"Issues and Challenges in Implementing the skill development initiatives,specifically reference to Skill India Campaign

"ISSUES AND CHALLENGES IN

IMPLEMENTING THE SKILL DEVELOPMENT

INITIATIVES"

“C-LAMPS”

Project Report submitted in partial fulfillment of the requirements for the

award of the Degree of

MASTER OF BUSINESS ADMINISTRATION

of

BANGALORE UNIVERSITY

By

KOUSHIK Y

Register No. 141GCMD048

Under the guidance of

Mr. Manjunath S.M

Asst. Professor

Rashtreeya Sikshana Samithi Trust

R V INSTITUTE OF MANAGEMENT CA-17, 36

th Cross, 26

th Main, 4

th ‘T’ Block,

Jayanagar, Bangalore – 560 041

2015–2016

DECLARATION BY THE STUDENT

I hereby declare that the Project Report titled “ISSUES AND CHALLENGES

IN IMPLEMENTING THE SKILL DEVELOPMENT INITIATIVES” is the

result of the project work carried out by me under the guidance of

Mr. Manjunath S M, Assistant Professor, RVIM and Mr. Gowrisha,

Secretary, C-LAMPS in partial fulfillment for the award of Master’s Degree in

Business Administration by Bangalore University.

I also declare that this project is the outcome of my own efforts and that it has

not been submitted to any other University or Institute for the award of any

other Degree or Diploma or Certificate.

Place: Bangalore Koushik Y

Date: 141GCMD048

Rashtreeya Sikshana Samithi Trust

R V Institute of Management

CA – 17, 36th

Cross, 26th

Main, 4th

T Block Jayanagar, Bangalore – 560 041

CERTIFICATE BY GUIDE

This is to certify that the Project Report titled “ISSUES AND CHALLENGES

IN IMPLEMENTING THE SKILL DEVELOPMENT INITIATIVES”

submitted by Mr. Koushik Y; bearing Register Number 141GCMD048 to

Bangalore University, Bangalore for the award of Degree of Master of

Business Administration is a record of work carried out by him under my

guidance.

Place: Bangalore

Date: Mr. Manjunath S M

Assistant Professor

CERTIFICATE BY MENTOR

This is to certify that the Mr. KOUSHIK Y bearing Register Number

141GCMD048 of R V Institute of Management, Bangalore, has undertaken

Project on the topic “Issues and Challenges in implementing the Skill

Development Initiatives” between 15/07/2015 and 15/08/2015 under my

mentor ship.

Place: Bangalore

Date: Mr. Gowrisha

Secretary, C-LAMPS

CERTIFICATE OF ORIGINALITY

Date: /08/2015

This is to certify that the Project Report titled “Issues and Challenges in

implementing the Skill Development Initiatives” is an original work of

Mr. Koushik Y bearing University Register Number 141GCMD048 and is

being submitted in partial fulfillment for the award of the Master’s Degree in

Business Administration of Bangalore University. The report has not been

submitted earlier either to this University /Institution for the fulfillment of the

requirement of any course of study. Mr. Koushik Y is guided by

Mr. Manjunath S.M who is the Faculty Guide as per the regulations of

Bangalore University.

Dr. T V Raju

Director

ACKNOWLEDGMENT

I am grateful to our Director Dr. T. V. Raju sir for permitting me to undertake

my project work at C-LAMPS, Bangalore.

I am grateful to my project guide Mr. Manjunath S M, Assistant Professor,

R V Institute of Management, for his valuable guidance and encouragement

throughout the project.

I would like to extend my thanks to the President and all the members of

Executive Committee, Center for Leadership and Management in Public

Services, Bangalore for permitting me to undertake a project in their

Organization and also for guiding for the project.

I would also like to express my devoted thanks to Knowledge Commission,

Vidhana Soudha, Karnataka for supporting me during the project work.

Finally I am thankful to all my friends and my Parents who have encouraged

and helped me in the endeavors and all the members of the organization and

training centers who directly and indirectly gave support and assistance while

conducting the study.

Place: Bangalore Koushik Y

Reg.No: 141GCMD048

TABLE OF CONTENTS

CHAPTER

NO.

PARTICULARS PAGE

NO.

EXCECUTIVE SUMMARY

I

INTRODUCTION 1-12

1.1 Introduction of C-LAMPS

1-8

1.2 Introduction to Skill Development 9-13

II

METHODOLOGY 13-17

2.1 Statement of the Problem

13

2.3 Objectives of the Study

13

2.2 Need and Relevance 14

2.3 Objectives Of The Study 14

2.4 Scope Of The Study 14

2.5 Methodology 14-15

2.6 Sources Of Data 15-16

2.7 Tools Of Data Analysis 17

2.8 Limitations of the study 17

III DATA ANALYSIS & INTERPRETATION 18-38

IV

FINDINGS, CONCLUSION & SUGGESTIONS 39-43

4.1 Findings 39

4.2 Conclusion 40

4.3 Suggestions 41-42

4.4 Experiences and Learning

43

References A

Detailed account of work done during the Project

Work

B

Annexure C

List of Tables

No of

tables Description Page. No

3.21 Table showing the facilities given by the training center to

trainers. 24

3.22 Table showing the trainers rating on Working Environment. 26

3.23 Table showing the trainers opinion on rules and regulations. 27

3.24 Table showing the opinion of trainer on course content. 28

3.25 Table showing the opinion of trainers about students. 29

3.26

Table showing the opinion of trainers about student’s

participation. 30

3.27 Table showing the difficulties faced by trainers. 31

3.28 Table showing the opinion of trainers about government

involvement in SD 32

3.29 Table showing the job satisfaction of trainers. 33

3.30 Table showing the satisfaction level of trainers on their

expectation. 34

List of Charts

No of

tables Description Page. No

3.21 Chart showing the facilities given by the training center to

trainers. 24

3.22 Chart showing the trainers rating on Working

Environment. 26

3.23 Chart showing the trainers opinion on rules and regulations. 27

3.24 Chart showing the opinion of trainer on course content. 28

3.25 Chart showing the opinion of trainers about student’s

participation. 29

3.26 Chart showing the opinion of trainers about student’s

participation. 30

3.27 Chart showing the difficulties faced by trainers. 31

3.28 Chart showing the opinion of trainers about government

involvement in SD 32

3.29 Chart showing the job satisfaction of trainers. 33

3.30 Chart showing the satisfaction level of trainers on their

expectation. 34

EXCECUTIVE SUMMARY

“Skill development initiatives” are one of the best initiation taken by our Government.

Skill development is very required concept in countries like India. Presently Skill

development is a very trending concept because our Central Government also took

“Skill India” Campaign very recently. Here there is a lot of opportunity to conduct a

research. The main problem in Skill development initiatives are they are facing many

issues and challenges in implementing the same. In this regard, this project on “Issues

and Challenges in Implementing the Skill Development Initiatives” is under taken.

There are so many challenges are faced by skill development initiatives. This study is

based on five point of views. Those 5 elements are Government, Training centers,

trainers, experts and students. According to these 5 perspective there are number of

problems and challenges faced while implementation of skill development initiatives.

The tools which are used for data collection are Questionnaires, direct interview and

Focus Group discussion. The analysis tools used for analysis are Fish bone analysis,

Tabular interpretation and outcome from Focus group discussion. Data collection

from trainers was through questionnaire, direct interview of Knowledge commission,

training institutions and some students.

