Report-2, Introduction of Education Industry

8/2/2019 Report-2, Introduction of Education Industry

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INTRODUCTION OF EDUCATION INDUSTRY

Education is the base for economic growth as well as social transformation for any

country. Among all the key indicators of socio-economic development like economy's

growth rate, literacy rate, birth rate, death rate and infant mortality rate (IMR), the

literacy rate of the country is one of the most vital one as the rise and fall of others

largely depend upon country's literacy rate. In India, high literacy rate leads to low birth

rate as well as low IMR and it also increases life expectancy rate. So, the importance of

education industry in India can be understood.

The education system in India is much more improved these days and is one of the

leading ones in the world. It is also one of the biggest contributors to the economic

growth of the nation. Besides various government initiatives, the role of the private

institutions in the development of education industry in India cannot be denied. India's

private education market was worth $40 billion in 2008, which is expected to reach $68

billion by the year 2012.

However, there are also some glooming statistics as well. Despite such rising investment

in education industry, 40% of country's population is still illiterate. Only 15% of the

students can go to next level to reach high school.


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The Higher Education

India has world's third largest higher secondary education system with a number of

institutions. More and more students are going for higher education these days. The result

gets reflected on the number of students enrolling for higher education. The number of

institutions is also increasing day by day. India has got following numbers of educational

institutions (as on December 31, 2007):

InstitutionQty (in

no.)

Central University 25

State University 231

Institutions established through StateLegislation

5

Deemed University 100

Institutes of National Importance 31

Degree-granting Engineering College 1,522Polytechnic 1,244

InstitutionsProminent

There are a number of Indian universities/colleges/institutions that have crafted its name

in the world of education through its quality of education and infrastructure. Many of

those have won awards. Some of the prominent institutions that have won awards are

listed below:


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World's Top 200 Universities (Times Higher Education)

Indian Institute of Technology Indian Institutes of Management Jawaharlal Nehru University

Top 20 Science and Technology Schools in Asia (Asiaweek)

Indian Institutes of Technology Birla Institute of Technology and Science

Global MBA Ranking (Financial Times, London)

Indian School of Business, Hyderabad (15th)

Medical Research and Treatment

All India Institute of Medical Sciences (AIIMS)

MAJOR PLAYERS

There are a number of major players in the education industry in India.

Educomp Solutions

It is India's one of the fastest growing education solutions company. Educomp offers end-

to-end solutions to government as well as private schools. Educomp is currently growing

at a great pace. It is expected that the top-line and bottom-line of the company will grow

at CAGRs of 76% and 67% respectively from FY2008 to FY2010 (Estimated).


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Educomp Solutions has got the following features:

It is the market leader in Smart Class and Instruction and Computing Technologies(ICT) segment.

Well-developed content Strong Sales Team

Everonn Systems

Everonn Systems is into ViTELS business. It's also a leader in the government schools

business. With the growth rate that the company is going through, it is expected that the

top-line and bottom-line of the company will grow at CAGRs of 52% and 28%

respectively from FY2008 to FY2010 (Estimated).

Following are the features of Everonn Systems:

A leader in Institutional Education and IT Infrastructure Services (IEIS) business Focus on content development Less prone to economic cyclicality Highly depends on government business

NIIT Limited

NIIT Limited is the largest training company in India. The top-line and the bottom-line of

the company are expected to grow at CAGRs of 21.5% and 36.4% respectively from

FY2007 to FY2010 (Estimated).

Features of NIIT Limited:

Have strategic initiative to shift to a 'Global Talent Development Corporation'


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Scalability of new businesses Strong hold in domestic IT training market in India

IT Institutes Training

IT has brought a major growth in the Indian education industry. It has also given India

the much needed visibility and recognition in the global market. The overwhelming

success of the Indian software industry has also helped India to build a strong economy.

And for all these, the IT training industry played a major role.

The revenue generated by the Indian IT training industry during FY2007 was 2,135 crore,

comparing to 1, 453 crore in FY2006. The 46% growth rate in 2007 was much higher

than the growth rate of 2006 (14%). Though after the dot com bust, the industry started

de-growing at a CAGR of about 24% during FY2001-04. The revenue in FY2004 was

also less than 45% of the revenue's of FY2001. But the scenario started changing from

FY2005 onwards.


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Following are the list of leading players in IT training in India.

Company

FY2007 Revenues

(in crore)

FY2006 Revenues

(in crore)

NIIT 795 450

Aptech 190 121

JetkingInfotrain

87 63

Siemens 44 34

CMS

Computers 23 15

SQL Star 15 16

MAAC 19 5

New Horizon 16 -

Educomp 28 -


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COMPANY PROFILE

About JLS(Johrari Lal Shivhare) Educational Institute

Johrari Lal Shivhare Educational Institute, Agra has been registered under Registrar

of Societies, Agra Act 1860 for providing quality & skill based education to build a

promising career in various disciplines & sectors which may be a complementary to both

the candidate as well as to the industry. Therefore, we have through professionals from

the various sectors with exhaustive experience to nurture the candidates.

Vision of JLS: -

To create the world of truly professionals.

Mission of JLS: -

Skills to Every Hand.

COURSES: -

There are some courses conducted by JLS which helps to enhance the creativity,

capability and helps to develop the skills of an employee and a student. These courses

are: -

WebSpeciaFor being different from crowd, Get certified in Web Technologies,
http://jlseducation.com/?page_id=32http://jlseducation.com/?page_id=32http://jlseducation.com/?page_id=32http://jlseducation.com/?page_id=32http://jlseducation.com/?page_id=32http://jlseducation.com/?page_id=32


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GraphixSpeciaIntroducing the all new Graphics tools that will make you a pure Graphics

Developer.

AccountsExperience the power of Tally.ERP 9 at JLS

.NetLearn exceptionally from design to deployment
http://jlseducation.com/?page_id=34http://jlseducation.com/?page_id=34http://jlseducation.com/?page_id=34


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JavaLearn corporate computing web development.

AutocadMaximize your productivity, skills with AutoCAD

Microsoft OfficeGet certified in Office direct from the Microsoft

We're Social


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OBJECTIVE OF STUDY

Help employee to overcome his weakness & improve ones his strengths & thusenable him to improve his performance & that of the department.

Generate adequate feedback & guidelines from the reporting officers to theemployee.

Contribution to the growth & development of the employee through helping himin realistic goal setting.

Help in creating a desirable culture & traditions in the organization. Help identifying employees for the purpose of motivating, training & developingthem.

Generate significant, relevant, free & valid information about employees. Thus, a good Training & Development and review system should primarily focuson employee development.


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Why such learning takes place, &

When learning occurs?

The difference may be stated thus:

Learning Dimensions Training Development

Who? Non-managerial personnel Managerial personnel

What? Technical & mechanical

operations

Theoretical, Conceptual

ideas

Why? Specific job related purpose General knowledge

When? Short-term Long-term

NEED FOR BASIC PURPOSES OF TRAINING

1. To increase productivity: - Instruction can help employees increase their level ofperformance on their present assignment. Increased performance often directly

leads to increased operational productivity and increased company profit.

