ganesh report
TRANSCRIPT
A STUDY ON AFFIRMATIVE ACTION PROGRAM AT TITAN
INDUSTRIES (WATCH DIVISION), HOSUR
Project Report submitted in partial fulfillment of the requirements for the
award of Degree of Master of Business Administration of
Bharathiar University, Coimbatore.
By
J.GANESH KUMAR
(Register No: 1035F0938)
Under the guidance and Supervision of
Prof C.Suriyaprakash
Jansons School of Business,
Karumathampatti,
Coimbatore-641659
September 2011
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BONAFIDE CERTIFICATE
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JANSONS SCHOOL OF BUSINESS
Approved by AICTE & Affiliated to Bharathiar University
An ISO 9001-2008 certified and NBA-AICTE accredited institution
Karumathampatti,
Coimbatore-641659.
Ph: 0421-2336161 Fax: 0421-2334742 E-Mail: [email protected]
BONAFIDE CERTIFICATE
This is to certify that the Project Report entitled “A STUDY ON AFFIRMATIVE
ACTION PROGRAM AT TITAN INDUSTRIES(WATCH DIVISION),HOSUR” submitted
to the Bharathiar University in partial fulfillment of the requirement for the award of the Degree
of Master of Business Administration is a record of original and independent research work done
by GANESH KUMAR J during the period of study from 02nd May 2011 to 02nd July 2011 under
my supervision and guidance and the thesis has not formed the basis for the award of any
Degree/ Diploma/ Fellowship/ Associate ship or other similar title of any candidate of any
university.
CEO Signature of the Guide
Viva –voce held on _________________
INTERNAL EXAMINER EXTERNAL EXAMINER
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COMPANY
CERTIFICATE
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DECLARATION
DECLARATION
I, GANESH KUMAR.J, hereby declare that the Project Report entitled “A
STUDY ON AFFIRMATIVE ACTION PROGRAM AT TITAN INDUSTRIES(WATCH
DIVISION),HOSUR” submitted to the Bharathiar University in partial fulfillment of the
requirements for the award of the Degree of Master of Business Administration is a record of
original and independent research work done by me during the period of study from 02nd May
2011 to 02nd July 2011 under the supervision and guidance of Dr.C.SURIYAPRAKASH and it
has not formed the basis for the award of any Degree/ Diploma/ Fellowship/ Associate ship or
other similar title of any candidate of any university.
Date: Signature of the student
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ACKNOWLEGEMENT
ACKNOWLEDGEMENT
First and foremost I would be grateful to ALMIGHTY GOD for providing
me strength to complete the Project. It is worth to quote the lines of Vince Lombardi that “The
difference between a successful person and others is not a lack of strength, not a lack of
knowledge, but rather a lack of will”. At this juncture I take this opportunity to express my
sincere and whole hearted thanks to all. My very special gratitude and heartfelt thanks to our
beloved CHAIRMAN AND VICE CHAIRMAN, for her blessings and best wishes to carry out
my project work.
I would like to express my deep gratitude to our CEO Mr.S.MOHAN who is
responsible for molding our thinking to complete this project. It is my great pleasure to express
my sincere gratitude and thanks to my project guide Dr.C.SURIYAPRAKASH, for his valuable
guidance and Co-operation which enabled me to complete my project.
I wish to express my sincere thanks to the company guide
Mr.S.ELANGOVAN, Manager, Learning and Development, Titan Industries (Watch Division),
Hosur for his whole hearted guidance and support without which this project would not have
been success. I wish to express my sincere thanks also to Mrs.NAGAJOTHI P, External
Training Coordinator, Learning and Development, Titan Industries (Watch Division), Hosur who
helped me in collecting data to my project.
I am obliged to PROF.V.PARVATHI, JANSONS SCHOOL OF BUSINESS,
COIMBATORE for her Valuable guidance which helped me to complete my project. I also take
this opportunity to express my gratitude to my loving parents, friends who are constant source of
motivation and for their never ending support and encouragement during this project. Last but
not the least I thank all my direct and indirect well-wishers who encouraged me to complete this
project successfully.