This study helps to overcome from the challenges and problems in implicating the

skill development initiatives. This study also provides solutions to the problems faced

by trainers and training centers. The main focus of this study is to identifying the

issues and challenges in implementation of the skill development initiatives.

CHAPTER - 1

INTRODUCTION

CHAPTER - 2

METHEDOLOGY

CHAPTER - 3

DATA ANALYSIS

&

INTERPRETATION

CHAPTER - 4

FINDINGS,

CONCLUSION &

SUGGESTION

REFERENCE

ANNEXURE

DETAILED ACCOUT

OF WORK DONE

DURING THE

PROJECT WORK

“Issues and Challenges in Implementing the Skill Development Initiatives”

R V Institute of Management, Bangalore. 1

1.1 INTRODUCTION OF THE ORGANIZATION

“Center for Leadership and Management in Public Services”

(C-LAMPS)

Center for Leadership and Management in Public Services is a registered Society.

They have been working with the Public Education and Health Systems over the past

seven years. Engaging with the leadership and management dimensions unique to these

domains, their mission is to enhance capacities in these spaces, facilitate improvement

in structures and processes, advocate for appropriate policy changes and to engage

with the public on these concerns.

1.1.1 History:

C-LAMPS were registered in October 2007. It has 40 people to improve the quality in

public services. They believe that the quality of Public services can be improved

through better Leadership and Management in all levels of public systems. Activities

which are included in C- LAMPS’ are programs, research and advocacy. This will

strengthen the public systems to achieve their objectives.



1.1.2 Vision, Mission and Values:

Vision

Their main Vision is to “Enhance Quality in Public Services towards Social Justice and

Equity”. C-LAMPS is committed to bring out the transformation in public services and

render them to meet the expectations of the stakeholders and contribute towards nation

building.

Mission:

Support the domains of Public Education & Health through:

Building capacity by instilling leadership & management skills

Policy advocacy

Improving processes & structures

Creating Public awareness

Values:

Integrity in all our dealings with our stake holders, members, resource

persons and partners.

Faith in the purpose/rationale of the Public Service Foster Equity, social

justice and be caring

Personal & Mutual responsibility and respect

Continuous improvement

Respect differences.

Encourage Team Work

Be action oriented and set personal example.



1.1.3 Organization Structure:

1.1.4 Team:

C-LAMPS have a team of 40 members and all are engaged in facilitation of

development programmes, and research and advocacy. They included the resource

persons who have been engaged in academics, corporate, community, documentation

and research, and training. These range of experience makes it possible for C-LAMPS

to innovate and create frameworks appropriates for the social sectors we work in

through an amalgamation of ideas.

1.1.5 Partners:

C-LAMPS have 2 kinds of partners. Those are Education and Health Partners.

A. Education:

Government of Karnataka

Karnataka knowledge Commission

Azim Premji Foundation

RV Educational Consortium



GRAAM

IT for Change

B. Health:

Karuna Trust

Institute of Public Health

Centre for Global Health Research

Institute of Hospital Management and Research

Institute of Tropical Medicine – Belgium

1.1.6 Activities of C-LAMPS:

On 12th

September 2009, A talk by Sri.Dileep Ranjekar, CEO of Azim Premji

Foundation on “Leadership and Management in Public Systems”.

On 7th

November 2009, they organized consultation on “Public-Private

Partnership in school Education”.

Also they conducted a “Round Table Discussion on Best and Innovative

Practices of NGOs” on 24th

July 2010.

Organized a Panel Discussion on “Towards excellence in Public Service” on

March 26th

2011.

Organized a discussion on “School Support Guidelines” brought by MHRD

on Approaches to School Support.

Organized Colloquium On Citizen Charter on 4th

February 2012. A paper on

Citizen Charter was presented by Mr. Suresh Maruthi C-LAMPS and “Status

paper on Citizen Charter- GOK by Sri Devi Prasad Director Fiscal Policy

Institute Bangalore, followed by Panel Discussion. Panel members for the

discussion are Sri. Madan Gopal IAS Chairman KSFC; Prof. Ramesh Indian

Institute of Management Bangalore, Ms. Manjula Chairman State Women

Commission, Sri. N Srinivasan Retired Director General CII, Ms. Indhumathi



Rao Regional Advisor of the Community Based Rehabilitation (CBR)

Network in South Asia.

Very recently, that is August 8, 2015 Organized Colloquium On senior citizen

and public services. The main agenda of this Colloquium was bringing

together senior citizens NGO and creating a common Platform.

1.1.7 Projects done by C-LAMPS:

1) Education Leadership Development Programme:-

The Policy Planning Unit (PPU), a collaborative initiative of the Government of

Karnataka and the Azim Premji Foundation, commissioned a study by Pricewaterhouse

Coopers to examine the functioning of the Department of Public Instruction (DPI) and

recommend policy changes as well as interventions that would support the initiatives

of the Department towards achieving the goal of reaching quality education for all.

Among several other interventions, the needs to improve leadership and managerial

functions in the system were identified as being critical.

Management Development Program (MDP) was conceived of to address this need. The

program has been facilitated by PPU, Azim Premji Foundation and the Center for

Leadership and Management in Public Services (C-LAMPS) in collaboration with

Sarva Siksha Abhiyan (SSA). MDP has been running in Karnataka since February

2007 and reaches out to government education functionaries, beginning with Block and

Cluster Resource Persons. Its purpose is to begin a process of enhancing the

capabilities - attitudes, perspectives, knowledge and skills - of the leaders and

managers at the operational level.

The fundamental principles of MDP are informed by the values that derive from the

Constitution of India, the National Policy on Education, and the Right to Education

Act and the National Curriculum Framework 2005 (NCF 2005). The aims of education

is providing education of good quality to all children, of preparing children to

participate actively and responsibly in the democratic set up of India, to be able to



make informed choices, to be able to access to opportunities for development and

growth, to lead meaningful lives, are underlying values of MDP.

The principles of analogy or adult learning are tied into the entire approach of MDP.

The methodology is suited to the way adults learn and tries to address their needs, with

emphasis on a participatory approach, the valuing of all experiences and opinions, and

individual and collective reflections upon these.

The conceptual framework of MDP is around research-based studies that show that

school leadership is second only to classroom instruction in achieving educational

outcomes, and that leadership at the school level as well as at levels above the school

have a key support role to enable the school to do its job well.

The leader creates and nurtures a culture that is conducive to achieving the aims of

education. The education leaders' vision must therefore encompass a culture in the

school which provides structures and opportunities that allow a child to experience a

microcosm of the polity of the society in school so that she can become an active and

informed participant in the polity of the nation. This translates into a culture of

cooperation, collaboration and collegiality, wherein diversity is appreciated, where

every individual has a voice, for every individual in the school community to be able to

develop and grow to their full potential. To be able to achieve the vision of quality

education, another key component of culture is that of continuous quality

improvement.

One of the missions of the education leader becomes that of creating and nurturing

such a culture. All education functionaries, therefore, have a role to play in the

development and Nurturing of such a culture in their own Circle of Influence and

within their own role.