2. To improve quality: - Quality increases may be in relationship to a companyproduct or service, or in reference to the intangible organizational employment

atmosphere.

3. To help a company fulfill its future personnel needs: - When the need arises,organizational vacancies can more easily be staffed from internal sources if a

company initiates and maintains an adequate instructional program for both its

non-supervisory & managerial employees.


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Importance of Training

Training is the corner stone of sound management, for it makes employees more

effective & productive. It is actively and intimately connected with all the personnel or

managerial activities. It is an integral part of the whole management program, with all its

many activities functionally inter-related.

There is an ever present need for training men so that new and changed

techniques may be taken advantage of and improvements effected in the old methods,

which are woefully inefficient. Training is a practical & vital necessity because it enables

employees to develop & rise within the organization, and increase there market value,

earning power and job security. It moulds the employees attitudes and helps them to

achieve a better co-operation with the company and a greater loyalty to it. Training,

moreover, heightens the morale of the employees, for it helps in reducing dissatisfaction,

complaints, grievances & absenteeism reduces the rate of turnover. Training is a widely

accepted problem solving device.


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Steps in training programs

Discovering or identifying training needs

(Through organizational operations manpower

analysis)

Getting ready for the job

Preparation of the learner

(Create, desire & prepare accordingly)

Performance try-out

Presentation of operations & knowledge

(Application of training techniques)

Follow-up

(Rewards and feedback)


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Objectives of Employee Training

The overall objective of training program is to fill in the gap between the existing

and the desired level of knowledge, skills & aptitudes. Objectives of training express the

gap between the present and the desired performance levels. A well designed training

program improves the personnel qualitatively. The main objectives of training may be

defined as follows:-

1. To impart basic knowledge: - To impart the entrants the basic knowledge and skillsrequired for efficient performance of definite tasks. It increases the skill, knowledge

and operative competence of the employee, which help to increase the level of

performance.

2. To function more effectively in their present position: - It assists the employees tofunction more effectively in their present positions by exposing them to the latest

concepts, information and techniques and developing the skills required performing

their job in a better way.

3. To build up second line of competent officers: - Whenever there is a change in ajob position, the new incumbent from within can occupy the position more

confidently.

4. To broaden the minds of senior managers: - It corrects the narrow outlook causedby the over specialization.

5. To reduce supervision: - It reduces the degree of supervision and makes theworkers more independent & more responsible. It reduces cost of production and

cost of supervision.

6. To improve the organizational environment: - The purpose of training is togenerate an improved organizational environment. Proper training reduces industrial


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accidents. Proper & safer living and working environment leads to more stable

mental attitude on the part of the employees. It reduces the rate of absenteeism and

labour turnover.

Principles of Training

A sound training program must possess the following characteristics: -

1. The training program should be designed so as to achieve pre-determined objectivesand needs of the organization.

2. Training program should be less expensive.3. Training program should be developed for all in the organization and not for a

particular group.

4. Training program should be pre-planned and well organized, taking in view theobjectives of training program.

5. Training program should be designed according to size, nature and financial positionof the concern.

6. Training program should be conducted by a senior and experienced supervisor orexecutive of the concern or by training director who is incharge of the training

section under personnel department.

7. Theoretical and practical aspects of training should be given consideration whilepreparing a training program.

8. Training program should be designed taking in view the interests of both employerand employees.

9. The purpose of training is to develop the men and therefore more than one methodmay be followed for different groups.


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10.Training program should be flexible enough so that it may be adjustable to thechanging circumstances.

11.Training program should be followed by a reward, so that employees may bemotivated.

12.Sufficient time should be provided to practice what the employees have learned.13.Training program should be provided with feedback on the progress he is making

in utilizing the training he has received.


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EVALUATION OF EFFECTIVENESS OF TRAINING AND MANAGEMENT

DEVELOPMENT PROGRAMS

Evaluation is an essential feature of all programs for the training of employees. The

concept of evaluation is most commonly interpreted in determining the effectiveness of

program relation to its objectives. Management invests in training programs of the

employees only with the expectation to see some tangible benefits derived there from.

Evaluation can be done from various purposes. Objectives of training evaluation is to

determine the ability of the participant in the training program to perform jobs for which

they were trained, the specific nature of training deficiencies, whether the trainees

required any additional on the job training, and extent of training not needed for the

participants to meet the job requirements. Evaluation of the training program may be

done as follows: -

1. To increase the effectiveness of the training programs while it is going on.2. To increase the effectiveness of the programs to be held next time.3. To find out to what extent the training objectives are achieved.4. To help participants to get feedback for their improvement and efficiency.

Evaluation of the training must be based on the following principles: -

Evaluation specialist must be clear about goals and purposes of evaluation. Evaluation must be continuous. Evaluation must be specific. Evaluation must provide the means and focus for trainers to be able to appraise

themselves, their practices, and their products.

Evaluation must be based on objective methods and standards.


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Realistic target dates must be set for each phase of the evaluation process. A sense of

urgency must be developed, but deadlines that are unreasonably high will result in poor

evaluation.

There are various approaches to training evaluation. To get a valid measure of training

effectiveness, the personnel manager should accurately assess trainees job performance

two to four months after completion of training. The four basic categories of outcomes

can be measured: -

Reaction: Evaluate trainees reaction to the program.

Learning: Did the trainee learn the principles, skills and fact that the supervisor or

trainer wanted him to learn?

Behavior: Whether the trainees behavior on the job changed because of the training

program?

Results: What final results have been achieved?

TRAINING COURSE

Training may range from highly specified instruction in the procedures to be adapted

while performing a particular job to every general instruction concerning the economy

and society. Training courses in general areas usually aim at making an employee a

rounded individual, a happier worker and a good citizen, and at training him for larger

responsibilities and future advancement. Such training exerts a remarkable influence on

production and labour. From the employees point of view, output would increase with

decrease in cost of production. From the point of view of labor, the employees morale

would improve; so would the rate of turnover, excessive absenteeism and accidents


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reduce. Training programs are no doubt expensive; but their worth to a growing concern

cannot be over emphasized.

Training in general areas is given in such subjects as general and home economics,

basic english, instruction in better writing and report drafting, reading using gauges, the

operation of machines, public speaking and public relations, selling and communication

with people.

SUPPORT MATERIAL FOR TRAINING

A variety of equipments are utilized to impart effective training. These are:

1. Lectures, conferences, seminars and staff-meetings, demonstrations, and shortcourses, through coaching.

2. Role-playing and job rotation.3. Case or project studies and problem-solving sessions.4. Use of pamphlets, charts, brouchers, booklets, handbooks, manuals, etc.5. Graphs, pictures, books, slides, movies, projectors, film strips, tape recorders.6. Posters, displays, notice and bulletin boards.7. Reading rooms and libraries where specified books and journals are maintained for

reference and use.

