Employability Prospects .............................................................................................................................. 20III. Bird's-eye-view of Employability ............................................................................................................... 21

Section No. 3 - Intra Campus Comparison .................................................................................................... 23I. Stream Comparison ..................................................................................................................................... 23

Section No. 4 - Aspiring Minds' Concluding Words ................................................................................... 26

Section No. 5 - Appendix ...................................................................................................................................... 27I. Candidates Score Table ............................................................................................................................... 27

II. Statistical Significance (Confidence) ......................................................................................................... 28III. National Average (Norm) ............................................................................................................................ 28IV. Variance (Standard Deviation) ................................................................................................................... 28V. About Aspiring Minds .................................................................................................................................. 29

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Purpose of this Report

The Aspiring Minds Campus Analysis Report provides a detailed analysis of the student quality andtheir employability in the industry. Our aim is to produce a report which is useful to the campusand includes a comprehensive comparison across different degrees, streams and batches. All suchanalysis will serve as an employability checkup for students and accordingly, the administration canprioritize its efforts to increase the overall student employability.

The various sections of this report give a broad view on numerous aspects related to theperformance of students. These sections contain tables and charts which have been constructedafter an in-depth analysis of AMCAT assessment data collected from your campus. We evaluateyour students' performance in comparison to the nation-wide norms, which are calculated froma sample of entry-level job-aspirants over 22 states across India. This comparison reveals thoseareas in which your students fare better (or otherwise) than the average student assessed by us,and determines the employability of the students in diverse industries. This report will give a clearpicture of the employability status of students eligible for the listed companies and also help theinstitute to improve on the weak areas figured by Aspiring Minds' analysis.

We also provide an intra-campus analysis to give an overview of the characteristics of topperforming students in comparison to the rest, such that appropriate measures can be taken tohelp the low performers fare better.

On the basis of our analysis, we suggest certain recommendations for your campus. We are certainthat these recommendations will help Gaya College of Engineering,2019 march towards its goalof providing excellent education to the students, which will result in better employability. Ourrecommendations, if properly implemented, will also help increase the standing of the campusamongst prospective students.

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Data Snapshot

Campus Gaya College ofEngineering,2019

Date of testing 28,29,30,31-Aug-2018

Degree tested B.Tech/B.E (23 students)

Number of students compared in each stream

Civil Engineering 13 students

Electronics & Electrical Engg 7 students

Mechanical Engg. 3 students

Note: some students either did not enter their stream or entered it incorrectly. These students have not been included inany stream. Thus total students tested could be more than students in all reported streams.

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Introduction

This report is based on the results of AMCAT assessment conducted at your campus on28,29,30,31-Aug-2018 where a total of 23 students were tested. AMCAT is a two and half-houradaptive test with multiple modules including aptitude, domain skills and personality assessment.It is India's largest employability test and is taken by more than 30,000 students every month. BeingIndia's only adaptive employability test, it is used as a benchmark for hiring by several companiesacross India. The details of AMCAT assessment are as follows:

AMCAT Modules

I. English ComprehensionII. Quantitative Ability

III. Logical AbilityIV. Computer ProgrammingV. Electronics and Semiconductor Engineering

VI. Mechanical EngineeringVII. Electrical Engineering

VIII. Civil EngineeringIX. Aspiring Minds Personality Inventory (AMPI)

I. English Comprehension

Familiarity with the English Language in its various nuances is an essential skill, especiallyin the current climate of global networking. Ideally, any recruitment should involve a testof skills in handling the language in ways that promote the objectives of the company.Needless to state, an appropriate test is necessary.

Our English test uses a variety of internationally standardized resources for framingquestions aimed at determining the candidate's ability to a) understand the written text(b) comprehend the spoken word and (c) communicate effectively through writtendocuments. The test broadly covers the following areas:

a. A wide-ranging vocabulary to cope with general and specific terminology.b. Syntax and sentence structure, the incorrect use of which distorts meaning and

becomes a communication hurdle.c. Comprehension exercises designed to test a candidate's ability to read fluently and

understand correctly.d. The ability to understand and use suitable phrases, which enrich the meaning of

what is conveyed.

Time management and accuracy in conformity with the examiner's criteria.

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II. Quantitative Ability

The Quantitative Ability assesses the ability of the candidate in following two aspects:

a. Basic understanding of numbers and applicationsThis section tests whether the candidate has understanding of basic numbersystem, i.e., fractions, decimals, negative, positive, odd, even numbers, rationalnumbers, etc. The candidate should know how to do basic operations on thesenumbers, understand concepts of factors/divisibility and have good practice ofalgebra. Apart from operations on numbers, the candidate should know how toconvert a real-world problem into equations, which is to be solved to find anunknown quantity. The candidate is tested on Word Problems representing variousscenarios to assess the same.

b. Analytical/Engineering MathsThese are aspects of mathematics needed for Engineering disciplines and dataanalysis. This includes permutation-combination, probability and understanding oflogarithms.