These concepts synchronize harmoniously with the ideas that have been envisaged in

NCF 2005. NCF 2005 articulates the type of learning environment that a school should

have, the relationships among all teachers and students in the school, the characteristics

of the learning process, emphasizes collaborative learning, valuing the experience and

learning that children bring with them, and so on. The school culture must challenge



children and teachers to continuously improve toward higher levels of quality. The

education leader sets the direction in which improvement needs to take place informed

by the vision and the culture as described above. MDP enables the education

functionary to explore this within her own Circle of Influence.

2) District School Development Programme:-

C-LAMPS would like to work with the Education Leaders and Managers of

Ramanagar District to support the process of school development through capacity

enhancement programmes, the method being participation and engagement. Keeping

this in mind we would like to work with the Block Resource Persons, Educational

Coordinators, Cluster Resource Persons and Head Teachers as well as the DIET

faculty in a three-year programme in all four blocks of Ramanagar District. The

ELDFs would be an integral part of the programme in ideation, content development

and design, support to the programme at the block levels etc.

3) Project Samartha - Strengthening DIET:-

The Education Leadership and the District School Development Programmes focus on

individual development. For development processes to be sustained it becomes

necessary to work with organizations in the education system. Project Samartha, in

collaboration with Karnataka Jnana Aayoga, DSERT, DIETs and RV Educational

Consortium, was a beginning for our work in this direction. We worked with five

DIETs of Karnataka supporting and facilitating projects that were identified by them.

The experience has been enriching for us and we hope to continue our work in this

space.

4) Kalika Balaga - A community of learners:-

The education leadership development facilitators have grown over the years as a

community of learners. Over the past year C-LAMPS has been encouraging the

Education Leadership Development Facilitators to continue their collaboration online



through a mailing list Kalika Balaga. Several of them are participating and the hope is

that the movement will grow.

5) Swasthya Karnataka:-

C-LAMPS were a member of the Swasthya Karnataka consortium initiative and

participated in the District Health Management Training. The partners of Swasthya

Karnataka are Karuna Trust (KT), Institute of Public Health (IPH), Centre for Global

Health Research (CGHR) and Institute of Hospital Management & Research (IHMR).

This project was supported by the Institute of Tropical Medicine, Antwerp and The

Karnataka Health Systems Development and Reforms Project.

1.1.8 Challenges & Future Plans of C-LAMPS:

Position papers on Government initiatives/plans in health and education

Study of specific PPP projects in health and education

School nurturing and school adoption Programme

Collect government data and statistics to make sense of them in the context of

their stated objectives.

Documenting success stories of grassroots leadership at different levels in the

education department

Documenting experience of MDF/SK to reflect and create possible source of

further inquiry.

http://groups.google.com/group/kalika-balaga



1.2 SKILL DEVELOPMENT:

“Skill is a ability or the capability of an individual or a group to solve or complete the

work within a specified period with systematic manner “.A skill is the learning ability

to carry out a task with pre-determined results often within a given amount of time,

energy or both. In other words abilities that one possesses. Skill usually requires

certain environmental stimuli and situations to assess the level of skill being shown

and used. People need broad range of skill in order to contribute to a modern economy.

1.2.1 Kinds or types of Skills:

There are many types of skills are there. From that those important types are as follows.

1 Labor skill - Labor skills are the skills which are related to labors to do their

work.

2 Life skills - Life skills are problem-solving behaviors that are used appropriately

and responsibly in the management of personal affairs.

3 People skills - A British definition is about people skill is, “the ability to

communicate effectively with people in a friendly way, especially in business.”

4 Social skills - Social skill is any skill facilitating interaction and communication

with others. Social rules and relations are created, communicated, and changed in

https://en.wikipedia.org/wiki/Skill#Labor_skills

https://en.wikipedia.org/wiki/Skill#Life_skills

https://en.wikipedia.org/wiki/Skill#People_skills

https://en.wikipedia.org/wiki/Skill#Social_skills



verbal and nonverbal ways. The process of learning such skills is called

socialization.

5 Soft skills - Soft skills is a sociological term relating to a person's "EQ", the cluster

of personality traits, social graces, communication, language, personal habits,

friendliness, and optimism that characterize relationships with other people. Soft

skills complement hard skills, which are the occupational requirements of a job and

many other activities.

6 Hard skills - Hard skills are any skills relating to a specific task or situation. These

skills are easily quantifiable unlike soft skills which are related to one's personality.

7 Mastering skills - Mastery pertains to perfecting a particular skill set.

1.2.3 Hierarchy of Skills:

Skill Development is a leading topic in India. Even Government of India is more

focused on Skill Development in general public. It leads to development in labor

market and also helps to increase the employment opportunity. There are 3 kinds of

people in India at present situation. Those kinds are:

People who have qualification but does not have skills

https://en.wikipedia.org/wiki/Skill#Soft_skills

https://en.wikipedia.org/wiki/Skill#Hard_skills

https://en.wikipedia.org/wiki/Skill#Mastering_skills



People have Skills but does not have qualification

People have both skills and qualification but does not have an updated

knowledge and skills

Skill Development is very important because it helps to promote self employment,

improve productivity in workplace and competitiveness of employers. To build a

developed nation skill development is very necessary. For this purpose government

undertakes many initiatives. Government has National Skill Development Corporation,

Skill Development Initiative Scheme, Prime Minister Kaushalya Vikas Yojana, and in

Karnataka government there is a Kaushalya Siri for Skill Development program. So at

present situation there is lot of opportunities in skill development in India. National

Skill Development Corporation’s approach is to develop partnerships with multiple

stakeholders and build on current efforts, rather than undertaking too many initiatives

directly, or duplicating efforts currently underway. To scale up efforts necessary to

achieve the objective of skilling / up-skilling 150 million people, the NSDC strives to:

Develop ultra low cost, high-quality, innovative business models

Attract significant private investment

Ensure that its funds are largely “re-circulating”; i.e. loan or equity rather than

grant

Create leverage for itself

Build a strong corpus.

According to NSDC there are 211 training partners,3026 training centers are Present in

India. Till 2014 under NSDC 52,06,467 people are trained and among these people

23,12,481 people are got placed in different organizations. Very recently our

government also started the Skill India campaign. In Bangalore 27 partners are running

124 training centers. It is very helpful for those not yet got any job, and those who

wanted to pursue skills and also developing their skills.



1.2.4 N.S.D.C Logo:



2.1 Statement of the problem:

Skill development is positive approach in current scenario in countries like India.

There is a necessity to develop the ability and performance of the individual in their

work. But the main problem of workers and individuals are adopting those skill

development techniques. For this purpose Indian Government has introduced much

training which is related to skill development. They started 3000 plus centers in India

and over thousands of people are there as trainers in those training centers. They all are

working for providing better training to individual. But here, the trainers are facing

many problems during their training process. They are facing many problems related to

maintaining standards, their capabilities, updating the information and marketing or

promotion about their centers. In skill Development training, Trainers and training

centers are facing challenges like creating awareness, convincing the students, and

maintaining their training centers. So in this study an attempt is made to know the

challenges faced in Skill Development initiatives and also the issues and challenges

faced by trainers and training institutions.

2.2 Need for study:

There is a requirement of skilled workers in every organization. So it is very essential

to examine the quality of students and also the quality of government initiatives and

their challenges during implementing the skill development initiatives. There is a need

for converting the challenges into opportunities and problems into strengths. Hence

there is a need for measure the actual challenges while implementing the skill

development initiatives.