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Date: Signature of the Candidate
Ganesh Kumar J
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CONTENTS
CONTENTS
Chapter No Description Page No.
Bonafide Certificate
Company Certificate
Declaration
Acknowledgement
Table of Content
List of Tables
List of Charts
Introduction to watch industry
Overview of Indian watch
industry
Corporate profile
Company Profile
Introduction to study
Afffrimative action @ TITAN
Educational initiatives
Employment initiatives
Employability initiatives
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Entrepreneurship initiatives
Review of literature
Research methodology
Data analysis and Interpretation Findings
Recommendations
Conclusions
Bibliography
Annexure
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List of Tables
List of Tables
SERIAL
NO
NAME OF THE TABLES PAGE NO
1 Age distribution of respondents
2 Gender wise distribution of respondents
3 Caste distribution of respondents
4 Living area of respondents
5 Selection criteria of respondents
6 Educational spending of respondents
7 Avail of Scholarships by respondents
8 Feel about the institute
9 Feel about the quality of education
10 Feel about the skills of faculty
11 Participation in extracurricular activates
12 Awareness about job placements
13 Awareness about TITAN affirmative action program
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14 Earlier participation of respondents in TITAN affirmative action program
14(A) Earlier participation of respondents in Various programs under TITAN affirmative action program
15 Rating of TITAN affirmative action program
16 Impact of personality by TITAN affirmative action program
17 TITAN affirmative action program will enhance capability of SC/ST students
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List of Charts
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List of charts
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S.No Particulars Page No1
2
3
4
5
6
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INTRODUCTION TO WATCH INDUSTRY
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Chapter 2: Watch Industry Overview
Wrist Watches form an integral part of the personality of individuals in
the present era. Earlier seen as a luxury item, they are now witnessing a fundamental change in
perception, and are now gaining repect as an essential utility item. For the watch industry, time
seems in its favour what with the liberalization of the Indian market coupled with the rising
purchasing power of the young and consumerist Indians. Electronic Watches were introduced in
the world market in the early seventies. They came to India in 1979 but had to be withdrawn due
to problems with the product. Indian watches market was for long dominated by public sector
organizations like Hindustan Machine Tools Ltd. (HMT) and Allwyn (also famous for its
refrigerators once upon a time!), and has now left the pioneers far behind or nowhere in market
by private sector enterprises like Titan, Sonata, Ajanta and Timex along with foreign entities
jostling for display space in the smallest of shops selling these products.HMT Ltd (HMT)
introduced its electronic watches in 1981 and was followed by Hyderabad Allwyn Limited
(Allwyn).Organizations such as Electronics Corporation of Tamil Nadu (ELCOT), Semi
Conductor Complex Ltd. (SCL), etc. introduced watches but was not successful. By mid eighties
many smaller companies, originally manufacturing mechanical watches, diversified into
electronic watches. In 1987 Titan Watches Ltd. (Titan) a joint venture of Tata Sons and Tamil
Nadu Industrial Development Corporation entered the market and shortly established itself as a
major manufacturer.
Before the establishment of HMT as the dominant player in the Indian markets
initially, the country was solely dependent on imports to meet the internal demand. However,
establishment of HMT as the leading player in the wrist watch segment in the 1960’s, changed
the scenario. In post liberalization India, the market stood to witness intensive competition
between foreign and Indian manufacturers like Timex, Titan, Movado, Longines, Rado, Rolex,
Fréderique Constant, Mont Blanc, Swatch, and many others. Many watch makers have made
significant inroads in the industry and others are in the process of establishing themselves,
currently. The other companies producing watches are Timex, Citizen, Esprit, and Swatch.