III. Logical Ability

The Logical Ability section assesses the capacity of an individual to interpret thingsobjectively, to be able to perceive and interpret trends to make generalizations and beable to analyze assumptions behind an argument/statement. These abilities are primary forsuccess of a candidate in the industry. Specifically, these are divided into following sections:

a. Deductive Reasoning: Assesses the ability to synthesize information and deriveconclusions.

b. Inductive Reasoning: Assesses the ability to learn by example, imitation or hit-and-trial. This also provides an indication of how creative the individual is.

c. Subjective Reasoning: Assesses the critical thinking ability of an individual to seethrough loopholes in an argument or group of statements.

All these abilities are tested both using numerical and verbal stimuli. Coachable questionshave been identified and removed.

IV. Computer Programming

The Computer Programming Principles module evaluates the suitability of the candidatefor the software industry. It not only tests the knowledge and application of basicconstructs of programming, but also concepts of data structures, algorithm analysis andobject-oriented-programming.

The test is language-independent and all programming questions use a pseudo-code.Significant effort has been made to exclude memory-based and rote-learning questions.The test contains questions on debugging programs, finding the output of programs,

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completing incomplete programs, finding complexity of algorithms, questions onimplementation and operations on different data structures, etc.

The test contains the following sections:

a. Structure and constructs of Computer Programsb. Data-structures and Basics Algorithmsc. Object Oriented Programming Concepts

V. Electronics and Semiconductor Engineering

The Electronics and Semiconductor test assesses the suitability of the candidate for theSOC, Embedded Systems, VLSI design, etc. companies. This test together with that ofComputer Programming assesses the suitability of candidates for EDA companies. The testhas the following sections:

a. Analog Electronics1. Basic Components, their operations and Circuit Analysis2. Active Components, Large, Small Signal and Circuit Analysis3. Frequency domain and time domain analysis of systems, Feedback and

Stability4. Opamp based circuits and analysis

b. Digital Electronics1. Boolean Algebra, Minimization of Boolean Functions2. Implementation and Analysis of logic gates3. Sequential blocks - flip-flops and latches4. Digital Circuits and Blocks5. State Machines and design of Complex sequential circuits

VI. Mechanical Engineering

In this module, a student is tested for his understanding of mechanical engineering -theoretical and practical knowledge. Questions from different areas in this subject areasked so as to assess a student on his complete knowledge of the subject. The test has thefollowing sections:

a. Manufacturing Scienceb. Thermodynamics & IC Enginesc. Fluid and Machine Mechanics

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VII. Electrical Engineering

The Electrical Engineering module has been designed to assess a candidate's knowledgeworking in power sector. The module is meant for B Tech. students who may be freshersor the students who may be exposed to industry for one to two years. The module checksfor the concepts which would be used by the engineers in everyday working. The moduleconsists of both conceptual and practical aspects of the subject.

VIII. Civil Engineering

Civil Engineering module assesses a student's skills, knowledge and understanding of thecore ideas involved in the branch of civil engineering. The module focuses on testing astudent on theoretical knowledge and practical concepts which will help him perform agood job as an engineer in the industry.

IX. AMPI: Aspiring Minds Personality Inventory

It is the first personality inventory designed for personality analysis of Indian collegegraduates for the purpose of inputs to corporate personnel selection. AMPI is based on thefive factor model, which is by far the only scientifically validated and reliable personalitymodel. Several scientific studies across the world have shown that different combinationsof the five factor personality traits strongly correlate to different job profiles and predictlong term job performance reliably. AMPI analysis will be a worthwhile objective input tothe corporate selection process and help find better matches to job profiles. The AMPIquestionnaire asks for candidate's reaction under various scenarios, his/her beliefs, likes-dislikes to ascertain his/her personality factors. Factors map to traits such as candidatemotivation, self-discipline, sociability, persistence, confidence, emotional stability, etc.which both intuitively and scientifically map to job requirements. AMPI builds in a strongproprietary methodology to control distortions due to social desirability and answer-faking.

AMPI has been designed specifically keeping the fresh Indian graduates in mind. Contextis very important in design of items. AMPI items take into consideration the culturalsensibilities of Indians, the scenarios students face at college/home, also depending on thesocio-economic status of the target population. This brings AMPI into a unique position ascompared to generic/Western inventories, which do not suit our target population and failmiserably.

AMPI's scoring is based on statistical techniques of factor analysis, polytomous itemanalysis and structural modeling. Norms have been set on large candidate assessmentdone on final year graduates. Testforms are auto-generated such that each factor can bereliably predicted in feasible amount of time. Test-retest reliability and test validity arestatistically guaranteed.

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AMPI traits are:

a. Extraversionb. Conscientiousnessc. Emotional Stabilityd. Openness to Experiencee. Agreeableness

Score Interpretation

All scores lie between 100 and 900. The scores are normalized on a Gaussian curve using statisticaltechniques. The scores follow global standards of validity and reliability. They are valid for threeyears and remain consistent on repeat testing unless the candidate's ability improves because ofsustained long term efforts.

Percentile Interpretation

The percentile of the candidate is calculated over a National average group based on the percentileof all students tested by Aspiring Minds. Several statistical studies conducted demonstrate clearlythat the percentiles are stable for a year and will not vary more than two percentile points. Thepercentile is a very important metric and gives an idea of the candidate's rank in comparison withall graduates nationwide.