In this perspective, this study helps to examine the issues and challenges faced by skill

development initiatives. Government took the very important decision about skill

development. They already started many initiatives about skill development. But they

should examine their results and also need to create the values in greater extent. This

project attempts to study the different kinds of issues and challenges in implementing

the Skill Development initiatives.



2.3 Objectives of the study:

To identify the challenges and problems faced by trainers and training centers.

To study on trainer’s mindset and opinion about students and training centers.

To understand the actual need of trainers and their dedication towards skill

development training.

To know about the efficiency and capabilities of trainers.

To provide feasible solutions to the challenges which is faced by trainers or

training centers.

To examine the problems faced by trainers under skill development initiatives.

To give possible solutions to the challenges faced by skill development initiatives.

To deliver a structured and pragmatic solutions to address the lack of relevant

skilled among-st the current and potential workforce.

2.4 Scope of the study:

Skill development initiatives are about creating the better and skilled workers or

employees. This also helps to create the values and importance of the skill

development in current scenario.

This study helps to understand the factors causing in implementing skill development

initiatives. It helps to improve the government involvement in skill development

initiatives. Also motivate the trainers, training institutions and students. Students also

get a valuable training and trainers will get the satisfaction. The scope of the study is

limited to initiative towards Training Centers, Trainers, Experts and Students .

2.5 Research Methodology:

2.5.1 Research Design:

Research design is needed because it provides the smooth flowing of the research

operation. It makes the research as efficient as possible by giving maximum

information with minimum expenditure of efforts, time and money.



The research design opted for this project work is Descriptive and Analytical in nature.

The purpose of this study is to observe, describe and document aspects of a situation as

it naturally occurs. This involves the collection of data that will provide a description

of individuals, training centers that are group and situations.

2.5.2 Sampling Technique:

Convenient Sampling technique is used for this project work. Convenient sampling, as

name itself says, it is a specific type of non-probability sampling method that relies on

data collection from population members who are conveniently available to participate

in study. It involves getting participants from wherever they convenient.

2.5.3 Sample size:

Sample size is an important concept in statistics and with the help of these numbers we

can easily conduct research. It is also very necessary to determine the accurate and

specific information about the problem.

There are different types of sample sizes opted for this project. That is 10 training

institutions, 10 trainers, student, one government authority and 8 experts in skill

development field. Total sample size is 30.

2.6 Sources of data:

A) Primary Data:

Primary data are first hand data, which are directly collected from the field. The

primary data is collected from Questionnaire, Direct interview and Focus Group

Discussion for my report.

A.1 Questionnaire:

A questionnaire is a research instrument consisting of a series of questions and other

prompts for the purpose of gathering information from respondents. Although they are



often designed for statistical analysis of the responses, this is not always the case. The

primary data are collected by the questionnaires directly from respondents.

A.2 Direct interview:

Direct interview is an interview conducting by asking questions directly to

the person. In other words collection of data directly from the respondents by directly

asking questions to them. In this study the direct interview are taken from the

government authorities that is government initiatives which is related to skill

development, experts and training institutions.

A. 3 Focus group discussion:

Focus Group Discussion is one of the method or type of Qualitative Research in which

a group of people are asked about their perceptions, opinions, beliefs and attitude

towards a topic. Questions are asked in an interactive group setting where participants

are free to talk with other group members. The first Focus Group was created at the

Bureau of Applied Social Research in the USA by associated director sociologist

Robert K Merton. It has a long history, it were used during the Second World War to

examine the effectiveness of propaganda.

In this project work I used 2 types of group discussion. One is focus group discussion

and another one is “Whats app Group Discussion”.

A 3.1 Objective of Focus Group Discussion:

The main objective of FGD is to determine the valuable solution for the

specified problem.

FGD also required generating the many options and possibilities to solve the

problem.

Focus group discussion is very necessary to identify the best solutions among

many options.

A 3.2 Advantages of Focus Group Discussion:

It is very flexible method.

It provides very speedy result.



The cost included is very less.

It gives better solution to the problems.

It provides many alternative options also.

B) Secondary Data:

Secondary data are the data, which are already collected data. It may from secondary

sources. In this study the secondary data collection from Government websites related

to skill development initiatives and official website of Planning Commission.

2.7 Tools used for Analysis:

2.7.1 Bar diagram:

A bar diagram is the presentation of data the form of bars. Here bar diagram used for

analysis and interpretation of data which are collected from the trainers. That data are

about opinion of trainers towards training centers and students.

2.7.2 Fish Bone analysis:

A fish bone diagram, also called a cause and effect diagram, is a Visualization tool for

categorizing the potential causes of a problem in order to identify its root causes. In

this project work the fish bone analysis used for determining the problems as well as

challenges in implementing the skill development initiatives.

2.8 Limitations of the study:

Central government recently started some skill development scheme.

Considered only urban areas, considered skill development training centers which

are located in Bangalore.

People may not give their honest opinion or information which is actually

required.

In short duration of time, it is difficult to go through the entire Skill development

training process and all the training centers.



3.1 Focus Group Discussion:

Focus group discussion is the discussion or a form of qualitative research in which a

group of people are asked about their perception, view, opinion, beliefs and attitude

towards a problem. In this group discussion, participants are free to talk in the group.

With the permission of our Director sir, the focus group discussion was organized at

our institute in group discussion room of placement cell. The penal members for this

FGD was selected from different fields which includes NGO, Training Center,

trainers, Academics and students. Totally 8 members actively participated in this

Focus Group Discussion. The members of the Focus Group Discussion are Mr.Adarsh

Basavaraju, Mr.Shailesh, Mr.Sanjeev, Mr.Gowrisha, Mr.Manjunath S M, Mr.Pradeep,

Ms.Bhavya Vikas, Ms.Sowmya and Mr.Sheldon. They all are experts in their field,

they shared their opinion and gave valid inputs on the problems and challenges faced

by skill development initiatives while implementing the skill development program.

3.1.1 Outcomes from FGD:

FGD helped me to understand and gather the information and also gave the real

problems in implementing skill development initiatives. The important outcomes from

the Focus Group Discussions are as follows:

Quality of Education:

The quality in education is the main challenge while implementing the Skill

development initiatives. Quality in education is the education method that includes the

better values and required skills. We all are interested in quality of education. There is

a lack of quality of education in India. There are many skill development centers

present in India,but all the training centers are not providing the better quality

education. They established their training centers only for making money not for

fulfilling the government objectives towards skill development. Without quality, there

is no value for training. The experts are of the opinion that the trained personnel and



the untrained personnel are not differentiated while selecting for a job. Further

untrained personnel is placed better than the trained personnel by the organization.

This is the main problem in implementing the skill development initiatives.

In order to address this problem, government has to examine properly the quality of the

training given by the training centers before sanctioning the permission to the skill

development centers. The government should obtain all the details and verify all the

details and sanction the permission only to those skill development training centers

which fulfill the norms of the government and which are committed to train and

enhance the skills of the participants. Once the permission is granted, the government

should initiate surprise visits to check how the programs are organized by the training

centers. The final sanction of the bill should be against the results.

Wrong selection of trainers by training centers:

In some cases it was found that the training centers are forcing the trainers to train the

participants on the topic in which trainers do not have any expertise. This will spoil the

whole skill development initiative scheme. The trainers are asked to train the students

in which he / she do not possess any skill in that particular area. This happens only

when the training centers do not communicate correctly to the trainers. Sometimes this

may lead to bad consequence and bad situations which the trainers has to face.