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Besides this, buyers are extremely choosy about the brand and type of wrist
watches they wear. Being extremely brand conscious, their tastes have evolved over the years
and have gone beyond the realms of durability to choose in terms of aesthetics and elegance.
Thus it is a buyer’s market with multitude of designs that have entered and flooded the market
place. Many customers prefer mechanical and automatic watches, while others prefer quartz
watches. Newer segments are also on rise such as ladies watches, children’s watches and gent’s
watches. Customers usually base their preferences and buying decisions on a variety of factors
like price, durability, utility, aesthetic appeal and brand name. A combination of all these points
ultimately forms the customer’s buying decision that translates into the purchase of a watch.
Since the early 1990’s, Indian customers are relying more on departmental stores and shopping
malls to purchase their wants and needs. This has come as a boon for watch manufacturers and
dealers, who are now looking forward to utilize these new outlets to reach out to the Indian
masses. Watch manufacturers are looking at a suitable mix to market their products ranging from
exclusive retail outlets to display sections in malls and large departmental stores.
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INTRODUCTION INTO INDIAN WATCH INDUSTRY
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CHAPTER 3: INDIAN WATCH INDUSTRY
The sheer size of India shows promise. The economic growth that the country
has seen in the last two decades has been phenomenal. Added to this is the ever increasing
purchasing power of the average Indian. This directly impacts the bearing of the retail industry.
The size of the Indian watch market is estimated to be about US $195 million annually. The
forecasted annual growth is at 10%. The Indian watch market is set to more than double in the
next five years to around Rs 8,500 crore growing at 10-15 per cent every year, driven by youth
and premium segment of consumers. As per the report - Indian Time Wear Industry 2010 -
published by All India Federation of Horological Industries (AIFHI) and consultancy firm
Technopak Advisors, the current size of watch market in India is about Rs 4,000-4,200 crore.
In the past few years, the sector has seen a growth of 8 -10 per cent, it said."The watch market in
India is expected to grow between 12-15 per cent annually to become around Rs 8,500 crore in
the next five years, Technopak Chairman Arvind K Singhal said at the launch of the report. He
said factors like growing economy, increasing consumerism, strong middle class and a large
number of high net worth individuals, would favor the growth of the market.
Even expansion of modern retail in India will further fuel the growth of the
sector as a watch is increasingly transforming into a lifestyle product from being just a time-
keeping device, the report said. In terms of volumes, the organized players currently command
40 per cent of the industry (around 460 lakh units annually) and the rest 60 per cent by the
unorganized segment, which consists of smuggled watches, cheap imported watches and those
assembled by small unorganized players. However, in value terms, around 60 per cent of the
total watch market in India is controlled by organized players that include domestic firms such as
Titan, Timex, Maxima and HMT, and a host of international brands and companies such as
LVMH, Seiko, the Swatch Group, Chanel and others. According to AIFHI President
Yashovardhan Sabbo, the sector is still facing several bottlenecks and challenges such as high
import duties and varied taxations.
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Foreign Direct Investment restrictions on single brand retail in India and the grey
market are also areas of concern, according to AIFHI. The report also suggests that the
government should incentivize companies, both international and domestic, to make India as a
manufacturing hub, especially in the sub Rs 1,000 watches, which are dominated by counterfeits
and cheap Chinese imports."For most of the international watch brands, India is one of the top
priority markets in the world. The report also pointed out that watch penetration in India is
currently estimated at 27 per cent, which is amongst the lowest in the world. Only 3.5 per cent of
the country's total population owns multiple watches, it said. Titan Industries commands more
than 50% of the organized watch market HMT has a share of 10-15% due to its retail clout in
urban and rural India built over four decades. Brands such as Timex, Maxima and Citizen
Makeup a majority of the rest of the competition.