8. Under-study and visits to plants.9. Correspondence courses under which knowledge about business law, statistics,

industrial management, marketing, offices procedures, retailing and many other

similar subjects may be imparted.

10.Teaching machines.


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11.Membership of personnel or trade associations, which offers new techniques andideas to their members.

TRAINING PERIOD

The duration of training varies with the skill to be acquired, the complexity of the

subject, a trainees aptitude and ability to understand, and the training media used.

Generally a training period should not be unduly long; if it is, trainees may feel board,

uninterested. The ideal session should not go beyond 2 to 3 hours at a stretch, with a

break in between two sessions. If convenient, employees may be trained for a week or a

fortnight for an hour or two, every day after work hours.

The training period may extend from 3 weeks to 6 months or even more, depending upon

the job requirements. The physical location of the program should be in pleasant

surroundings away from the noise and tension of the work place.

TRAINING FOR DIFFERENT EMPLOYEES

Employees at different levels require training. Unskilled workers require training in

improved methods of handling machines and materials to reduce the cost production and

waste and to do the job in the most economical way. Such employees are given training

on the job itself; and the training is imparted by their immediate superior officers.

Semi-skilled workers require training to cope with the requirements of an industry

arising out of the adoption of mechanization, rationalization and technical processes.

These employees are giving training either in their own sections or departments, or in

segregated training shops where machines and other facilities are usually available.


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Training is usually imparted by more proficient workers, bosses or inspectors. Training

methods include instruction in several semi-skilled operations because training in one

operation only creates difficulties in adjustments to new conditions, lend the color of

specializations to a job and makes work somewhat monotonous for an individual.

Skilled workers are given training through the system of apprenticeship, which

varies in duration from a year to three or five years. Such training is also known as

tradesman or craftsmen training, and is particularly useful for such trades in industry

which require highly sophisticated skills- as in carpentry, drilling, boring, planning, etc.

Such programs are usually conducted in training centers and industry itself.

Supervisory staff needs training most, for they form a very important link in the

chain of administration. The training programs for supervisors must be tailor-made to fit

the needs of an undertaking. Their training enables supervisors to cope with the

increasing demands of the enterprise in which they are employed and to develop team

spirit. Supervisors training may include the supply of necessary reading material, job

rotation to give them a wide in plant experience holding of staff meetings, visit to other

industrial units, participation in the work of other departments, lectures and teaching,

role-playing, case studies and conferences.


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TRAINING METHODS

ON THE JOB OFFTHE JOB

The coaching method Transactional Analysis

Job Rotation Sensitivity Training

Understudy Case study

Multiple management Simulation exercises

Apprenticeship Managerial grid

Job Instruction Role playing

Training (JIT) Computer-aided Instruction

Incident Method

In-Basket Method

Conference

Lectures

Vestibule Training

Brainstorming

Demonstration

Questioning


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TECHNIQUES OF MANAGEMENT TRAINING

1. On-the-job TechniquesThis method of training & development has its own value. It is inexpensive and

saves productive hours. Most popular techniques under this type are:

The coaching or guided method Job rotation method Participation in deliberations of the Boards and committees

The Coaching Method

Coaching is a method, which is used in developing managerial thinking processes as

well as operative skills. In coaching, the superior plays the role of the guide and the

instructor. The coach sets some mutually agreed upon goals and tell the trainee what he

wants to be done, follow up suggestions, and correct errors. It has certain advantages: -

It requires the least centralized staff co-ordination, for every executive can coach,his men even if no management development program exists.

Periodic feedback and evaluation are also a part of coaching, which yieldimmediate benefits to an organization, to the coach and to the subordinate.

Coaching will work well if the coach provides a good model with whom the

trainee can identify; if both can be open with each other; if the coach accepts his

responsibility fully; if he provides the trainee with the recognition of his

improvement and suitable rewards.

Job Rotation or Channel method of development

It represents an excellent method of broadening the manager or potential manager,

for turning specialists into generalists. It is designed for beginning level managers while


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planned progression is more likely to occur at higher managerial levels. The emphasis is

on diversified instead of specialized skills and knowledge. Its advantages are:

It breaks down departmental provincialism for everyone is moved from one toanother. It rather develops inter-departmental co-operation.

It injects new ideas into the older departmental personnel who may otherwise fallin a root. New concepts are infused into them and they are diffused throughout an

enterprise.

It ensures the avoidance of the problem, which arises when a newly promotedmanager is required to supervise his former peers.

It makes possible for managers to compare one man with another, and giveseveryone an equal chance for advancement.

Each managers abilities and talents are best tested in a variety of jobs, so theenterprise can secure his best utilization in the ultimate assignment.

Understudy assignment or attachment method

An understudy is a person who is under training to assume, at a future time, the full

duties and responsibilities of the position currently held by his superior. A manager from

amongst a large number of subordinates or several individuals may pick up an

understudy. Such an understudy learns the complexities of the problems and how to solve

them, learns also the process of decision making and investigation and making written

recommendations to his superior. The advantages of this method are: -

It is practical and quick in training persons for greater responsibility for it laysemphasis on learning by doing.


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The learners interest and motivation are high and the superior is relieved of hisheavy workload.

It ensures continuity of management facilities even when the superior leaves hisposition.

Participation in deliberations of the junior board and committees or the multiple

management technique

It is a technique whereby juniors are assigned to board or committees, by the chief

executive. The juniors get an opportunity to share in an managerial decision-making, to

learn by watching others and to delve into specific organizational problems. It has several

advantages: -

It gives Board members an opportunity to gain knowledge on various issues. It helps identify those who have executive talent. Multiple judgments are obtainedon each individual through the board rating system.

It is relatively inexpensive method of development. It permits a considerable number of managers to participate in certain activitieswithin a reasonable period of time.

2. Off-the-job TechniquesA number of on-the-job management development programs are in vogue, they

are considered inadequate for a number of reasons. Hence, off-the-job techniques are

needed. There is wealth of executive development techniques that managers can partake

in off the job. Of these the more popular ones are: -

The case study method


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Incident method Role playing In-Basket method Business or management game Sensitivity Training Simulation Grading Training Conferences

Lectures

The Case Study

It is an excellent method of developing analytical skill. A case is a written

description of an actual situation in business which provokes in the reader the need to

decide which is going on, what the situation really is or what the problems are what can

and should be done. It can provide stimulating discussions among participants as well as

excellent opportunities for individuals to defend their analytical and judgmental abilities.

It is rather an effective method of improving decision-making abilities within the

constraints of limited information.

Incident method

The central aim of this method is to stimulate self-development in a blend of

understanding that is essential for productive interaction. Under this method, group

members address questions to the discussion leader. The general trend of questioning is

to find out about the what, when, where and how of the situation in which an incident


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developed, and who was present at that time. After the collection of data, it is necessary

to isolate the most important items for decision-making.