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Section 1 - Students' Capability and Training Need Analysis

This section shows the overall performance of the campus students, along with their averageand standard deviation in each module. In Campus Aptitude and Skill Chart below, BLUE trianglesrepresent average score of your campus in each module. The RED triangle represents Total Aptitudescore, which comprises of English, Quantitative Ability and Logical Ability scores.

The Campus Ability Table below shows the campus average scores (percentiles) and their standarddeviations in comparison with the National norms. It also indicates if the difference between theCampus Average score and the National Average score is significant and if so, at what confidencelevel. Norm is the National Average of all the candidates tested on AMCAT. Confidence level refersto the likelihood (ranging from 0 to 100%) that the results observed in the study are real, and notdue to chance. In this analysis, if confidence level is less than 90%, it indicates that the differencebetween the Campus Average and the National Average is not significant and that both the scoresare equivalent. For confidence level greater than or equal to 90%, the difference between theCampus Average and the National Average is considered significant. If the difference is positive, onan average, the campus students are performing better than the National Average and vice versa.

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Campus Ability Table

ModulesAttempted

CampusAverage

Percentile

CampusAverage

(Std.Dev.)

NationalAverage

(Std.Dev.)

Difference(Campus -National)

ConfidenceIs

Significant?1

EnglishComprehension 27% 414 (72) 475 (100) -61 100% Yes

QuantitativeAbility 56% 513 (141) 495 (115) 18 50% No

Logical Ability 49% 463 (71) 465 (101) -2 24% No

Electronics andSemiconductorEngineering

49% 308 (180) 310 (80) -2 3% No

MechanicalEngineering 14% 370 (131) 450 (75) -80 94% Yes

ElectricalEngineering 67% 426 (122) 380 (103) 46 73% No

CivilEngineering 85% 376 (91) 300 (72) 76 99% Yes

Total Aptitude 44% 461 (71) 478 (105) -17 80% No

1 if confidence level is less than 90%, it indicates that the difference between Campus Average and National Average is notsignificant and that both the scores are equivalent.

Note: Computer Programming, Production Engineering, Fundamentals of Chemistry, Computer Science and Food Sciencemodules are not considered as they were attempted by less than 5 students in your campus.

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I. Inferences1. English Comprehension

Communication is the key to building relationships and trust that leads to success inbusiness. English is a corporate language and hence, the ability to read and comprehendthis language effectively is essential to qualify for all types of job profiles, whether it istechnical or non-technical. It is a matter of deep concern that the students of your institute,on an average, have scored much lower than the National Average in the English module.This is very critical and the campus must relentlessly focus on English language training oftheir students. For students, the best way to improve English is by reading newspapers,magazines and books, and practice speaking in English. The campus faculty also needs toincrease its attention on teaching the basics and then move on to advanced concepts toimprove their score, in order to match the National Average and beyond.

2. Quantitative AbilityQuantitative Ability measures a person's ability to deal with numbers and real-worldproblems quantitatively and mathematically. It is the ability to convert a real worldproblem into equations which can then be solved to find the result. This module isdesigned to measure a candidate's basic maths and algebraic skills, his/her understandingof basic quantitative concepts and his/her ability to reason quantitatively, solvequantitative problems and interpret graphical data. In Quantitative Ability module, yourcampus, on an average, has scored same as the National Average. This result indicates thatstudents of your campus are well versed with the underlying concepts of the Quantitativeaptitude. Aim should be to surpass National Average and in order to do that they shouldreligiously practice questions in areas like numbers, probability, word problems, etc.Effective teaching with regular tests/assignments will greatly aid in increasing the students'ability to attempt questions from various topics and of varying difficulty, thus acquiring therequired knowledge.

3. Logical AbilityThe purpose of Logical Ability module is to test students' logical reasoning skills and tocheck their intuitive ability, decision making capability, problem solving approach andother areas which are important from a company's perspective. People with strong LogicalReasoning are quicker to perceive and interpret things objectively. Therefore, proficiencyin this module is desired for all job profiles. Students of your institute, on an average,have scored equivalent to the National Average in Logical Ability module. Proper guidancefrom the faculty and focused efforts from students are required to score higher thanthe National Average. Students should solve different kinds of logical puzzles and playlogical games regularly. This will sharpen their skills tremendously, thereby increasing theemployability of your students.

4. Electronics and Semiconductor EngineeringThe Electronics and Semiconductor module tests the students' understanding of analogand digital electronics. Students need expertise in this area to pursue a career in fieldssuch as VLSI Design, Embedded Systems, Computer-Aided-Circuit Design - in general, theSemiconductor and SOC industry. The topics included in this module are taught to studentspursuing Electronics/Electrical engineering. In some colleges, it is also taught to studentspursuing engineering in Computer Science, Instrumentation, etc. It is good that thestudents of your campus, on an average, are equivalent to the National Average, but thereis lot of room for improvement. It seems that students first require a brush-up of basicconcepts followed by lot of problem solving. Giving weekly or bi-weekly assignments and

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making them solve problems at the back of every chapter, is a great way to further improvethe conceptual understanding of students and would help them score better in this subject.