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CORPORATE PROFILE - TATA GROUP
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CHAPTER 4: CORPORATE PROFILE - TATA GROUP
Tata Group is an Indian multinational conglomerate company
headquartered in the Bombay House in Mumbai, India. In terms of market capitalization and
revenues, Tata Group is the largest private corporate group in India. Started as a textile trading
company, today the TATA Group is one of India’s biggest and most respected business
organizations with revenues of $17.8 billion (Rs.799, 118 million), the equivalent of about 2.8
percent of India’s GDP. It has interests in communications and information technology,
engineering, materials, services, energy, consumer products and chemicals. The Tata Group has
operations in more than 80 countries across six continents and its companies export products and
services to 80 nations. The beginnings of the Tata Group can be traced back to
1868, when Jamsetji Nusserwanji Tata established a trading company dealing in cotton in
Bombay (now Mumbai), British India. This was followed by the installation of 'Empress Mills'
in Nagpur in 1877. Taj Mahal Hotel in Bombay (now Mumbai) was opened for business in
1903. Sir Dorab Tata, the eldest son of Jamsetji Tata became the chairman of the group after his
father's death in 1904.
Under him, the group ventured into steel production (1905) and
hydroelectric power generation (1910). After the death of Dorab Tata in 1934, Nowroji
Saklatwala headed the group till 1938. He was succeeded by Jehangir Ratanji Dadabhoy Tata.
The group expanded significantly under him with the establishment of Tata
Chemicals (1939), Tata Motors, Tata Industries (both 1945), Voltas (1954), Tata Tea (1962),Tata
Consultancy Services (1968) and Titan Industries (1984). Ratan Tata, the incumbent chairman of
the group succeeded JRD Tata in 1991.The Tata Group comprises 114 companies and
subsidiaries in eight business sectors, 27 of which are publicly listed. 65.8% of the ownership of
Tata Group is held in charitable trusts. Companies which form a major part of the group
include Tata Steel (including Tata Steel Europe), Tata Motors (including Jaguar and Land
Rover), Tata Consultancy Services, Tata Technologies, Tata Tea ,Tata Chemicals, Titan
Industries, Tata Power, Tata Communications, Tata Sons, Tata Teleservices and the Taj
HotelsThe group takes the name of its founder, Jamsedji Tata, a member of whose family has
almost invariably been the chairman of the group.
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The current chairman of the Tata group is Ratan Tata, who took
over from J. R. D. Tata in 1991 and is one of the major international business figures in the age
of globality. The company is currently in its fifth generation of family stewardship. TATA
Group's 114 companies are held by its main Company Tata Sons and the main owner of this Tata
Sons is not Ratan Tata but various charitable organizations developed and run by TATA Group.
Out of which JRD TATA Trust & Sir Ratan Tata Trust are the main.65% ownership of Tata
Sons which is the key holding company of the other 114 Tata Group Company is held by various
charitable organizations. The Groups 32 publicly listed enterprises, among them standout names
such as Tata steel; Tata Consultancy Services, Tata Motors, Tata Tea and Titan have a combined
market capitalization that is the highest among Indian business houses in the private sector.
The TATA Group of companies shares a set of five core values.
Integrity, Understanding, Excellence, Unity and Responsibility. The Tata Group also has a
written policy on ethics called the Tata Code of Conduct and Ethics. Counsellors communicate
and help implement the Code. Titan aims to provide the Tata Code of Ethics in booklet form to
every employee of the company and all its vendors and franchisees, who are required to follow
the same standards of conduct including the prohibition against employing child labour. Titan
has 35 counsellors available to help with problems that may arise in the company. Titan also has
policy documents on child labour, disaster management, employing disabled persons,
environmental protection, HIV / AIDS and sexual harassment.The TATA name today is
synonymous with leadership and trust.