Role playing

It is the concept of creating a more realistic situation, usually one of human problems

and conflicts, and then acting out the various parts. The value of role-playing is: -

It requires the person to carry out a thought or decision he may have reached. It permits the practice of carrying out an action and makes it clear that goodhuman relations require skill.

It makes a person aware of the feelings of others. It helps in developing a fuller appreciation of the important part by feelings.

In-Basket method

Each team of the trainee is given a file of correspondence bearing on a functional area

of management. Each individual studies the file and make his own recommendations on

the situation. If further information is required by him, it is supplied by the members of

the team. Later, the observations of each individual are compared and conclusion on

different functional areas reached; and these are put down in the form of a report. The

merits are: -

Decisions are rapid, feedback is objective, and further decisions are based onthe feedback of earlier decisions.

Decision-making is by a group that consists of managers and specialists fromdifferent departments.


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An abstract and complex situation is given the semblance of a real worldsituation, and this illusion facilities the learning process.

Team co-operation can be fostered and departmental conflicts softened downand/or eliminated.

Business or Management games

Business games are classroom simulation exercises in which teams of individuals

compete against one another or against an environment in order to achieve a given

objective. These games are designed to be representatives of real life conditions. Under

these, an atmosphere is created in which the participants play a dynamic role, and enrich

their skills through involvement and simulated experience. The advantages are: -

There is usually a great sense of enjoyment in playing the game, and helps indeveloping the problem solving skills.

Helps in developing leadership skills and for fostering co-operation andteamwork.

It helps in changing attitudes. The participant becomes more tolerant.

Sensitivity Training

It is a group experience designed to provide opportunity for the individuals to expose

their behavior, give and receive feedback, experiment with new behavior and develop

awareness of self and of others.

It tries to provide: -

Managers with increased awareness of their own behavior and of how othersperceive them.


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Greater sensitivity to be of others, and increased understanding of group process.A clarification and development of personal values and goals consonant with ademocratic and scientific approach to problem of social and personal decision and

action.

Simulation

It is a training technique, which indicates the duplication of organizational situations in

a learning environment. it is a makeup of a real thing. This technique has been used for

developing technical and interpersonal skills. The advantages of simulation are the

opportunities to attempt to create an environment similar to real situations the managers

incurred, without high cost involved should the action prove undesirable.

Grid Training

The managerial grid is an organizational development technique. The grid represents

several possible leadership styles. Each style represents a different combination of two

basic orientations concerns for people and concern for production. The management-

training program is built around this managerial grid. It aims at developing open

confrontation of organizational problems and high-people-high-production leaders.


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TRAINING MODEL

Implementation of Training

Once the training program has been designed, it needs to be implemented.

Implementation is best with certain problems. Firstly, most managers are action-oriented

and frequently say no to training efforts. Secondly, there is problem of locating suitable

trainers within an organization. Any training program implementation involves action on

the following lines: -

Deciding the location and organizing training and other facilities. Scheduling the training program. Conducting the program. Monitoring the progress of trainees

Business strategy

Set training objectives

Assess type of training

Agree aims of training

Implement training

Evaluate the training


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Why training fails?

The following factors have been regarded as the main reasons for failure of training

programs: -

The benefits of training are not clear to the management. The top management hardly rewards supervisors for carrying out effectivetraining.

The top management rarely plans and budgets systematically for training. The middle management, without proper incentives from top management, doesnot account for training in production scheduling.

Without proper scheduling, first line supervisors have difficulty in productionnorms if employees are attending training programs.

Behavioral objectives are often imprecise. Training external to the employing unit sometimes teaches techniques on methodscontrary to the practices of the participants organization.

Timely information about external programs may be difficult to obtain. Trainers provide limited counseling and counseling services to the rest of theorganization.

Improving effectiveness of training

The training program can be made more effective and successful if the following hints

are considered: -

Specific training objectives should be outlined on the basis of the type ofperformance required to achieve organizational goals and objectives.


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DEVELOPMENT

Purpose and objective of management development

Executive development is an attempt at improving an individuals managerial

effectiveness through a planned and deliberate process of learning. For an individual

this means a change through a process of planned learning. This should be the common

and significant aim of development attempts from the point of view of the trainer and the

trainee in an organizational setting.

All the development is self development. It must be generated within the man

himself. Development is highly individual. The development of an individual is due to

his existing managers and to provide for a planned growth of managers to meet future

organizational needs is management development.

The change in the individual must take place in those crucial areas, which can be

considered as output variables: -

Knowledge change Attitude change Behavior change Performance change End-operational results

The organizational aims of management development are to secure the following

valuable end-results: -

Improvement in technical performance Improvement in supervision Improvement in inter-departmental co-operation Highlighting an individuals weakness


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Attaching good men Facilitating sound promotion-from-within policies and practices. Ensuring that the qualifications of key personnel become better known. Creating reserves in management ranks Marking an organization more flexible by an increased versatility of its members. Improving organizational structure Stimulating junior executives to do better work Keeping the company abreast of technical and economic conditions

Broadening key men in the middle cadre

OBJECTIVES OF MANAGEMENT DEVELOPMENT

To develop managers to perform better on their present assignments. To prepare them for higher assignments. To provide a steady source of competent persons at all levels to meet futureorganizational needs.

To help them grow fast. To prevent obsolescence of managers. To replace elderly executives, who have risen from the ranks, by highlycompetent and academically qualified professionals.

To create conditions and a climate which contribute to the growth process To create an understanding of the methods and problems of management To enable candidates to understand the problems of a business organization


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To indicate how to apply to practical problems the knowledge of the physical andsocial aspects of business and management.

Causes or factors of management development

The rapid rate of technological and social change in society has necessitated thetraining of managers so that they may cope with these developments.

The introduction of automation, intense market competition from foreigncountries, the growth of new markets in the under developed countries.

Increased recognition by business and industrial leaders of the social and publicresponsibilities of management has necessitated the development of managerial

personnel.

The increased size and complexity of most organizations-governmental,industrial, commercial, on-profit public services-require trained managers.

The frequent labor-management strife has necessitated the services of trainedpersonnel.

The changes in socio-economic forces, including changes in public policy and theconcepts of social justice, industrial democracy.

Need for executive development in Indian context

Personnel in sectors as engineering and steel, coal, fertilizer, oil and cementindustries need training not only in the functional areas of management but also need

to acquire a thorough knowledge of the sector.


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Management resource mobilization towards professionalizing such public utilitiesas water supply, power distribution, transport and communications for agriculture and

industry are dependent on the efficient functioning of these utilities.

Government and civic offices organized to render public services have beenuntouched by the management movement.

Management principles and techniques need to be introduced in other areas ofnational economy.

Management development programs for all those who are engaged in positionsabove the supervisory level of operations.

Importance of Management development

The development of the full potential of all those who are under their command asa prime responsibility.

Providing for the present and future needs of the firm of managerial talent byestablishing, operating and improving management training and development scheme.

Taking account by regular appraisal of how successful managers are developingtheir own subsidiaries.