5. Mechanical EngineeringMechanical engineering module assesses a candidate's understanding on core conceptsincluding mechanics, kinematics, thermodynamics, material science, structural analysis,etc. It requires a candidate to apply the principles of physics and material science foranalysis, design, manufacturing and maintenance of mechanical systems. For any jobprofile in core mechanical sector, a student is required to do well in this module. Yourcampus performance has been below average. Students of your campus have, on anaverage, scored significantly lower than the national average. We suggest that thestudents need to extensively read about the core subjects like Production engineering,Thermodynamics, Machine design, Kinematics, etc - right from the basics. Channelizedtopic selection and proper devotion of time to important topics could go a long way inimproving the student's performances. Also more emphasis should be given to conceptualand practical based teaching.

6. Electrical EngineeringElectrical engineering module assesses a candidate's knowledge on a range of subfields likeanalog and digital electronics, power engineering, control systems and signal processing.The module deals with the study and application of electricity, electronics andelectromagnetism. In order to build a career in fields such as Power sector, Control andelectronics, a student is expected to do well in this module. Students of your institute, onan average, have scored equivalent to the National Average in this module. While theyseem to have good theoretical knowledge of the subject, but in order to improve theirperformances, it is imperative that they are well acquainted with the various numericalbased problems in Control systems, power systems etc. Proper guidance from the facultycould go a long way in improving their performance.

7. Civil EngineeringCivil engineering module requires a student to have a basic understanding of core topicssuch as structural, geo technical, material, transportation engineering etc, so that a studentis able to apply this knowledge in planning, design, construction and maintenance ofstructures (like roads, building, etc). The module tests the student to have a basicknowledge of general principles of mechanics and construction and requires the candidateto apply these principles in practical based problems. The students of your institute haveperformed very well in Civil engineering module, on an average, scoring significantlyhigher than the National Average. While you display a solid understanding of the conceptsin civil engineering module, you should challenge yourself to more advanced and nichetopics like traffic engineering and mapping concepts in surveying.

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II. Performance Summary

From the above analysis, it is clearly visible that the performance of the students at your campusis good in Civil Engineering, which is commendable. They have performed satisfactory inQuantitative Ability, Logical Ability, Electronics and Semiconductor Engineering and ElectricalEngineering, whereas extra efforts can make a tremendous difference in performance. However,the students' performance is not satisfactory in English Comprehension and MechanicalEngineering, therefore additional training sessions and corrective measures are required by thecampus authorities. Methodologies such as mock tests, assignments and extra classes can becomea valuable strategy for the benefit of students. The campus can also include proactive mentoringsessions for weak students and review their skills in the given area(s). Another approach can be tohold training sessions focusing on comprehensive guidance for the students to excel in their weakareas. The gain resulting from these training sessions and your continuous support will allow overalldevelopment of the student and further enhancement in their abilities.

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III. Training Suggestions

This section lists areas where your students need to improve on the basis of their performancein the AMCAT. For each module, according to the degree of improvement needed, appropriatesuggestions have been provided.

Campus Training Requirement Table

Area toImprove Upon

Degree ofImprovement Suggestion

EnglishComprehension Very Strong

Conduct tests and quizzes under time constraints whichwould help students judge their performance and furtherimprove upon it. Encourage playing games like Scrabble,Crossword, etc. in order to improve their English vocabulary.You can try placing such word-games in the campus library.Conduct a number of mock tests and ensure that the studentsappear in each of these tests. This will help them to knowwhere they actually stand.

QuantitativeAbility Moderate

Encourage pupils not to read mathematics, but to write andpractice. That is the only way to learn mathematics. Time-honored mock tests should be conducted for the students sothat they are able to judge themselves.

Logical Ability Moderate

Advice students to develop their own notations so that theycan represent the problem using proper symbols, diagramsetc. Encourage students to solve different types of puzzles andquestions which need logical thinking. Help them understandthe problem clearly in their minds before they start solving it.

Electronics andSemiconductorEngineering

Moderate

Good understanding of combinational logic, circuit analysisand design is required to excel in this module. We suggest thatthe students should keep practicing questions in these areasto keep their knowledge updated. Make sure they go throughvarious examples, understand and practice them. Then, makethem solve multiple-choice-questions under time constraint.It is a conceptual subject which requires very strongfoundation. For analog design, we recommend that initially,students concentrate on basic circuit analysis andunderstanding. 'Network Analysis' by Van Valkenburg is agood book to strengthen one's concepts in this area. Oncethe network concepts are clear, one should move on to activecircuit analysis and synthesis. The book we recommend forthis purpose is 'Microelectronic Circuits' by Sedra-Smith. Thisbook is very good for self-learning as it has been writtenin reader-friendly manner. For digital design, we recommend'Digital Design' by Morris Mano.