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COMPANY PROFILE-TITAN INDUSTRIES
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CHAPTER 5: COMPANY PROFILE - TITAN INDUSTRIES
Titan Industries is the world's fifth largest wrist watch manufacturer
and India's leading producer of watches under the Titan, Fastrack, Sonata, Nebula, RAGA,
Regalia, Octane & Xylys brand names. It is a joint venture between the Tata Group, and
the Tamil Nadu Industrial Development Corporation (TIDCO). Its product portfolio includes
watches, accessories and jewellery, in both contemporary and traditional designs. It exports
watches to about 32 countries around the world with manufacturing facilities
in Hosur, Dehradun, Goa and manufactures precious jewellery under the Tanishq brand name,
making it India's only national jewellery brand. It is a subsidiary of the Group. Titan watch
division was started in 1987. At launch it was the third watch company in India after HMT and
Allwyn. Titan formed a joint venture with Timex, which lasted until 1998, and setup a strong
distribution network across India. As of 2010, Titan watches account for a 60% share of the total
Indian market and are also sold in about 40 countries through marketing subsidiaries based
in London, Aden, Dubai and Singapore. Titan watches are sold in India through retail chains
controlled by Titan Industries.
Titan Industries has claimed to have manufactured the world's slimmest
wrist watch - Titan Edge. Produced indigenously after four years of research and development,
the Titan Edge has a total slimness of just 3.5 mm and a wafer thin movement of 1.15 mm. Apart
from the Titan Edge, Titan also offers Steel, Regalia, Raga, Fastrack, Technology, Nebula,
Bandhan, Sonata, Octane. Fastrack is a popular brand among youth in India. Fastrack watches
come in a variety of styles, shapes and colours. On 4 March, 2010, Titan Industries Announced
the launch of its very first Titan flagship store is located at Opposite Shoppers Stop, Bandra
Linking Road, Mumbai, India. Store is spread over a spacious 2,500 sq ft (230 m2) and houses
more than 1500 watches on display from Titan like Purple, Automatics, Orion, Raga, Edge,
Nebula, and many more. Precision Engineering Division of Titan was started in 2002. It has
become one of the leading manufacturers of Precision Parts for
Automotive and Aerospace Industries. The Diverse Product range includes pointers, dashboard
clusters like Fuel Gauge, Temperature Gauge, Gear Shift Indicators, Clocks for Automobiles and
any kind of Injection moulded Plastic parts, Electromechanical Assemblies for automobiles, all
kinds of pressed and turned parts for automobiles.
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The Tooling Sector of Precision Engineering Division manufactures
all kinds of Press Tool, Molds, Jigs, and Fixtures for various industries. Titan Automation
Solution, a part of Precision Engineering Division is a leading Automation Solution Provider for
all kind of industries. They made significant contributions to add value during the product
development stages of the low-cost water purifier, Tata swach, developed by Tata Chemicals.
The Automation Solution applied its precision engineering capabilities to supply automation
solutions for the development of special assembly presses that enabled mass production of Tata
swach. Tanishq is currently the most prominent jewellery brand of India, and it pioneered the
concept of branded jewellery and ornaments in India. The name Tanishq has been formed by
combining "Ta" (the first two letters of Tata) and "Nishk or Nishkh" (meaning gold coin or
necklace in Sanskrit). Tanishq is India's largest jewellery brand with a wide range of jewellery
in 22Kt pure gold studded with diamonds or coloured gems. It is the fastest growing jewellery
brand in India. Tanishq, established in 1995, challenged the established family jeweller and
introduced new rules in precious jewellery; a category as old as civilization. Tanishq challenged
the age-old jeweller's word with Tata's guaranteed purity. Tanishq's initial foray into the
jewellery business was a failure though. Tanishq at first introduced 18 Kt gold jewellery
advertising 18 Kt as the 'international standard.' This less pure gold was completely rejected by
the market dominated by (purported) 22 Kt gold. Later on, it exploded the market with facts
about rampant impurity across India.