Providing opportunities for every manager to take an active part in his owndevelopment.

Developing all parts of the scheme together as a consistent an orderly whole, inline with the companys objectives.

MANAGEMENT DEVELOPMENT CONCEPTS

Some of these important concepts are: -


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1. There is no limit for learning. Management training is not a one shot affair butcontinues throughout an executives whole professional career.

2. There always existing some gap between actual performance and capacity, whichprovides considerable opportunity for improvement. A large number of employeesdo

operate below a pre-determined standard, which their training aptitude desires of

them. If they get further training and acquire additional technical knowledge in

management, in communication and in organizational affairs, they are bound to work

faster and more efficiently, actively and productively.

3. There are certain forces, which may retard further growth, but these may be offset orthe direction of their movement changed.

4. Increased understanding of others, their behavioral attitude and of oneself definitelyaid in managing and contributing to personal development, which is needed to

increase and expand managerial effectiveness.

5. Development seldom takes place in a completely peaceful and relaxed atmosphere.Growth involves stresses and strains. Adversity is the mother of invention. It is

because of errors and some failures that one is implied to try and succeed in ones

mission.

6. Development requires a clear-cut setting of the objectives and goals which are to beachieved or attained, and the ways and methods of achieving these.

7. Participation is essential for growth. Active learning and effort are needed.8. Feedback from a superior to a subordinate and from a group to an individual is

necessary for the recognition of shortcomings and for keeping oneself in touch with

the progress that has been achieved.

9. An important responsibility in the management of personnel is that of development.


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Executive development process

The object of management development is to influence and modify the behavior of the

managers in operation; it is necessary that in framing a management development

program for specified managerial group. The following things are involved: -

1. Identify the pattern of behavior at which the program is aimed at which it seeks toinfluence and modify.

2. Identify the causes the impulses, horizontally up and down the enterprise, whichblend to give rise to the pattern of behavior.

3. Identify the nature of the exposure- the impulses that must be introduced into thesystem- through the development program.

4. The program must take care to throw impulses into the system in a manner thatgenerates the urge to behavior changes from within the trainee manager by the

process of evolving rather than an imposition from outside.

FACTORS INHIBITING MANAGEMNT DEVELOPMENT

Some of the factors, which hamper a management development program, are: -

Job securities of the employees, its stability, and pension; these slow down themobility of employees and check the recruitment of younger people.

Supervisors at different levels, especially in the middle management, often feeltrapped.

Home ownership, home-sickness, close ties with ones family, community an socialactivities inhibit development to a large extent; and when these are accompanied by

the absence of job security and chances of promotion, the employees tend to stress the

non-job aspects of their lives.


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Relations between superiors and subordinate are often not conducive to managementdevelopment.

Basic requisites for the success of management development programs

1. The top management should accept responsibility for getting the policy ofdevelopment executed.

2. Management development is essentially a line job, it takes place on the job andinvolves both the man and his boss.

3. Every manager must accept direct responsibility for developing managers under hiscontrol on th job, and a high priority should be given to his task.

4. Management development must be geared to the needs of the company and theindividual.

5. A policy of promotion from within is a necessary incentive for managers to developin an organization.

6. Management development starts with the selection of the right materials formanagerial ranks. It is essential to ensure that really good material is fed into the

program at the entry levels.

7. There should be a realistic time-table in accordance with the needs for managerialpersonnel over a sufficiently long period and the resources which are available and

which will be required.

Administering a management development program

While administering a program, due consideration should be given to the following

points: -


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1. It should support a systematic career planning for managerial personnel, otherwise thefrustrated trainees might seek opportunities elsewhere and the whole investment made

in training program would go waste.

2. Management development does not comprise involvement in a serious of structuredcourses, but there should be an active interaction between the trainee and the

management.

3. Training program should cover, as far as possible, every manager, capable of showingpotential for growth.

4. The entire program should be properly planned. The trainees should take part in it.The company should not normally allow any manager to opt out of a training

program.


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FIRST AID TRAINING

First aid Introduction: - My Safety Training First aid introduction GET MEDICAL

ATTENTION FOR ALL INJURIES. It is very important for you to get immediate

treatment for every injury, regardless how small you may think it is.

First Aid-Hazard Assessment: - My Safety Training Online. Com First Aid- Hazard

Assessment. When you, as an employer, complete your hazard assessment for your work

sites, you should also assess the hazards for the types and quantities of supplies for your

first aid kits.

WARNING: Always use medical exam gloves when exposed to blood or other body

fluids to help prevent the spread of blood borne pathogens. First Aid the following

information may provide with you some ideas for developing your kit contents.

1. Check your surroundings for potential hazards.

First aid

Problem & Solution: - First aidproblem & solution Amputation,

dehydration, heat stroke 7 poisoning during pesticide spraying.

WARNING: Always read the labels on poisons foe first aid requirements. Plastic garbage

bags (Small, Medium & large) Bottled water emergency and/or poison control center

number, syrup of Ipecac (use only if advised by doctor or Poison Center), two one-quart

containers of clean water, tongue depressors (to stir with or for seizures), two small,

plastic empty jars with tight-fitting lids, can of evaporated milk (attach opener to can with

rubber band), blanket (for treating shock), plastic bandages and tape (to cover

contaminated areas), disposable rubber gloves.


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First aid planning: - First aid planning look for signs of things that could cause injury in

your workplace:

a. Look for tripping hazards such as vines, undergrowth, loose rocks or soil whenworking on hills and animal burrows and potholes that can cause workers to

sprain or break and ankle.

b. Learn to identify poisonous plants such as poison oak.c. Look for electrical wires or fences.d. Consider machinery and tools that can amputate, cut or severely lacerate body

parts.

First Aid Tips: - First Aid Tips Administer CPR if necessary. Once the victim is stable,

begin to run cold water over the burns for a minimum of 30 minutes. Dont move the

victim and dont scrub the burns or apply any soap, ointment, or home remedies.

NEED FOR FIRST AID TRAINING

The person giving first aid, the first-aid alder, deals with the whole situation, the

injured person, and the injury or illness. He knows what not to do as well as what to do;

he avoids errors that are frequently made by untrained persons through well-meant but

misguided efforts. He knows too, that his first aid knowledge and skill can mean the

difference between life and death, between temporary and permanent disability, and

between rapid recovery and long hospitalization. Statistics show that accidents are one

of the leading causes of death among persons 1 year old to 38 years old; thereafter,

accidents are one of the leading causes. The annual cost of medicine attention, the loss


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earning ability due to temporary or permanent impairment, the direct property damage,

and the insurance costs amount to many billions of dollars each year, not to mention

the toll in pain, suffering, disability and personal tragedy. Added to the grim accident

statistics is the fact that the pattern of medical care has changed. Individuals today

require, and should demand, the best possible care. Equipment for diagnosis and

treatment, which is needed to provide such care, is usually at a hospital. Moreover, the

growing population and expanding health needs have not been balanced by a proportional

increase in numbers of doctors, nurses, and allied health workers. it is not enough to say,

Call the doctor ; a doctor may not be available to come to the scene of the emergency

demonstration of competence.