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Area toImprove Upon

Degree ofImprovement Suggestion

MechanicalEngineering Very Strong

Mechanical engineering is a practical oriented branch withmany real time applications. So, it is important that theteaching relates to such scenarios like understanding how anobject is moving, what is the principle behind the working ofa machine, etc. One of the best ways to improve fundamentalskills in this module is by providing students with direct handson experience. Workshops and machinery shops withappropriate facilities for welding, metal cutting tools, lathesetc is one possible solution. Manufacturing science andThermodynamics form the backbone of mechanicalengineering. For Manufacturing science, we suggest studentsto initially concentrate on all the manufacturing and metalcutting processes. 'Manufacturing Processes' by Raghuvanshiis a good book to build concepts pertaining to all theseprocesses. Thermodynamics, on other hand is more reasoningbased with high percentage of numerical portion. The bookwe recommend for this purpose is 'Thermodynamics' byCengel and Boles.

ElectricalEngineering Moderate

Hands on experience is critical in electrical engineering.Therefore internships and Industrial visits should beencouraged so that students get a chance to apply theirconcepts in 'real world' scenarios. In electrical engineeringlabs, students should be encouraged to explore and assemblevarious circuits, so that they can learn things practically.

CivilEngineering Slight

For a civil engineering student, it is a must to understand whattype of soil, they are building on. So it is important for facultyto relate a theoretical subject like geotechnical engineering toindustrial context.

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Section 2 - Students' Employability

This section gives you an approximate idea about the kind of companies your students arecompetent for. This section also provides an insight into the criteria used by different companiesfor their hiring process. Additionally, an estimate of the employability of your campus students indifferent sectors is mentioned. In order to improve employability prospects, domains in which yourstudents need to focus their efforts are also listed.

I. Perspective on Corporate Shortlisting Criteria

In this section, we discuss the different kind of job profiles available for fresh graduates. For eachdomain, we discuss the nature of the job and the kinds of skills required to succeed in the particularjob profile.

◦ IT Services

These types of service companies have large training setups of their own. They providesystem integration solutions, software application development, testing solutions andmany other services. For large services companies, Computer Programming score is notan important criterion. They look for candidates with acceptable English and LogicalReasoning along with strong Quantitative Ability skills. A good score in computerprogramming module is an advantage. HCL, TCS, Wipro, Satyam, Polaris etc are some ofthe major large scale service based companies.

◦ IT Products

These types of product based companies analyze the future requirements of market andcome up with exact solutions and product enhancements. That is, they develop theirown products/applications based on the market requirements. These companies primarilylook for good programming skills and quantitative ability. Since the job does not includeinteraction with clients, they do not focus on good scores in English. Yahoo, Microsoft,Texas Instruments, etc. are some of the product based technology companies.

◦ Electronics & Semiconductor

The companies in this sector provide job opportunities which fall under one of these twocategories: electrical power generation/transmission and its application. One can furtherspecialize in research, testing, design & development or production & manufacturing. Mostelectrical engineering strongly prefer candidates with a degree in electrical engineering orrelated field and hence candidates are expected to have sound domain knowledge apartfrom being stong in analytical & problem solving skills.

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◦ ITeS and BPO

Business process outsourcing companies can be aptly defined as those that act to utilizethe services of a third party in order to perform its back office operations. The BPO marketis forecast to hit $450 billion by 2012. These companies look at moderate to outstanding/exceptionally good English, depending on whether they have national or internationalclients. The other parameters they use for short listing are acceptable Logical Reasoningand Computer skills. GE Capital, Convergys, Wipro Spectramind and Dell are some of theprominent BPO entities.

◦ Hardware and Networking

These companies specialize in Hardware and Network Support and basically provideintegrated solutions for business enterprise applications, networking equipment andnetwork management. That is they help manage organization's computing resources upand running. These companies primarily look for average quantitative and logical ability.Since the job does not include a lot of interaction with clients, they do not necessarilyrequire good scores in English Comprehension. Cisco, Hewlett Packard, Nortel, NEC, Citrixand Netgear are some of the Hardware/Networking companies.

◦ KPO/Analyst

Knowledge Processing Outsourcing (popularly known as KPO) calls for the application ofspecialized domain pertinent knowledge. KPO business entities provide typical domain-based processes, advanced analytical skills and business expertise, rather than just processexpertise. These companies look for an impressive command in English and soundknowledge in both Quantitative and Logical Reasoning. Evalueserve, Ugam Solutions, 24/7Customer, ICICI OneSource, etc. are some of the leading KPOs in India.

◦ Automobile/Manufacturing Industry

Automotive engineers work in all aspects of a vehicle's design and performance. Thework could be broadly in one of the three categories- product engineering, developmentengineering and manufacturing engineering. This job requires the person to have stronganalytical skills and logical ability as it involves lot of data analysis before a new design isdeveloped. They should be good with English language and since this is a specialized jobprofile, technical knowledge in this field is mandatory which is assessed by the MechanicalEngineering module.

◦ Software Quality

Software testers are responsible for testing of software programs to ensure quality. Theyare required to review software requirements, prepare test cases, execute them and reportdefects.

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◦ Civil Design & Construction

The job profile of a civil engineer includes planning and supervising the construction ofsociety's infrastructure like roads, dams, buildings and highways. Civil engineering is abroad field and one would generally specialize in any one specific area like structural,construction, environmental or transportation engineering. Civil engineers need to have astrong aptitude for mathematics and should be able to think logically and creatively to besuccessful. They must be able to communicate well, both verbally and in writing. Domainknowledge is very important and hence the candidates need to have a bachelor's degreein Civil Engineering.