To overcome this, the training centers are advised to communicate the trainers in

advance regarding topics and group of participants. So that the trainers prepare himself

for the topic. The government should ensure this through the audit.

Mismanagement by the training centers :

The training centers are not arranging the training programmes properly. There are no

proper facilities provided by the training centers to the trainers as well as participants.

The training's are organized continuously which are below standard and there is no

effectiveness in organizing the training programmes. In many cases, the training

programme are conducted under the roof without any facilities.



Over coming from the mismanagement is very difficult task because it should be

change from bottom level. Government also has to frame some strategies while giving

contract to training centers so that training will be more effective and conducted in a

systematic manner. If the training is conducted in effective manner, it will help in

reaching the objectives of skill development and real changes can be witnessed among

the participants. As a initiation, the government can set up a separate department for

maintaining the skill development initiatives.

Trainers are not getting the respect:

This is the main problems which the trainers are facing. Trainers are not getting respect

from students as well as training centers. Government and training centers thought that

giving salary is the greatest thing, but trainers are actually expecting respect from

training centers. To some extent giving salary is also the part of respect, but it should

be paid on specified date. They are facing problems from students also; students are

completely neglecting the course and they do not give minimum respect to their

subject and trainers. This will lead to reduces the interest from trainers. Automatically

training will be useless. To overcome the above problems, Government should create

proper rules and regulations which are related to discipline and trainers should also

conduct activities in the classroom to attract the students towards course.

Promotion of the training programme:

Every training center is facing the problems which are related to marketing their

programme. This is a basic challenge for many of the training centers. Since Bangalore

has got many training centers, convincing the students to take up the programme is not

so easy. It is very difficult to differentiate one training center from another. Some

organizations are facing problems in fixing the price for course, because some other

centers are offering the same course at lesser price. So it is difficult to fix the

reasonable price, and also students do not believe in the institutions because they do



not have guarantee that they will get a job after the skill development training. So the

training centers are facing difficulties in marketing their programme of the centers.

To overcome from this problem, Government should involve in promotion of

programme and fixed a standard course fees for the programmes.

Lack of Communication:

Communication is plays a major role in any agreement or business. There must be a

proper communication between both sides. Sometimes training centers does not know

about the actual rules and regulations which are given by government, because of

communication gap. Governments also do not give proper information about the

initiatives and their purpose. Even students also do not know about the actual

requirement of the course which is offered by training centers. Students are taking the

course only for getting certificate and not for gaining the knowledge. This is the main

challenge while implementing the skill development initiatives. One more problems in

communication is language problem. People, who are from rural area do not know

better English to get a job in urban areas. During the training session also they are

facing problems like, they cannot understand the trainer’s language. It may lead to less

effectiveness in some students especially those who are from rural areas.

For this problem government should concentrate on rural area to provide better

education and communication skills.

No remuneration for trainers:

This is the major problem faced by many trainers. Trainers are not getting their salary

as per the given period. It may be a contract based or monthly based agreement. Some

trainers are getting their salary after some months or year. This is the major problem

for trainers because they are not getting any thing for their work. This may leads to less

effectiveness from trainers and course also will be less valid. So security matters a lot

for trainers to train the students.



Contract with less qualified workers as trainers:

This is one of the greatest challenges faced by skill development initiatives. Because

they are reducing the investment by hiring the less qualified trainers. These kinds of

Trainers do not expect more money because they do not have the required

qualification,so it would help training centers to reduce their cost and this would

automatically help to generate more income. But it leads to decrease the efficiency of

the students and creates bad impression about the skill development training and

government initiatives.

Feedback system:

Feedback system is the quality measurement tool of trainers. It helps to find out the

efficiency of the trainers and it is measured by the students. Students should give their

opinion about the trainers and their knowledge and efficiency. According to their

opinion organization measure the trainer’s efficiency and contribution on skill

development, but all the time it does not work, because students would not give their

honest opinion about trainers.

Less interest from students:

Students are not interested in skill related subjects,which are offered by government.

They don’t want to learn because they thought that those skill development courses are

just for certificate and students also neglected the course because they thought that

these courses are the major tool for getting placement in different companies.

Infrastructure:

Infrastructure plays a better role in skill development training. Without infrastructure

there is nothing. It includes facilities given by the training centers and training center

environment. Government also looks on the infrastructure of the training centers before

getting into the contract.



Infrastructure is the basic tool for providing better training to the students about skill

development. Laboratory is one of the basic requirements. It is necessary because,

today the world is looking for practical training, without proper infrastructure there is

no practical training.

Other important challenges and problems:

There should be uniformity in course content. All training centers does not have

same course content. This is the problem faced my many students. So uniformity

is required.

Training centers are giving fake promises about placement. They said that they

will give placement opportunity, later it is difficult for them to arrange the

placement for all students.

Government is not targeting on school level or ground level development. In our

education system, there is no skill development related subjects in primary level.

So it should be included in gross level of education.

There should be a transparency in government initiatives. It is the main problem in

maintaining the transparency in all schemes and initiatives.

Very high rate of migration from trainers. There is a very high rate of migration in

trainers because they are not getting satisfaction in their job.

Promotion of the skill development initiative is very low.

Political interfere should be avoid.

There is no value for NSDC certificate.

These are the problems and challenges in implementing the skill development

initiatives. It is not only related to the government but also it is related to training

centers, trainers and students. If authorities consider these challenges, as soon as

possible, these challenges will become opportunities and strengths.



3.2 Data analysis and interpretation of trainer’s opinion:

A. Evaluation of the work of the organization and involvement of the students in skill

development training:

1. Facilities given by training center to trainers.

Table 3.21: Table showing the facilities given by training centers to trainers.

Chart 3.21: Chart showing the facilities given by training centers to trainers.

Analysis and Interpretation:

The above table and graph shows the percentage of trainers and their opinion towards

facilities which are given by the training centers. 60% of the trainers are of the opinion

that facilities which are given by training centers are good. 30% are saying that those

facilities are average and only 10% says that the facilities are very good.

Rating No of respondents %

Very good 1 10

Good 6 60

Average 3 30

Fair 0 0

Poor 0 0



From the above analysis it is clear that the satisfaction level of trainers about the

facilities which is given by the training center are satisfied. They agreed that training

centers are providing better facilities to the trainers. But they are looking for even

better facilities. The basic requirement for training is facilities. Unless the centers

provide better facilities, the learning cannot happen. For better learning the learning

environment is important and training center should provide that .



2. Trainers rating on working environment.

Table 3.22: Table showing the trainers rating on Working Environment.

Char

t

3.22:

Tabl

e

show

ing

the trainers rating on Working Environment.

Analysis and Interpretation:

The above table and graph shows that percentage of trainers who rate their working

environment. 60% of the trainers are saying that their training centers are having good

working environment. 30% are having average working environment. Only 10% of the

respondents say that they are having very good working environment.

From the above analysis, it is clear that there is a very good level of satisfaction from

trainers about working environment. They are having better working condition, but to

some extent they do not have better working condition to perform their work. The

working environment should be improved.


Very good 1 10

Good 6 60

Average 3 30

Fair 0 0

Poor 0 0



3. Rules and regulations of the organization.

Table 3.23: Table showing the trainers opinion on rules and regulations.