VALUE OF FIRST AID TRAINING

First aid training is of value in both preventing and treating sudden illness or accidental

injury and in caring for large numbers of persons caught in a natural disaster.

PREPARATION FOR DISASTER

First aid training is of particular importance in case of catastrophe, when medical and

hospital services are limited or delayed. Catastrophe may take the form of hurricane, a

flood, an earth-quake, a tornado, an explosion, or a fire. It may also take the form of a

single accidental death or a life-threatening illness. Knowing what to do in an emergency

helps to avoid the panic and disorganized behavior that are characteristic of unprepared

persons at such times. Knowledge of first aid is a civic responsibility. It not only helps to

save lives and prevent complications from injuries but also helps in setting up an orderly


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method of handling emergency problems according to their priority for treatment, so that

the greatest possible good may be accomplished for the greatest number of people.

SAFETY AWARENESS

First aid training not only provides you with knowledge and skill to give life support

and other emergency care but also helps you to develop safety awareness and habits that

promote safety at home, at work, during recreation, and on the streets and highways. In

the promotion of safety awareness, it is important to closely relate three terms: cause,

effect, and prevention.

PREVENTION

A better understanding of the overall accident problem is developed, if all the

circumstances surrounding various types of accidents are carefully studied, including the

broad range of first aid care that may be required. With such understanding, a person is

likely to think, and act more carefully, thoughtfully and wisely. He tends to become more

concerned for his own personal safety, as well as that of others. He is likely to become

genuinely interested in creating a safer environment on the highway, in the home, at

work, in school, and at play. He will have a more responsible attitude toward accident

prevention.

The causes of an accident indicate what accident-producing conditions and activities

require attention. Accident effects indicate why such conditions and activities deserve

concerted attention. Preventive measures should include a consideration of how these

conditions and activities can be eliminated, controlled or avoided.


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RESEARCH METHODOLOGY

The method adopted for carrying out any project is called as Research

methodology. Research Methodology is a way to systematically solve the research

problem. It involves the study of the various steps that are generally adopted by a

research in studying the research problem along with the logic behind them. For this

project the study is conducted among the employees of JLS Educational Institute, Agra.

Research methodology used in this project is based on following factors: -

Sources of data: - Primary (questionnaire) and secondary data (informationregarding institute through internet & booklets).

Data collection method & techniques: - Questionnaire and interviews.

Sampling plan: - Target population: - All the employees of JLS Educational Institute,

Agra.

Sampling method: - Random sampling Sample size: - 50 Area of population: - JLS Educational Institute, Agra.


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concerning generalization and the formulation of a theory is also research. As such the

term research refers to the systematic method formulation of a theory is also research. As

such research refers to the systematic method.


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RESEARCH DESIGN

Research designs are concerned with turning the research question into a testing project.

The best design depends on your research questions. Every design has its positive and

negative sides. The research design has been considered as a "blueprint" for research,

dealing with at least four problems: what questions to study, what data are relevant, what

data to collect, and how to analyze the results.

Research design can be divided into fixed and flexible research designs (Robson, 1993).

Others have referred to this distinction with quantitative research designs and

qualitative research designs. However, fixed designs need not be quantitative, and

flexible design need not be qualitative. In fixed designs the design of the study is fixed

before the main stage of data collection takes place. Fixed designs are normally theory-

driven; otherwise its impossible to know in advance which variables need to be

controlled and measured. Often these variables are quantitative. Flexible designs allow

for more freedom during the data collection. One reason for using a flexible research

design can be that the variable of interest is not quantitatively measurable, such as

culture. In other cases, theory might not be available before one starts the research.

Experimental design

In an experimental design, the researcher actively tries to change the situation,

circumstances or experience of participants (manipulation), which leads to a change in

behavior of the participants of the study. The participants are assigned to different

conditions, and variables of interest are measured. All other variables are controlled
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experiments are normally highly fixed before the data collection starts. Read more about

experimental research designs here experiment.

Non-experimental research designs

Non-experimental research is almost the same as experimental research; the only

difference is that non-experimental research does not involve a manipulation of the

situation, circumstances or experience of the participants. Non-experimental research

designs can be split up in three designs. First, relational designs, in which a range of

variables is measured. These designs are also called co relational studies, since the

correlation is most often used analysis. The second type is comparative designs. These

designs compare two natural groups. The third type of non-experimental research is a

longitudinal design. See longitudinal study.

Quasi experiment

Quasi research designs are research design that follow the experimental procedure, but do

not randomly assign people to (treatment and comparison) groups.

Sampling methods

Within any of the types of frame identified above, a variety of sampling methods can be

employed, individually or in combination. Factors commonly influencing the choice

between these designs include:

Nature and quality of the frame. Availability of auxiliary information about units on the frame.
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Accuracy requirements, and the need to measure accuracy Whether detailed analysis of the sample is expected Cost/operational concerns

Simple random sampling

In a simple random sample ('SRS') of a given size, all such subsets of the frame are given

an equal probability. Each element of the frame thus has an equal probability of selection:

the frame is not subdivided or partitioned. Furthermore, any givenpairof elements has

the same chance of selection as any other such pair (and similarly for triples, and so on).

This minimizes bias and simplifies analysis of results. In particular, the variance between

individual results within the sample is a good indicator of variance in the overall

population, which makes it relatively easy to estimate the accuracy of results.

However, SRS can be vulnerable to sampling error because the randomness of the

selection may result in a sample that doesn't reflect the makeup of the population. For

instance, a simple random sample of ten people from a given country will on average

produce five men and five women, but any given trial is likely to over represent one sex

and under represent the other. Systematic and stratified techniques, discussed below,

attempt to overcome this problem by using information about the population to choose a

more representative sample.

SRS may also be cumbersome and tedious when sampling from an unusually large target

population. In some cases, investigators are interested in research questions specific to

subgroups of the population. For example, researchers might be interested in examining
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whether cognitive ability as a predictor of job performance is equally applicable across

racial groups. SRS cannot accommodate the needs of researchers in this situation because

it does not provide subsamples of the population. Stratified sampling, which is discussed

below, addresses this weakness of SRS.

Simple random sampling is always an EPS design, but not all EPS designs are simple

random sampling.

Systematic sampling

Systematic sampling relies on arranging the target population according to some ordering

scheme and then selecting elements at regular intervals through that ordered list.

Systematic sampling involves a random start and then proceeds with the selection of

every kth element from then onwards. In this case, k= (population size/sample size). It is

important that the starting point is not automatically the first in the list, but is instead

randomly chosen from within the first to the kth element in the list. A simple example

would be to select every 10th name from the telephone directory (an 'every 10th' sample,

also referred to as 'sampling with a skip of 10').