◦ Electrical/Energy & Power

The jobs in this sector involves design, deployment and maintenance of a broad range ofelectrical systems and equipment with a focus on economy, safety, quality and relaibility.The skills required for the role of electrical engineer include analytical skills, effectivecommunication and organizational skills and mastery in engineering skills.

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II. Employability Prospects

The following table suggests the methods to be implemented in order to improve employabilityof your students with reference to particular job profiles. We have investigated what preciseskills are deficient in students which make them unemployable. These skills need to be improvedthrough efforts of the student and campus. Campus administration is requested to go throughthese suggestions and implement them to make students more employable.

Campus Job Match Table

Type of Company Percentage of StudentsEligible

Percentage of Students NeedTraining

IT Services 15% 85%

IT Products 0% 100%

Electronics & Semiconductor 0% 100%

ITeS and BPO 55% 45%

Hardware and Networking 55% 45%

KPO/Analyst 5% 95%

Automobile/ManufacturingIndustry 0% 100%

Software Quality 50% 50%

Civil Design & Construction 20% 80%

Electrical/Energy & Power 11.1% 88.9%

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III. Bird's-eye-view of Employability

The following table suggests the methods to be implemented in order to improve employabilityof your students for each type of company. These recommendations are provided on the basis ofweak modules for each company, which the faculty should work on to help their students. Campusis requested to go through these suggestions and implement them to elevate the chances of gettingplaced in that particular company.

Campus Employability Enhancement Table

Type ofCompany

CampusEmployability

Prospect

Areas in Need of Training for Improving EmployabilityChances

IT Services Low

These companies are basically looking for good Englishand Logical skills with average Quantitative ability. Toincrease the employability prospects for this industry,extra efforts are required by the campus authority onEnglish Comprehension and Logical Ability.

IT Products Low

These companies are basically looking for good English,Programming and Logical skills with average Quantitativeability. For better employability prospects in thisindustry, your students need to focus on ComputerProgramming and English Comprehension.

Electronics &Semiconductor Low

These companies look for candidates having goodknowledge of Electronics and Semiconductors with goodLogical and Quantitative abilities. For betteremployability prospects in this industry, your studentsneed to focus on English Comprehension and Electronicsand Semiconductor Engineering.

ITeS and BPO Medium

These companies look for candidates proficient inEnglish with average Logical and Quantitative abilities.For better employability prospects in this industry, yourstudents need to focus on English Comprehension.

Hardware andNetworking Medium

These companies are basically looking for candidateswith good English and average Logical abilities. Ifemployability prospects is to be increased for thisindustry, campus faculty will need to focus on EnglishComprehension.

KPO/Analyst Low

These companies look for candidates having proficiencyin English with good Quantitative and Reasoningabilities. For better employability prospects in thisindustry, your students need to focus on EnglishComprehension.

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Type ofCompany

CampusEmployability

Prospect

Areas in Need of Training for Improving EmployabilityChances

Automobile/ManufacturingIndustry

Low

These companies are basically looking for candidateswith good English, Logical and Quantitative ability alongwith proficiency in Mechanical skills. If employabilityprospects is to be increased for this industry, campusfaculty will need to focus on Mechanical Engineering andEnglish Comprehension.

Software Quality Medium

This profile requires candidates with good aptitude skillsalong with knowledge of Computer Programming. Forbetter employability prospects in this industry, yourstudents need to focus on Computer Programming.

Civil Design &Construction Low

These companies look for candidates with goodknowledge of English, Logical and Quantitative abilitieswith proficiency in Civil Engineering. For betteremployability prospects in this industry, your studentsneed to focus on English Comprehension, Logical Abilityand Civil Engineering.

Electrical/Energy& Power Low

These companies look for candidates with goodknowledge of English, Logical and Quantitative abilitieswith proficiency in Electrical Engineering. To increase theemployability prospects for this industry, extra effortsare required by the campus authority on EnglishComprehension, Quantitative Ability, ElectricalEngineering and Logical Ability.

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Section 3 - Intra Campus Comparison

In this section, we will compare assessment scores to create a comprehensive comparative analysisbetween different branches of a degree of your college. This section shall explain thecompetitiveness of students of each degree, branch and batch with others in the respective group.

I. Stream Comparison

In this section, we compare the AMCAT scores of students categorized by their branch of study.Students from the following branches participated in AMCAT at your college.

1. Civil Engineering2. Electronics & Electrical Engg3. Mechanical Engg.

The chart below shows the comparison of module-wise average scores for each stream. To interpretthe chart, refer to the above illustration. Each horizontal bar represents the average score alongwith the standard deviation of a particular branch in that module. The vertical line at the center ofeach bar represents the average score. The length of bar represents the range of scores obtainedby students of that stream.

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Note: color bands are in order.

For each module, the following table lists the top scoring streams. Only the modules which arecommon for all the streams have been considered in the table.

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Top Scoring Streams For Each Module

.............................................................................................................................................................................................

Rank English Comprehension Quantitative Ability Logical Ability

1 Electronics & ElectricalEngg Civil Engineering Electronics & Electrical

Engg

Note: streams with less than 5 students have not been considered for the analysis.