Very good 1 10

Good 1 10

Average 5 50

Fair 2 20

Poor 1 10

Chart 3.23: Chart showing the trainers opinion on rules and regulations.

Analysis & Interpretation:The above table and graph shows the opinion of trainers

about the rules and regulations in the training centers. It helps to examine the discipline

of the training center and trainers about skill development initiatives. 50% says that the

rules and regulations are average. 20% says it is fair and 10% says that very good,

good and poor.

From the above analysis we can conclude that only half of the trainers are saying that

the rules and regulations are good. Only 20% of the organizations are having the

proper rules and regulations and 80% are not having effective with rules and

regulations. Effective implementation of the rules and regulations ensures effective

learning so rules and regulations are to be strictly implemented at centers.



4. Trainers opinion on course content.

Table 3.24: Table showing the opinion of trainer on course content.

Chart 3.24: Chart showing the opinion of trainer on course content.

Analysis & Interpretation: From the above table and graph we can analyze that there

is a relationship between subjects and actual required skills. 70% of the trainers says

that there is a relationship between both the subject and requirement of skills. 10%

says that the relationship is average, Fair and poor.

From the above analysis we can conclude that there is a good relationship between

actual course content and required skills. But in some training centers they are not

having better course content. They are having different course content. It is the duty of

the center to follow the course content provided by the authority. The government

should ensure this strictly, so that Skill Development among the aspirants really takes

place.


Very good 0 0

Good 7 70

Average 1 10

Fair 1 10

Poor 1 10



5. Discipline by the students.

Table 3.25: Table showing the opinion of trainers about students.


Very good 0 0

Good 1 10

Average 5 50

Fair 4 40

Poor 0 0

Chart 3.25: Chart showing the opinion of trainers about students.

Analysis & Interpretation: Above table and graph shows the discipline of the

students in the class room. Only 10% of respondents saying that discipline is good.

50% of the respondents said that average discipline that students have and 40% of the

people said that fair.

Above analysis shows that students have good discipline in the classroom to some

extent. But when look into this aspect seriously they do not have good discipline in the

classroom. Learning is the outcome of good discipline. The training centers and

trainers should ensure that the students are disciplined and if required suggestions can

be given to students regarding the same.



6. Participation from students.

Table 3.26: Table showing the opinion of trainers about students participation.


Very good 0 0

Good 0 0

Average 2 20

Fair 2 20

Poor 6 60

Chart 3.26: Chart showing the opinion of trainers about students participation.

Analysis & Interpretation:

From the above table and graph we can analyze that 20% of the respondents said that

the students are participate in the classroom, 20% of the respondents said that there is

fair participation and 60% of the respondent said that there is poor participation.

From the above analysis, we can interpret that there is very less participation from the

students during the training. They are not participating in any activities conducted by

trainers. This could be the loss for students. The trainers should motivate the students

to participate actively in the programme. This can be achieved if the trainers bring in

lot of activities to the class room and take initiation in calling the students to

participate in the activities.



B. Trainers opinion in 5 point scale.

(1=Very Low, 2=Low, 3= Neutral, 4=Good, 5=Very Good)

7. Difficulties which are faced by trainers during the training session.

Table 3.27: Table showing the difficulties faced by trainers.


1 1 10

2 2 20

3 3 30

4 4 40

5 0 0

Chart 3.27: Chart showing the difficulties faced by trainers.

Analysis & Interpretation

From the above table and graph, it is analyzed that rating scale of the respondents

about difficulties during the training session 10% of the people have very less

difficulties faced by them during the training. 20% say that they have less problems,

30% are of the opinion that they have problems and 40% of the people say they have

faced high problems. From the above analysis, it is concluded that there are many

difficulties that are faced by the trainers during the training session. Difficulties in the

sense working environment, compromise in work and teaching.



8. Trainers opinion about government involvement in skill development.

Table 3.28: Table showing the opinion of trainers about government involvement in

Skill Development.


1 2 20

2 0 0

3 6 60

4 2 20

5 0 0

Chart 3.28:Chart showing the opinion of trainers about government involvement in

Skill Development.

Analysis & Interpretation : From the above table and graph, it is analyzed that 20%

of the respondents have given very low rate for government involvement, 60%

respondents have given neutral for government involvement and 20% says that

government involvement is good in Skill Development initiatives.

From the above analysis, it can be interpreted that the involvement by the government

in Skill Development is not good, the government is not involving directly to the

training activities, they are giving contract to training institutions.



9. Overall satisfaction about their job as a trainers.

Table 3.29: Table showing the job satisfaction of trainers.


1 0 0

2 1 40

3 3 30

4 3 30

5 0 0

Chart 3.29: Chart showing the job satisfaction of trainers.

Analysis & Interpretation :From the above table and graph, it is analyzed that there

are 40% of the respondents have not satisfied with their job as trainer, 30% of the

trainers given neutral about the satisfaction level as trainer and 30% of the trainers are

actually satisfied with their work as trainer.

The above analysis shows the opinion of the trainers about their work. They are not

satisfying with their job, because they do not get their expectation in training

institutions, like students participation, salaries and their freedom.



10. Satisfaction level of trainers about their expectations in the organizations.

Table 3.30: Table showing the satisfaction level of trainers on their expectation.


1 0 0

2 2 20

3 5 50

4 3 30

5 0 0

Chart 3.30: Chart showing the satisfaction level of trainers expectation.

Analysis & Interpretation :From the above table and graph, it is analyzed that 50%

of the trainers have neutral opinion on expectations fulfillment and 30% trainers says

that the organization is not fulfilling their expectations. 20% of the trainers says that

organizations are meeting their expectations.

From the above analysis, it can be interpreted that there are some requirements of the

trainers, but the organizations are not fulfilling their requirements. They are expecting

some facilities, but training centers are not agreed to fulfill their needs.



3.3 Fish bone analysis:

It was originally developed as a quality control tool, we can use the technique just as

well in other ways. For instance, you can use it to:

Discover the root cause of a problem.

Uncover bottlenecks in the processes.

Identify where and why a process isn't working.

3.3.1 How to Use the Tool

Step 1: Identify the Problem

First, write down the exact problem faced. Identify who is involved, what the problem

is, and when and where it occurs. Then, write the problem in a box on the left-hand

side of a large sheet of paper, and draw a line across the paper horizontally from the

box. This arrangement, looking like the head and spine of a fish, gives space to

develop ideas.

Write the problem on the right-hand side of the piece of paper, and develop ideas in the

space to the left. It’s important to define the problem correctly. By considering all the

causes, Researchers can develop a comprehensive understanding of the problem.

Step 2: Work Out the Major Factors Involved

Next step is to identify the factors that may be part of the problem. Try to draw out as

many as causes. Brainstorm any other factors that may affect the situation. Then draw

a line off the "spine" of the diagram for each factor, and label each line.

Step 3: Identify Possible Causes

For each of the factors considered in step 2, brainstorm possible causes of the problem

that may be related to the factor. Show the possible causes as shorter lines coming off



the "bones" of the diagram. Where a cause is large or complex, then it may be best to

break it down into sub-causes. Show these as lines coming off each cause line.

Step 4: Analyze the Diagram

This is the last stage, where the diagram is showing all of the possible causes of the

problem that can be thought of depending on the complexity and importance of the

problem, now investigate the most likely causes further. This may involve setting up

investigations, carrying out surveys, and so on. These will be designed to test which of

these possible causes is actually contributing to the problem.