As long as the starting point is randomized, systematic sampling is a type ofprobability

sampling. It is easy to implement and the stratification induced can make it efficient, if

the variable by which the list is ordered is correlated with the variable of interest. 'Every

10th' sampling is especially useful for efficient sampling from databases.

Example: Suppose we wish to sample people from a long street that starts in a poor

district (house #1) and ends in an expensive district (house #1000). A simple random
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selection of addresses from this street could easily end up with too many from the high

end and too few from the low end (or vice versa), leading to an unrepresentative sample.

Selecting (e.g.) every 10th street number along the street ensures that the sample is spread

evenly along the length of the street, representing all of these districts. (Note that if we

always start at house #1 and end at #991, the sample is slightly biased towards the low

end; by randomly selecting the start between #1 and #10, this bias is eliminated.)

However, systematic sampling is especially vulnerable to periodicities in the list. If

periodicity is present and the period is a multiple or factor of the interval used, the sample

is especially likely to be unrepresentative of the overall population, making the scheme

less accurate than simple random sampling.

Example: Consider a street where the odd-numbered houses are all on the north

(expensive) side of the road and the even-numbered houses are all on the south (cheap)

side. Under the sampling scheme given above, it is impossible' to get a representative

sample; either the houses sampled will all be from the odd-numbered, expensive side, or

they will all be from the even-numbered, cheap side.

Another drawback of systematic sampling is that even in scenarios where it is more

accurate than SRS; its theoretical properties make it difficult to quantify that accuracy. (In

the two examples of systematic sampling that are given above, much of the potential

sampling error is due to variation between neighboring houses - but because this method

never selects two neighboring houses, the sample will not give us any information on that

variation).

As described above, systematic sampling is an EPS method, because all elements have

the same probability of selection (in the example given, one in ten). It is not'simple


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random sampling' because different subsets of the same size have different selection

probabilities - e.g. the set {4, 14, 24... 994} has a one-in-ten probability of selection, but

the set {4, 13, 24, 34...} has zero probability of selection.

Systematic sampling can also be adapted to a non-EPS approach; for an example, see

discussion of PPS samples below.

Stratified sampling

Where the population embraces a number of distinct categories, the frame can be

organized by these categories into separate "strata." Each stratum is then sampled as an

independent sub-population, out of which individual elements can be randomly selected.

There are several potential benefits to stratified sampling.

First, dividing the population into distinct, independent strata can enable researchers to

draw inferences about specific subgroups that may be lost in a more generalized random

sample.

Second, utilizing a stratified sampling method can lead to more efficient statistical

estimates (provided that strata are selected based upon relevance to the criterion in

question, instead of availability of the samples). Even if a stratified sampling approach

does not lead to increased statistical efficiency, such a tactic will not result in less

efficiency than would simple random sampling, provided that each stratum is

proportional to the group's size in the population.

Third, it is sometimes the case that data are more readily available for individual, pre-

existing strata within a population than for the overall population; in such cases, using a


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Oversampling

Choice-based sampling is one of the stratified sampling strategies. In choice-based

sampling, the data are stratified on the target and a sample is taken from each stratum so

that the rare target class will be more represented in the sample. The model is then built

on this biased sample. The effects of the input variables on the target are often estimated

with more precision with the choice-based sample even when a smaller overall sample

size is taken compared to a random sample. The results usually must be adjusted to

correct for the oversampling.

Probability proportional to size sampling

In some cases the sample designer has access to an "auxiliary variable" or "size measure",

believed to be correlated to the variable of interest, for each element in the population.

These data can be used to improve accuracy in sample design. One option is to use the

auxiliary variable as a basis for stratification, as discussed above.

Another option is probability-proportional-to-size ('PPS') sampling, in which the

selection probability for each element is set to be proportional to its size measure, up to a

maximum of 1. In a simple PPS design, these selection probabilities can then be used as

the basis for Poisson sampling. However, this has the drawback of variable sample size,

and different portions of the population may still be over- or under-represented due to

chance variation in selections. To address this problem, PPS may be combined with a

systematic approach.

Example: Suppose we have six schools with populations of 150, 180, 200, 220, 260,

and 490 students respectively (total 1500 students), and we want to use student
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population as the basis for a PPS sample of size three. To do this, we could allocate the

first school numbers 1 to 150, the second school 151 to 330 (= 150 + 180), the third

school 331 to 530, and so on to the last school (1011 to 1500). We then generate a

random start between 1 and 500 (equal to 1500/3) and count through the school

populations by multiples of 500. If our random start was 137, we would select the schools

which have been allocated numbers 137, 637, and 1137, i.e. the first, fourth, and sixth

schools.

The PPS approach can improve accuracy for a given sample sizes by concentrating

sample on large elements that have the greatest impact on population estimates. PPS

sampling is commonly used for surveys of businesses, where element size varies greatly

and auxiliary information is often available - for instance, a survey attempting to measure

the number of guest-nights spent in hotels might use each hotel's number of rooms as an

auxiliary variable. In some cases, an older measurement of the variable of interest can be

used as an auxiliary variable when attempting to produce more current estimates.

Cluster sampling

Sometimes it is more cost-effective to select respondents in groups ('clusters'). Sampling

is often clustered by geography, or by time periods. (Nearly all samples are in some sense

'clustered' in time - although this is rarely taken into account in the analysis.) For

instance, if surveying households within a city, we might choose to select 100 city blocks

and then interview every household within the selected blocks.


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Clustering can reduce travel and administrative costs. In the example above, an

interviewer can make a single trip to visit several households in one block, rather than

having to drive to a different block for each household.

It also means that one does not need a sampling frame listing all elements in the target

population. Instead, clusters can be chosen from a cluster-level frame, with an element-

level frame created only for the selected clusters. In the example above, the sample only

requires a block-level city map for initial selections, and then a household-level map of

the 100 selected blocks, rather than a household-level map of the whole city.

Cluster sampling generally increases the variability of sample estimates above that of

simple random sampling, depending on how the clusters differ between themselves, as

compared with the within-cluster variation. For this reason, cluster sampling requires a

larger sample than SRS to achieve the same level of accuracy - but cost savings from

clustering might still make this a cheaper option.

Cluster sampling is commonly implemented as multistage sampling. This is a complex

form of cluster sampling in which two or more levels of units are embedded one in the

other. The first stage consists of constructing the clusters that will be used to sample

from. In the second stage, a sample of primary units is randomly selected from each

cluster (rather than using all units contained in all selected clusters). In following stages,

in each of those selected clusters, additional samples of units are selected, and so on. All

ultimate units (individuals, for instance) selected at the last step of this procedure are then

surveyed. This technique, thus, is essentially the process of taking random subsamples of

preceding random samples.
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Multistage sampling can substantially reduce sampling costs, where the complete

population list would need to be constructed (before other sampling methods could be

applied). By eliminating the work involved in describing clusters that are not selected,

multistage sampling can reduce the large costs associated with traditional cluster

sampling.

