Soft Skills for Engineers

Duration: 45 Hours
Modules: 5
Target Audience: Undergraduate Engineering Students
 Course Objectives
• Develop self-awareness and personal effectiveness

• Help students identify their strengths, weaknesses, personality traits, and learning styles.
• Encourage goal setting, self-motivation, and time management.

• Improve verbal, non-verbal, and written communication skills

• Train students to express ideas clearly and professionally in diverse formats and contexts.
• Foster effective listening, articulation, and public speaking skills.

• Enhance interpersonal skills and team collaboration

• Build students’ ability to work efficiently in teams.

• Develop emotional intelligence, empathy, and conflict resolution skills.

• Instill professional ethics and etiquette

• Familiarize students with workplace culture, ethical practices, and corporate behavior.
• Encourage accountability, integrity, and adaptability in professional life.

• Prepare students for job readiness and career development

• Guide students in resume writing, interview preparation, and career planning.

• Build confidence to face placement drives and transition into the workforce.
 Course Outcomes (COs)
1. CO1: Demonstrate self-awareness and set personal and professional goals by applying self-assessment
techniques and time management strategies for continuous personal development.
2. CO2: Communicate effectively in academic and professional settings using appropriate verbal, non-
verbal, and written communication methods, including technical writing and presentations.
3. CO3: Work collaboratively in diverse teams by applying emotional intelligence, conflict resolution, and
interpersonal skills for productive group interactions.
4. CO4: Exhibit professional ethics and workplace etiquette necessary for responsible conduct in academic
and corporate environments.
5. CO5: Prepare effectively for employment and career advancement by developing resumes, participating
in mock interviews, and demonstrating an understanding of workplace expectations.
 Course Structure
Module 1: Self-Awareness and Personal Development (9 Hours)
Objective: To help students understand themselves better and identify areas of improvement for
personal growth.
• Topics:

• Importance of self-awareness in professional life

• Personality types and learning styles (MBTI/Big Five)
• SWOT analysis: Personal Strengths & Weaknesses
• Goal setting and time management
• Building a growth mindset and resilience

• Activities:

• Self-assessment tools and reflections

• Time management exercises
• Group discussion on personal development plans

Module 2: Communication Skills (9 Hours)

Objective: To develop clear, effective, and professional communication abilities in various contexts.
• Topics:

• Verbal and non-verbal communication

• Listening skills and barriers to communication
• Email etiquette and business correspondence
• Public speaking and presentation skills
• Technical writing and report preparation

• Activities:

• Mock presentations
• Group discussions and debates
• Writing tasks (emails, reports)

Module 3: Interpersonal and Team Skills (9 Hours)

Objective: To enhance collaboration, empathy, and team effectiveness.
• Topics:

• Emotional intelligence in the workplace

• Working in diverse teams
• Conflict resolution and negotiation skills
• Giving and receiving feedback
• Building trust and rapport

• Activities:

• Role plays on conflict resolution

• Team-building exercises
• Peer feedback sessions

Module 4: Professional Etiquette and Work Ethics (9 Hours)

Objective: To instill a strong ethical foundation and professional conduct.
• Topics:
 • Corporate etiquette and grooming
• Ethics in engineering and professional responsibilities
• Time and resource management
• Accountability and integrity
• Workplace culture and adaptability

• Activities:

• Case studies on ethical dilemmas

• Discussions on professional conduct
• Guest lectures by industry professionals

Module 5: Career Development and Workplace Readiness (9 Hours)

Objective: To prepare students for job search, interviews, and career progression.
• Topics:

• Resume writing and LinkedIn profile creation

• Job search strategies and cover letters
• Interview preparation and mock interviews
• Understanding job roles and industry expectations
• Continuous learning and career planning

• Activities:

• Resume and LinkedIn profile review

• Mock interviews with feedback
• Alumni/industry interaction sessions
• Module 1: Self-Awareness and Personal Development (9 Hours)
Objective: To help students understand themselves better and identify areas of improvement for
personal growth.
• Topics:
• Importance of Self-Awareness in Professional Life
• Personality Types and Learning Styles (MBTI/Big Five)
• SWOT Analysis: Personal Strengths & Weaknesses
• Goal Setting and Time Management
• Building a Growth Mindset and Resilience
•
• Lesson Overview:
• This module emphasizes the importance of self-awareness, personal growth, and the development
of soft skills essential for engineers in the workplace. By engaging in various activities, discussions,
and reflections, students will be equipped to identify their strengths, weaknesses, and personal
goals effectively.
• Learning Activities:
• Self-Assessment Tools and Reflections (3 Hours)
Objective: To enhance self-awareness using assessments.
Instructions:
• Distribute self-assessment tools (e.g., MBTI, Big Five Personality Test) to students. Provide a brief
introduction to each tool's purpose and relevance.
• Allocate 30 minutes for students to complete the assessments online or using printed materials.
• Once completed, students will spend 90 minutes in small groups (4-5 students) sharing their results.
Each group will discuss how their personalities may influence their workstyles, communication, and
team dynamics.
• After discussions, each student will write a reflective piece (1 page) on how their personality type
affects their approach to engineering tasks and collaborations.
• Time Management Exercises (2 Hours)
Objective: To develop effective time management strategies.
Instructions:
• Begin by discussing the principles of time management (e.g., prioritization, the Eisenhower Matrix).
• Provide students with a weekly planner template.
• Ask students to reflect on their current commitments and fill out the template with their usual
schedule, highlighting all engineering coursework and personal tasks.
• After individual reflections, facilitate a 30-minute class discussion about their strategies for
balancing multiple obligations.
• Each student will choose one time management technique (e.g., Pomodoro Technique, Task
Batching) to implement and track for the next week, preparing to share their experience in the
following class.
• SWOT Analysis: Personal Strengths & Weaknesses (2 Hours)
Objective: To allow students to critically assess their personal and academic
attributes. Instructions:
• Introduce the SWOT analysis framework, explaining each component (Strengths, Weaknesses,
Opportunities, Threats).
• Each student will conduct their SWOT analysis using a provided template, focusing on personal
attributes and their impact on their engineering career (1 hour).
• After completing the SWOT analysis, students will pair up and discuss their findings, offering
constructive feedback to each other (30 minutes).
• Conclude with students identifying one specific area for improvement based on their analyses and
developing an action plan for the next month, which they will share with the class.
• Goal Setting Workshop (1 Hour)
Objective: To understand effective goal-setting techniques.
Instructions:
• Begin with a presentation on SMART goals (Specific, Measurable, Achievable, Relevant, Time-
bound).
• Students will write down at least two personal goals they want to achieve in the next year, using
the SMART criteria.
• In small groups, students will share their goals and provide feedback to one another, discussing
potential challenges and solutions.
• Building a Growth Mindset and Resilience (1 Hour)
Objective: To foster a growth mindset towards challenges.
Instructions:
• Discuss the difference between a fixed mindset and a growth mindset, including real-world
examples of successful engineers exhibiting resilience.
• Students will engage in a guided visualization exercise where they envision themselves overcoming
a significant academic or professional challenge.
• They will write down their thoughts and feelings from the exercise, emphasizing how a growth
mindset can aid in navigating difficulties.
• As a closing activity, each student will share their vision with the group, creating a supportive
environment for personal and collective growth.
•
• Assessment and Evaluation:
• Reflective pieces on self-assessments and SWOT analysis will be graded based on depth of insight
and personal relevance (30% of module evaluation).
• Participation in discussions during group activities will be assessed with a rubric focusing on
engagement and contribution (20%).
• The completion and quality of the time management technique experiment and its documentation
will form another component of evaluation (30%).
• The personal action plans arising from the SWOT analysis and goal-setting will comprise the final
20% of assessment criteria
 Lesson Plan for Module 2: Communication Skills (9 Hours)
• Objective: To develop clear, effective, and professional communication abilities in various contexts.
•
• Materials Needed:
• Whiteboard and markers
• Projector and screen
• Handouts on communication techniques and email etiquette
• Sample business emails and reports
• Rubrics for presentations and writing tasks
• Video recording equipment for mock presentations
•
• Schedule:
• Day 1: Understanding Communication (3 Hours)
• Topics Covered:
• Verbal and non-verbal communication
• Listening skills and barriers to communication
• Activities:
1. Introduction to Communication (30 minutes)
o Discuss the importance of communication in engineering.
o Have students brainstorm the elements of effective communication, noting verbal and non-
verbal cues on the whiteboard.
2. Verbal and Non-verbal Communication (1 hour)
o Divide the class into small groups of 4-5 students.
o Activity: Each group will prepare a short skit (3-5 minutes) that depicts a common
communication scenario (e.g., a team meeting, project planning). Emphasize the use of
both verbal (words, tone) and non-verbal cues (body language, facial expressions).
o Groups will present their skits to the class. After each presentation, the class will discuss
the effectiveness of communication displayed.
3. Listening Skills Workshop (1 hour)
o Discuss the importance of active listening. Introduce concepts of empathy, clarification, and
feedback.
o Activity: Pair students and conduct a “listening circle” where one student shares a
professional experience while the partner listens without interrupting. After 3 minutes, the
listener summarizes what they heard, and then they switch roles. Afterward, facilitate a
class discussion on barriers to effective listening and strategies to overcome them.
•
• Day 2: Professional Correspondence (3 Hours)
• Topics Covered:
• Email etiquette and business correspondence
• Technical writing and report preparation
• Activities:
1. Effective Email Communication (1 hour)
o Begin with a brief lecture on email etiquette including structure, tone, and professionalism.
o Activity: Provide students with sample poor and good emails. In small groups, have
students identify issues in the poor emails and discuss how to improve them. Each group
presents one example of improvement to the class.
2. Technical Writing Basics (1 hour)
o Introduce students to basic technical writing principles and components of a professional
report (e.g., structure, clarity, and evidence).
 o Activity: Assign each student a topic relevant to engineering (e.g., project proposal,
feasibility study). Instruct them to create a short outline for a technical report, focusing on
clarity and organization.
3. Drafting a Professional Email and Report (1 hour)
o Instruct students to write a professional email to a fictional client, summarizing the outline
they created for their report.
o Students will exchange emails with a peer for feedback, focusing on clarity and
professionalism. Each student will revise their email based on their partner's feedback.
•
• Day 3: Presentation Skills and Mock Presentations (3 Hours)
• Topics Covered:
• Public speaking and presentation skills
• Activities:
1. Public Speaking Basics (1 hour)
o Discuss techniques for effective public speaking such as posture, eye contact, voice
modulation, and engaging the audience.
o Activity: Watch video clips of successful public speakers and evaluate their techniques as a
class. Students can identify strengths and areas for improvement.
2. Preparation for Mock Presentations (1 hour)
o Provide students with guidelines and a rubric for their mock presentations based on their
technical reports from Day 2.
o Allow students time to prepare their presentations. Encourage the use of visual aids and
practice delivery in small groups.
3. Mock Presentations (1 hour)
o Each student will present their technical report to the class, timed for 5-7 minutes.
o The audience will use a rubric to provide constructive feedback on both content and
delivery.
o After each presentation, provide a moment for Q&A to practice handling questions
professionally.
•
• Assessment:
1. Participation in Activities: Monitor student engagement during group discussions and skits.
2. Written Assignments: Evaluate the professionalism and clarity of emails and reports using a rubric.
3. Mock Presentations: Assess based on rubrics focusing on content clarity, delivery skills, and
audience engagement.
•
• Reflection and Feedback:
• Conclude the module with a discussion on what students learned regarding effective
communication and areas they wish to improve further.
• Encourage students to reflect on feedback received during the presentations and how they plan to
implement improvements in their future communication tasks.
• End of Lesson Plan
• This lesson plan ensures a comprehensive learning experience, allowing students not only to learn
effective communication skills but also to practice and receive feedback in a structured
environment. The emphasis on both verbal and written communications, coupled with practical
activities, aligns with state standards for preparing students for professional environments.
 Name:

1. How does self-awareness primarily contribute to an engineer's

professional life?

A. It provides engineers with the ability to automate routine tasks,

increasing productivity.

B. It enables engineers to predict market trends and develop innovative

products.
C. It allows engineers to solve complex mathematical problems more
efficiently.

D. It helps engineers understand their strengths and weaknesses, improving

teamwork and leadership skills.

2. Which of the following is a key characteristic of a 'growth

mindset' that can benefit engineers?

A. Viewing failures as opportunities for learning and improvement.

B. Believing that intelligence and talent are fixed traits.

C. Focusing on achieving quick wins to build confidence.

D. Avoiding challenges to ensure consistent success.

3. What is the primary purpose of conducting a personal SWOT

analysis?

A. To benchmark one's skills against industry standards.

B. To create a detailed financial plan for career investments.

C. To critically assess personal attributes and their impacts on one's career.

D. To identify potential job opportunities in the engineering sector.

4. How can understanding different personality types (e.g., through
MBTI) aid in improving team dynamics among engineers?

A. It promotes better understanding and appreciation of diverse work styles

and conflict resolution strategies.

B. It allows team members to assign tasks based on personality traits,

optimizing efficiency.

C. It enables the prediction of team performance based on the distribution

of personality types.

D. It helps in creating a standardized communication protocol for all team

members.