3.3.2 Fish Bone Diagram:

This Fish bone analysis is about the challenges and problems faced by Skill

Development initiative in different perspectives.

Technology Marketing

Facilities Convincing

Involvement Selection

Transparent Placement

3.4 Analysis and interpretation

From the above diagram, it is clear that there are many cause in implementing Skill

development initiatives. This data is collected by direct interview of training centers

which are located in Bangalore under National Skill Development Corporation and

direct interview of Government Authorities.

Issues and Challenges in

Implementing

Skill

Development

Initiatives

Infrastructure Students

Government Management



Students:

Students are the main cause for many problems. It may be directly or indirectly. The

main problem in students is that they are not aware about skill development training

centers. They are facing many problems related to selecting the best training

center.,and also they do not believe that the government initiatives are not effective

compared to private skill development centers. Convincing the students is the very

difficult task for training centers.

Marketing is the main problems under this head. Training centers are not easily getting

their center promoted since many training centers are present in city. It is very difficult

to differentiate between good and bad training centers. Because all are having same

intention, that is providing skill development training. So promotion is the main

challenges in implementing skill development initiatives.

Mobilizing the students is also a very difficult task in implementing the skill

development initiatives. And students also must have the ability to pay for the course.

So these are the main challenges and causes for the problem which is faced by skill

development initiatives when it is concerned with students.

Infrastructure:

Infrastructure is also the one of the major cause for problems which is faced by skill

development initiative during implementation. Without required infrastructure there is

nothing to teach or train. Because training process needs Class rooms, technological

instruments and wider area and laboratory facility for build practical experience among

the students. So infrastructure is very important for providing better training and build

their skills.

We can see that in cities like Bangalore there are many training institutions are located

in very small area. They do not have proper studying environment and required

infrastructure. People are looking for better infrastructure, but there is a lack of

infrastructure in skill development centers. There must a better infrastructure to

develop the better skills among the students.



Government:

Under government also there are many causes which had lead to problems in

implementing skill development initiatives. Government gives contract or tender to

training centers and let them run the programme according to their wish. So this could

be the problem for implementing skill development initiatives. Government could not

cross checking or verifying the training centers weather they are working nicely or not.

With the help of this, training centers are taking advantage and started making money

and their requirements. Government is also hiding many things from public, public do

not have any idea regarding contribution of government on skill development

initiatives. This shows that there is a lack of transparency in skill development

initiatives.

Management:

Proper management is very much necessary for every organization. In Skill

development initiatives, government is taking the lead in top management. But

government is not taking the right decisions to develop the initiatives. Government is

not involving in to training centers business. So training centers are taking the

advantage of this free liberty and they had selected less qualified trainers by paying

lesser amount of salary. And they are not fulfilling the promise which they gave about

placements. This could be main cause for the challenges which are faced by skill

development initiatives.



4.1 Findings:

Skill development organizations are not fulfilling the needs of the trainers and the

training centers are not meeting trainers expectation.

The facilities, provided by the training centers to the trainers are not satisfactory .

Training centers are not having better working environment. 30% of the training

center not having better environment.

Training centers are required to have better rules and regulations to implement the

effectiveness in organizations.

Trainers are not familiar with the course content which are offered by the training

centers.

Students are not participating in class room activities which is conducted by the

trainers.

Students are having very less interest in their subjects and course, and they do not

maintain the discipline in the training center.

Trainers are facing difficulties in training the students about Skill Development.

Trainers are facing challenges like, convincing the students to take up the Skill

Development Training and Marketing the Skill Development Initiative is also a

biggest task for government.

Training centers are not getting proper support from government to develop their

infrastructure.

Government is not maintaining transparency in Skill Development Initiatives.

Indian education system is not having subjects related to Skill Development at

primary and higher primary level.

There is lack of awareness about Skill Development in India. Very less

advertisement about Skill India campaign.

Wrong selection of trainers by Training centers.

Trainers are not getting salary on specified period.



4.2 Conclusion:

Skill Development is very necessary for every employee to survive in the countries

like India, because in India there is very high rate of population and more competition.

Not only for the sake of surviving, but also for develop self employment and improve

productivity in workplace, Skill Development is necessary. For this purpose

government also took many Skill Development Initiatives like Prime Minister

Kaushalya Vikas Yojana, Kaushalya Siri, very recently Skill India and many more. But

these initiatives are having many challenges while implementation. Skill development

initiatives are facing challenges like promotion, attracting students, course material

making, proper management, migration from trainers, lack of knowledge of trainers,

communication gap between government and training centers and many more, and

Trainers are facing lot of problems during the training. There is very less effective

management in bottom level of skill development initiatives. Initiatives are facing

challenges like mobilizing the students, making of course content, lack of

infrastructure, and also problem in selecting the skilled trainers.

The findings of the study reveal that majority of the training centers and trainers are

having many problems. There should be a proper maintenance by government, so that

Skill Development Initiatives will be successful.

Today's workers are suffering from lack of skills to do specified work and also Skill are

required to increase the Entrepreneurs. So Skill Development is a very important

concept to build a better nation and the implementation of skill development initiatives

is necessary to improve the Skills in every citizen.



4.3 Suggestions:

Targeting skill development at all the levels of education. In Indian education

system, there is no skill development related subjects till SSLC or PUC. So

government should initiate skill development training at very beginning stage, so

that students will get proper skills and knowledge.

Training center should provide quality in training process. Quality in the sense

course content, training methodology, use of updated technology and qualified

trainers.

Formation of institutional mechanism for current formation, delivery and

assessment.

Government should provide valid certificate for skill development training course.

This could be help students to get better job according to their qualification.

There should be a transparency in government skill development initiatives. This

may reduce the mismanagement and problems.

Government must and should create awareness about skill development initiatives;

it would help to reduce the challenges in implementation of skill development

initiatives.

Training centers should fulfill the placement problems, and create employment

opportunities by providing better placement opportunities.

NGOs also should take part in implementation of Skill development initiatives.

Because government cannot be interfere in all the activities, NGOs should involve

in this kind of activities to provide better public services and social development.

Government should select qualified trainers to train skill development among

students. Because now training centers are choosing less qualified people to make

money. So there must be a specified selection process for trainers and government

should fix the amount of salary to the trainers and also give required facilities to

avoid migration of trainers.

Proper Infrastructure facilities must provided to run the programme. It is very

much required to provide better quality of skill development training.



All together we can make a better society, if all together put better effort on

implementation of skill development initiatives. There must be proper contribution

from each individual to implement the skill development initiatives.



4.4 Learning and Experience:

There are huge opportunities in this project work to know many things. It is a kind of

ocean of knowledge for development of skills and knowledge. Here the experience was

very good and knowledgeable. There is opportunity for knowing the government

initiatives about skill development. There is a chance for interacting between many

people who are expert in their field. This study helps to build the courage and

motivated me to go for further study. There is opportunity for knowing about

government participation in their own initiatives and mentality of students and trainers.

Also helps to know about the skill development training centers and their strategies to

develop the skill development initiatives. There is opportunity for NGOs to involve in

skill development initiatives and provide better services to the public. This study clears

the mental blocks about government offices.

C-LAMPS also gave me a lot of opportunity to build my self as a researcher and also

created more interest on doing research and facing the challenges. It builds the strength

and interest by giving different kinds of tasks which is related to senior citizen

associations. Also it helped me to work under the programs conducted by C-LAMPS.