Quota sampling

In quota sampling, the population is first segmented into mutually exclusive sub-groups,

just as in stratified sampling. Then judgment is used to select the subjects or units from

each segment based on a specified proportion. For example, an interviewer may be told to

sample 200 females and 300 males between the age of 45 and 60.

It is this second step which makes the technique one of non-probability sampling. In

quota sampling the selection of the sample is non-random. For example interviewers

might be tempted to interview those who look most helpful. The problem is that these

samples may be biased because not everyone gets a chance of selection. This random

element is its greatest weakness and quota versus probability has been a matter of

controversy for many years.

Convenience sampling or Accidental Sampling

Convenience sampling (sometimes known as grab or opportunity sampling) is a type

of non probability sampling which involves the sample being drawn from that part of the

population which is close to hand. That is, a population is selected because it is readily
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available and convenient. It may be through meeting the person or including a person in

the sample when one meets them or chosen by finding them through technological means

such as the internet or through phone. The researcher using such a sample cannot

scientifically make generalizations about the total population from this sample because it

would not be representative enough. For example, if the interviewer were to conduct such

a survey at a shopping center early in the morning on a given day, the people that he/she

could interview would be limited to those given there at that given time, which would not

represent the views of other members of society in such an area, if the survey were to be

conducted at different times of day and several times per week. This type of sampling is

most useful for pilot testing. Several important considerations for researchers using

convenience samples include:

Are there controls within the research design or experiment which can serve tolessen the impact of a non-random convenience sample, thereby ensuring the

results will be more representative of the population?

Is there good reason to believe that a particular convenience sample would orshould respond or behave differently than a random sample from the same

population?

Is the question being asked by the research one that can adequately be answeredusing a convenience sample?

In social science research, snowball sampling is a similar technique, where existing study

subjects are used to recruit more subjects into the sample.
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Line-intercept sampling

Line-intercept sampling is a method of sampling elements in a region whereby an

element is sampled if a chosen line segment, called a "transect", intersects the element.

Panel sampling

Panel sampling is the method of first selecting a group of participants through a random

sampling method and then asking that group for the same information again several times

over a period of time. Therefore, each participant is given the same survey or interview at

two or more time points; each period of data collection is called a "wave". This

longitudinal sampling-method allows estimates of changes in the population, for example

with regard to chronic illness to job stress to weekly food expenditures. Panel sampling

can also be used to inform researchers about within-person health changes due to age or

to help explain changes in continuous dependent variables such as spousal interaction.

There have been several proposed methods of analyzing panel data, including

MANOVA, growth curves, and structural equation modeling with lagged effects.

Replacement of selected units

Sampling schemes may be without replacement('WOR' - no element can be selected

more than once in the same sample) or with replacement('WR' - an element may appear

multiple times in the one sample). For example, if we catch fish, measure them, and
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immediately return them to the water before continuing with the sample, this is a WR

design, because we might end up catching and measuring the same fish more than once.

However, if we do not return the fish to the water (e.g. if we eat the fish), this becomes a

WOR design.

Formulas, tables, and power function charts are well known approaches to determine

sample size.

Steps for using sample size tables

Postulate the effect size of interest, , and . Check sample size table Select the table corresponding to the selected Locate the row corresponding to the desired power Locate the column corresponding to the estimated effect size. The intersection of the column and row is the minimum sample size

required.

Sampling and data collection

Good data collection involves:

Following the defined sampling process Keeping the data in time order Noting comments and other contextual events
http://en.wikipedia.org/wiki/Sample_sizehttp://en.wikipedia.org/wiki/Sample_size


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Recording non-responsesMost sampling books and papers written by non-statisticians focus only in the data

collection aspect, which is just a small though important part of the sampling process.

Research design

Since the researcher made an attempt to measure the various contributing factors

of customer satisfaction & their association with selected socio-democratic variables a

descriptive research design was adopted.

Pilot study

Since the researcher made a number of visits to the selected organization to find

out the feasibility of carrying out his research studies. During his visits he had

discussions with territory managers of BSNL. This helped the researcher to arrive at a

research problem.

Universe

The present research includes two thousand five hundred subscribers of BSNL

cellular services.


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Sampling Design

The researcher used simple random sampling technique using lottery method

(probability method) to draw three hundred respondents from the customer record of

BSNL in Ramanathapuram.

Source of Data

The source of data collection was a primary source. The information required for

the study was directly collected from the respondents Secondary sources like company

records were used for collecting the details of the universe.

Tools for Data Collection

The researcher adopted questionnaire method to measure the customer

satisfaction.

Questionnaire

The questionnaire consists of the following

Personal data

Influencing factors that opt for automobile sector

Difficulties with service

Customer care

New features

Other choice of services


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Suggestion for improving the service

Data Collection Process

The researcher explained the purpose of the study to the customer, He also

explained each and every dimension of the study questionnaire given to respondents and

their responses were recorded It took nearly two months for the researcher it took two

months to collect the data from the respondents.

Problems Encountered By the Researcher

Difficulty confronted by the researcher in explaining about each and every

dimension to customer in orders to get accurate data.

Some of the respondents were not ready to part with required information

readily.

Researcher had to make extensive travel in the town to conduct the survey. This

has delayed the data collection process to some extent.


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Descriptive Analysis: -

Descriptive analysis is largely the study of distribution of one variable this study

provide us profile of companies, workgroups and person & other subject on any of a

multitude of characteristics such as size composition.

Correlation Analysis: -

Correlation analysis studs the joint variation of two or more variables for

determining the amount of correlation between two or more variables.

Objective of Study

Research Design

Sample Design

Data Collection

Data Analysis

Reporting of Findings


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Inferential Analysis: -

Inferential analysis is concerned with the various tests of significance for testing

hypothesis in order to determine with what validity data can be said to indicate some

conclusion.


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0

1

2

3

4

5

Very MuchExpectedNot Satisfied

Workers

Employees

Top Managent


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FINDINGS

We conclude that the employees and workers know their working methods verywell.

But still they are not satisfied due to the conflicts between the employees.

Training is a system which learns to employees how they have to face furtherproblem.

There is the significant relationship between the company and its employees. It is observed that it expenses more on training & development.


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RECOMMENDATIONS

Training is helpful to fulfill the gap between Present and Future.

Training is helpful to enhance the working ability.

Training is important for new employees, the basic knowledge and skills requirefor efficient performance of definite task.

Training & Development programmes should be done time to time inorganization for motivating the employees.

From the research study, it has been found out that the employees are veryparticular about the quality of training and hence they want JLS to increase the

quality of the training.


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CONCLUSION

From the above report I conclude that most of the organizations use the training

and development to increase the organization efficiency. Without the help of this tool it

becomes impossible for any big organization to motivate the employees. Training and

development helps the organization to motivate their employees to work properly as a

family member.

Training and development is only the thing which most of the employees want to

get. Most of employee concern that they should get training at every step of task progress

and survey shows people get motivate when they get good services in training terms.

Most of organization going on progress through this strategy, they offer the

training to employee according to their performanc

Report-2, Introduction of Education Industry

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