5. What is the most important characteristic of a SMART goal?

A. It is challenging and requires substantial risk-taking.

B. It is broad and covers multiple areas of improvement.

C. It is easily achievable without significant effort.

D. It is time-bound and has a specific deadline.

6. Which aspect of the Eisenhower Matrix is most useful for

engineers dealing with numerous tasks?

A. Scheduling tasks that are important but not urgent.

B. Delegating tasks that are urgent but not important.

C. Eliminating tasks that are neither urgent nor important.

D. Focusing on tasks that are urgent and important first.

7. What is the main benefit of engineers engaging in regular self-

reflection?

A. It enhances their ability to secure promotions.

B. It ensures they always meet deadlines.

C. It helps in avoiding challenging projects.

D. It fosters continuous learning and adjustment of strategies.

8. In the context of resilience, what does it mean for an engineer to
'bounce back' from a setback?

A. To analyze the failure, learn from it, and persevere.

B. To avoid similar projects in the future.

C. To seek external validation to restore confidence.

D. To quickly forget about the failure and move on.

9. How does setting personal goals that align with one's values
contribute to an engineer's motivation and job satisfaction?

A. It fosters a sense of purpose and fulfillment in their work.

B. It increases the chances of rapid career advancement.

C. It enhances the likelihood of receiving financial rewards.

D. It guarantees more straightforward project assignments.

10. What is the role of visualization in cultivating a growth mindset?

A. It serves as a distraction from current challenges.

B. It provides a way to avoid thinking about potential failures.

C. It helps in creating a flawless plan for project execution.

D. It allows engineers to mentally rehearse successful strategies for

overcoming challenges.

11. Why is it important for engineers to understand their learning

styles?

A. To optimize how they acquire and retain new information.

B. To choose projects that match their preferred style.

C. To compare themselves to peers.

D. To avoid subjects they find difficult.

12. How can an engineer effectively use the 'Pomodoro Technique'
for time management?

A. By working continuously for long hours without breaks.

B. By delaying tasks until the last minute to increase focus.

C. By multitasking on different projects to avoid boredom.

D. By breaking work into focused intervals, separated by short breaks.

13. What is the primary reason an engineer should seek

constructive feedback from peers?

A. To validate their own opinions and approaches.

B. To create competition among team members.

C. To find flaws in the work of others.

D. To identify areas for improvement and gain new perspectives.

14. How can understanding personal weaknesses, as revealed by a

SWOT analysis, benefit an engineer's career?

A. By ignoring weaknesses and focusing solely on strengths.

B. By avoiding tasks that highlight those weaknesses.

C. By delegating tasks to others who excel in those areas.

D. By developing strategies to mitigate those weaknesses and improve

performance.

15. When setting goals, why is it important for an engineer to

consider whether a goal is 'relevant'?

A. To ensure the goal can be achieved quickly.

B. To ensure the goal is easy to achieve.

C. To guarantee that the goal is popular among peers.

D. To make sure the goal aligns with their values and career objectives.
16. How does a growth mindset help engineers when facing
complex problems with no immediate solution?

A. It prompts them to rely solely on past successes.

B. It leads them to blame external factors for the difficulty.

C. It enables them to maintain a positive attitude and persist through

challenges.

D. It encourages them to give up and seek easier problems.

17. What is the potential impact of neglecting self-awareness in an

engineering project team?

A. It can lead to more efficient task distribution since everyone focuses on

their technical skills.

B. It can result in misunderstandings, conflicts, and decreased productivity.

C. It allows for quicker project completion as team members avoid spending

time on personal development.

D. It ensures that team members focus solely on technical aspects,

preventing emotional interference.

18. How should an engineer interpret the 'Threats' component of a

personal SWOT analysis?

A. As opportunities to take advantage of competitors' weaknesses.

B. As external factors that could potentially hinder their progress or success.

C. As guaranteed future failures to be avoided at all costs.

D. As personal shortcomings that cannot be changed.

19. Which of the following best describes the relationship between
time management and stress reduction for engineers?

A. Effective time management can reduce stress by improving control over

workload and deadlines.

B. Stress always enhances time management skills.

C. Effective time management guarantees the elimination of all stress.

D. Poor time management skills have no impact on stress levels.

20. Why is it useful to discuss goals and challenges in small groups?

A. To receive diverse feedback and potential solutions from peers.

B. To create competition and foster individual achievement.

C. To ensure individual work remains private and uninfluenced.

D. To avoid individual accountability for goal attainment.