In limited period of time it provided me a bundle of knowledge and great experience.

References:

Books:

“The Development Process of Teaching Learning Process”- Neha Publishers &

Distributors.

“How to use Tact and Skill in Handling the People”- Dr.Paul Parker.

Websites:

http://www.nsdcindia.org/

https://en.wikipedia.org/wiki/Skills_Development_Act,_1998

https://en.wikipedia.org/wiki/Skill

http://planning.kar.nic.in/

http://stopsellingvanillaicecream.com/wp-content/uploads/2014/03/Soft-Skills-de

velopment.jpg

http://teja1.kuikr.com/i5/20150630/NSDC-SKILL-DEVELOPMENT-SHORT-T

ERM-COURSES-ak_L2029523161-1435662772.jpeg

https://en.wikipedia.org/wiki/Ishikawa_diagram

https://en.wikipedia.org/wiki/Focus_group

http://www.mapsofindia.com/my-india/society/skill-india-a-new-programme-to-b

e-launched-in-march-2015

http://www.mapsofindia.com/my-india/government/pradhan-mantri-kaushal-vika

s-yojana-skill-development-scheme

https://www.google.co.in/?gws_rd=ssl

https://in.images.search.yahoo.com/search/images;_ylt=A2oKmL7diNJVcl8AbJ2

7HAx.;_ylu=X3oDMTByYmJwODBkBGNvbG8Dc2czBHBvcwMxBHZ0aWQ

DBHNlYwNzYw--?p=Google+Images&fr=yo-yhp-ch

http://www.koushalyasiri.in/

http://www.c-lamps.in/

http://www.nsdcindia.org/

https://en.wikipedia.org/wiki/Skills_Development_Act,_1998

https://en.wikipedia.org/wiki/Skill

http://planning.kar.nic.in/

http://stopsellingvanillaicecream.com/wp-content/uploads/2014/03/Soft-Skills-development.jpg

http://stopsellingvanillaicecream.com/wp-content/uploads/2014/03/Soft-Skills-development.jpg

http://teja1.kuikr.com/i5/20150630/NSDC-SKILL-DEVELOPMENT-SHORT-TERM-COURSES-ak_L2029523161-1435662772.jpeg

http://teja1.kuikr.com/i5/20150630/NSDC-SKILL-DEVELOPMENT-SHORT-TERM-COURSES-ak_L2029523161-1435662772.jpeg

https://en.wikipedia.org/wiki/Ishikawa_diagram

https://en.wikipedia.org/wiki/Focus_group

http://www.mapsofindia.com/my-india/society/skill-india-a-new-programme-to-be-launched-in-march-2015

http://www.mapsofindia.com/my-india/society/skill-india-a-new-programme-to-be-launched-in-march-2015

http://www.mapsofindia.com/my-india/government/pradhan-mantri-kaushal-vikas-yojana-skill-development-scheme

http://www.mapsofindia.com/my-india/government/pradhan-mantri-kaushal-vikas-yojana-skill-development-scheme

https://www.google.co.in/?gws_rd=ssl

https://in.images.search.yahoo.com/search/images;_ylt=A2oKmL7diNJVcl8AbJ27HAx.;_ylu=X3oDMTByYmJwODBkBGNvbG8Dc2czBHBvcwMxBHZ0aWQDBHNlYwNzYw--?p=Google+Images&fr=yo-yhp-ch



http://www.koushalyasiri.in/

http://www.c-lamps.in/

Focus Group Discussion:

Mr. Shailesh - Human Potential, Bangalore.

Mr. Adarsh Basavaraj - Human Potential, Bangalore.

Mr. Sanjeev - Director, Career Plan, Bangalore.

Mr. Gowrisha - Secretary, C-LAMPS, Bangalore.

Mr. Manjunath S M - Assistant Professor, RVIM.

Mr. Sowmya D S - Assistant Professor, RVIM.

Mr. Bhavya Vikas - Assistant Professor, RVIM.

Mr. Pradeep - Assistant Professor, RVIM.

WORK DONE DIARY

Student Name: Koushik Y Register Number: 141GCMD048

Week: I Period: 15th

July to 24th

July

Dates Work Carried Out

15/07/2015 Detailed discussion with external mentor about the project work and know

about the objectives of the project work.

16/07/2015 Referred various articles online and reports on NGOs and their contribution

to society.

17/07/2015 Collected information about “Center for Leadership and Management in

Public Services” from Secretory, C-LAMPS, Bangalore.

18/07/2015 Visited NGOs, which are located near Puttena halli and collected

information about their contribution to society and also their challenges.

20/07/2015 Visited NGOs, which are located in J P Nagar and collected information

about their contribution to society and also their challenges

21/07/2015 Visited NGOs, which are located in Jayanagar and collected information

about their contribution to society and also their challenges

22/07/2015 Discuss with external guide about the data which are collected from NGOs.

23/07/2015 Referred articles on various websites regarding the problems faced by

NGOs.

24/07/2015 Collected information about Senior citizen association, and visited 4 senior

citizen associations.

Signature of the Student

Signature of the mentor Signature of the Guide

WORK DONE DIARY


Week: II Period: 25th

July to 31th

July

Dates Work Carried Out

25/07/2015

Attended weekly meeting with the project guide assigned to me by college

and discussed the progress of the project work. Also the necessary

corrections in the first chapter were discussed, corrected and finalized.

27/07/2015 Discuss with external guide and Finalized the topic under Skill

Development.

28/07/2015

Collected information from online about Skill Development and Finalized

the topic that is “Issues and Challenges in Implementing the Skill

Development Initiatives”.

29/07/2015 Worked on the second chapter of the report and completed with the

Statement of the Problem, Need of the study and Scope of the study

30/07/2015 Collected information regarding Skill development initiatives which are

taken by Government.

31/07/2015 Collected detail information from National Skill Development Corporation

from internet.


Signature of the mentor Signature of the Guide

WORK DONE DIARY


Week: III Period: 03th

August to 07th

August

Dates Work Carried out

03/08/2015 Prepared questionnaire about skill development. The questionnaires are

related to Training centers and Trainers.

04/08/2015 Visited Vidhana Soudha and also visited Planning Commission. Collected

deatail information about planning commission and their work.

05/08/2015 Collected information regarding government initiatives and schemes which

are related to skill development.

06/08/2015 Took interview from 2 trainers related to Skill development Training.

07/08/2015 Took interview through “Whatsapp” and also collected far and against

opinion about skill development initiative by government.


Signature of the Mentor Signature of the Guide

WORK DONE DIARY


Week: IV Period: 10th

August to 15th

August

Dates Work Carried out

10/08/2015 Met trainers and invited them for Focus Group Discussion, and collected

information about FGD from internet.

11/08/2015 Recorded the collected primary data in one frame and presented it through

graph and table.

12/08/2015 Conducted Focus Group Discussion in Placement cell at RV institute of

Management.

13/08/2015 Write down the outcome from Focus Group Discussion and analyze the

points.

14/08/2015 Corrected the mistake from guide and make changes according to the

university format.

15/08/2015 Submitted Draft copy of Project work to guide.


Signature of the Mentor Signature of the Guide

Government & Nonprofit

"Issues and Challenges in Implementing the skill development initiatives,specifically reference to Skill India Campaign