On the basis of AMCAT scores obtained by different streams in your campus, we make followinginferences -

1. English ComprehensionElectronics & Electrical Engg students have shown that they are the best when it comesto the English Comprehension. Civil Engineering students lag behind with a difference of12.02 percentile points. Also note that, on an average, both the streams have scored worsethan the National Average.

2. Quantitative AbilityWhen it comes to Quantitative Ability, Civil Engineering students have grabbed the topposition leaving Electronics & Electrical Engg behind by 2.49 percentile points. Also notethat, on an average, both the streams have performed better than the National Average.

3. Logical AbilityIn Logical Ability, Electronics & Electrical Engg students are the top scorers, their averagescore exceeding that of Civil Engineering students by 18.17 percentile points. Whencompared with the National Average, Electronics & Electrical Engg students have, on anaverage, done better in this section. The Civil Engineering students need to pay moreattention to this section as they have underperformed.

In your campus, Electronics & Electrical Engg stream performed outstandingly well in maximumnumber of modules. Also, Civil Engineering stream performed poorly in maximum number ofmodules in comparison to other streams, and therefore need special attention.

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Aspiring Minds' Concluding Words

To summarize the overall analysis of your campus done by Aspiring Minds, key-points from allsections are highlighted below:

◦ The performance of the B.Tech/B.E students in your campus is good in Civil Engineering,which is commendable. They have performed satisfactory in Quantitative Ability, LogicalAbility, Electronics and Semiconductor Engineering and Electrical Engineering, whereasextra efforts can make a tremendous difference in performance. However, the students'performance is not satisfactory in English Comprehension and Mechanical Engineering,therefore additional training sessions and corrective measures are required by the campusauthorities.

◦ It is clearly evident that 55%, 55% and 50% of your students are eligible to work in ITeSand BPO, Hardware and Networking and Software Quality which is good, however 15%,0%, 0%, 5%, 0%, 20% and 11.1% of your students are eligible to work in IT Services,IT Products, Electronics & Semiconductor , KPO/Analyst, Automobile/ManufacturingIndustry, Civil Design & Construction and Electrical/Energy & Power respectively which isan area of concern.

◦ In your campus, Electronics & Electrical Engg stream performed outstandingly well inmaximum number of modules. Also, Civil Engineering stream performed poorly inmaximum number of modules in comparison to other streams, and therefore need specialattention.

The strongest recommendation Aspiring Minds will like to give is initiation of classes to improve theweak areas of candidates. Apart from classes, regular quizzes and special training sessions shouldalso be initiated, where students answer questions under time constraints. The classes should bestudent-friendly so that the students are open to questions and are free to ask their doubts. Peerteaching can be another way to increase the learning of students in the class

Along with increasing the employability of the institute, this will help your students compete withother candidates in a more effective and efficient way. With regard to areas where your studentsscored well, a sustained effort is needed. Regular assignments of problems should be given so thatthe students can accelerate their performance.

We strongly request the campus authorities to direct all students to follow the performancefeedback given by Aspiring Minds based on their AMCAT scores. The campus authorities can go along way in reminding students about their strengths and weaknesses, thus encouraging them touphold their strengths and improve on their weaknesses. Consider special classes, better teachingprocesses and focused courses so that students get a good platform to improve and perform. Wealso strongly suggest conducting AMCAT again at campus after 4 months of dedicated hard work bystudents and campus authorities. This shall give students a benchmark to improve themselves, andhelp us understand if the initiated training program was useful. Of course, it would help studentsas well, with better scores leading to better job opportunities.

We thank Gaya College of Engineering,2019 for giving us an opportunity to conduct AMCAT intheir campus. For any clarification or further analysis, we can be contacted [email protected] .............................................................................................. 0 or (91) 124 4148777.

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Appendix

I. Candidates Score Table

The Candidates score table below shows the scores and percentile of all the students of yourcampus tested on AMCAT. All scores lie between 100 and 900.

AMCAT Score, Percentile

AMCAT ID NameEnglish

Comprehension Quantitative Ability Logical Ability ComputerProgramming

Electronics andSemiconductor

Engineering

MechanicalEngineering Electrical Engineering Civil Engineering Fundamentals of

ChemistryProductionEngineering Food Science Computer Science

158470029102283 Abhimanyu Yadav 420 29 % 535 64 % 495 62 % - - 175 0 % - - 589 95 % - - - - - - - - - -

158470029916437 Abhishek Kumar 325 7 % 430 29 % 395 24 % - - 565 99 % - - - - 324 47 % - - - - - - - -

158470029499327 Aditya Raja 525 69 % - - 395 24 % - - - - 315 2 % - - 260 19 % - - - - - - - -

158470029364255 Ajay Kumar 420 29 % 400 20 % 570 85 % 275 14 % - - - - 411 50 % - - - - - - - - - -

158470029572927 Akanksha Kumari 335 8 % 385 17 % 460 48 % - - - - 345 4 % - - 484 97 % - - - - - - - -

158470029583672 Chandni Kumari 430 33 % 535 64 % 460 48 % - - - - 685 100 % - - 260 19 % - - - - - - - -

158470029340907 Himanshu Kumar 430 33 % 180 0 % 455 46 % - - 100 0 % - - 367 34 % - - - - - - - - - -

158470029264188 Krishna Kumar 465 46 % 665 93 % 540 77 % - - - - 375 11 % - - 420 87 % - - - - - - - -

158470029455031 Kumari Priyanka - - - - - - - - - - 205 0 % - - 324 47 % - - - - - - - -

158470029643839 Mukesh Singh 430 33 % 575 76 % 445 42 % - - 305 0 % - - 544 90 % - - - - - - - - - -

158470029936419 Nikhil Kumar 395 21 % 680 95 % 545 79 % - - - - 365 8 % - - - - - - 515 82 % - - - -

158470029273403 Nitin Nagraj 440 36 % - - 555 81 % - - - - - - - - 516 99 % 544 100 % - - - - - -

158470029494333 Pritam Singh 360 13 % 710 97 % 505 65 % - - - - 305 1 % - - 484 97 % - - - - - - - -

158470029515045 Rahul Kumar 325 7 % 520 59 % 375 19 % - - - - 415 27 % - - 356 63 % - - - - - - - -

158470029721919 Rishikant Kumar 395 21 % 430 29 % 290 4 % - - - - - - 456 66 % 324 47 % - - - - - - - -

158470029761662 Rohit Kumar 440 36 % 620 86 % 435 38 % - - 475 74 % - - 544 90 % - - - - - - - - - -

158470029667391 Santosh Kumar 580 85 % 740 98 % 520 71 % - - - - - - 411 50 % - - - - - - - - 192 7 %

158470029704503 Saurabh Raj 490 56 % 545 67 % 540 77 % - - - - 385 14 % - - - - - - - - - - 285 22 %

158470029172892 Shailendra Kumar 315 6 % 445 33 % 445 42 % - - 225 0 % - - 233 5 % - - - - - - - - - -

158470029762623 Sonu Kumar 325 7 % 285 3 % 400 26 % - - - - - - 278 11 % 356 63 % - - - - - - - -

158470029925687 Sumit Sharma 420 29 % 475 43 % 520 71 % 475 74 % - - 465 57 % - - - - - - - - - - - -

158470029798698 Suraj Pandey 510 64 % 515 57 % 410 29 % - - - - - - - - 484 97 % - - - - 233 3 % - -

158470029977649 Vikash Anand 335 8 % 590 80 % 425 35 % - - - - 205 0 % - - 292 32 % - - - - - - - -

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II. Statistical Significance (Confidence)

All score distributions generally follow a pattern called the Gaussian curve. The Gaussian curveis by far the most common assumption with regard to score distribution. For the purpose ofcomparison, we express AMCAT scores as Gaussian distribution. The most characteristic feature ofthis distribution is that the scores for maximum number of students fall in a very narrow rangearound the average value.

The percentage of scores lying in the range falls exponentially as we move away from the averagevalue. The confidence percentage, which ranges from 0% to 100%, is indicative of the possibilitythat the difference in scores is by chance. A high confidence percentage indicates that it is verylikely that the difference observed is real and not by chance. In this analysis, we classify differences,with confidence 90% or higher, as significantly different (that is, not by chance).

III. National Average (Norm)

To construct the norms (National average & standard deviation), balanced sampling was usedto select more than 25000 students tested by Aspiring Minds nationwide. Balanced samplingtechnique ensures that the selected candidates are representative of entry-level job-aspirants over22 states in India. It is ensured that the sample contains different degrees, specializations, genders,regions, etc. in the same composition as the National distribution.

To summarize score distribution of the norms and Gaya College of Engineering,2019 students, twovalues (statistics) are used: average of the scores and standard deviation of the scores. While theformer value indicates what, on average, candidates score in the test, the latter value tells howmuch do scores deviate from the average. High value of standard deviation means that the scoresare dissimilar and spread across the scale. In contrast, a low value of standard deviation means thatcandidates scores are similar to each other and lie near the average.

IV. Variance (Standard Deviation)

The variance (or standard deviation) is a measure of how spread out a distribution is. In otherwords, it is the measure of variability. A low standard deviation indicates that the data points tendto be very close to the average value, while high standard deviation indicates that the data is spreadout over a large range of values.

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V. About Aspiring Minds

Aspiring Minds was founded in 2007 by alumni of IIT and MIT (USA) with a vision to introducescientific assessment methodology to bring together job-seekers and campuses across India on acommon standardized platform that is recognized by multiple companies on a national level. Theaim of Aspiring Minds is to highlight the pool of talented students and progressive campuses tocorporates nationally, provide an insight on how they can improve their employability and helpthem acquire jobs on the basis of their potential. In a short span of time, Aspiring Minds has earnedcredibility and is working with multiple corporations such as Microsoft Research, HCL Technologies,MPhasiS EDS, Erricson, Tata Motors, Aricent, Genpact, iGATE, L&T Finance, Sapient, Godrej Agrovetand Tavant Technologies.

Board of Advisors

Prof. Tarun Khanna, HBS, USADr. Una-May O'Reilly, MIT, USADr. Vijay Bhushan, PhD., UIUC, USA

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