It introduced technology-backed challenge in a category completely
governed by blind individual trust. Tanishq has set up production and sourcing bases with
thorough research of the jewellery crafts of India. The 135,000 sq ft (12,500 m2) factory is
equipped with the latest and most modern machinery and equipment. The factory complies with
all labour and environmental standards, located at Hosur, Tamil Nadu. The brand brings together
the work of karigars, who specialize in different styles of making jewellery. Karigars, who
continue to be an exploited lot with other jewellers, are paid fair remuneration and work under
good working conditions in Tanishq. Prescription Eyewear Division (PEW) business is Titan's
latest retailing venture. The company now has 48 stores under the "Titan Eye+" brand across the
country. Equipped with best certifications such as AS 9100B for the aerospace segment, TS
16949 for the automotive segment and the coveted Ford Q1 status - the highest supplier
recognition from Ford – Titan Industries also offers fully integrated automation solutions.
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INTRODUCTION TO THE STUDY
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CHAPTER 6: INTRODUCTION TO AFFIRMATIVE ACTION PROGRAM
Mahatma Gandhi, the Father of our Nation, recognized the need to integrate
the oppressed sections of society with the mainstream, and as a first step towards achieving this;
he publicly acknowledged them as Harijans, people of God. Babasaheb Ambedkar, the architect
of the Indian Constitution and champion of human rights, also strove to annihilate caste-based
discrimination and to reconstruct Indian society on the basis of the equality of human beings. He
gave a start in Article 46 of the 1950 India Constitution pronounces “The State shall promote
with special care the educational and economic interests of the weaker sections of the people, and,
in particular, of the Scheduled Castes and the Scheduled Tribes, and shall protect them from
social injustice and all forms of exploitation”. Other social reformers also fought for the rights of
these marginalized people. While these measures went a long way towards ensuring that
members of the scheduled castes (SC) and scheduled tribes (ST) in India received the rights due
to them as citizens, stronger measures were needed to ensure their integration into mainstream
society. Still India’s socially and economically underprivileged Scheduled Castes and Scheduled
Tribes have not been able to realize their full potential due to centuries-old social discrimination.
The answer was affirmative action which would provide positive
preferential treatment in allotment of jobs and access to higher education, as a means to
accelerate the integration of the SC and ST with mainstream society. It also refers to the policies
intended to promote access to education or employment aimed at a historically socio-politically
non dominant group (typically minorities or women). the idea was that affirmative action, apart
from protective legislation and the provision of developmental measures had the potential to
bring about this integration. till early 2007, private sector indian industry was caste blind, unlike
the public sector which had job reservations for sc/st youth. several indian companies had a
significant number of employees from the sc/st communities but there were no figures as
industry had no data on the caste affiliation of its employees.
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However, after Prime Minister Dr Manmohan Singh’s call to CII in May
2007 to pro-actively adopt an affirmative agenda to obviate the need for legislation, CII along
with ASSOCHAM set up a Task Force headed by Dr JJ Irani, director of Tata Sons.
The task force and Indian industry had assured Prime Minister Dr Manmohan Singh that it
would draw up a robust affirmative action plan and two years later in this regard, it is Indian
industry’s contention that an encouraging beginning has been made.
The committee submitted its report to the prime minister, committing
industry to a series of time-bound commitments of voluntary initiatives under the four es:
employment, employability, entrepreneurship and education. The affirmative action report
recognizes that the industry does have a role in ensuring inclusive growth, though it’s a small one.
the creation of the report diminishes the gap that existed between what was considered as social
initiatives by the industry bodies and the political leadership. Simultaneously, it was made clear
in repeated interactions with the political executive and with organizations representing the sc/st
communities that industry was unequivocally opposed to reservations. Within the above
framework, private sector industry commits to concrete steps for social equity, defined as
constructive measures for greater inclusiveness in industry for scheduled castes and scheduled
tribes in the workplace, in business partnerships, and in capacity building.
From 2007, awareness has been created in industry of the importance of
affirmative action to further social stability and cohesion, so necessary for business. For any
nation an educated skilled healthy and productive workforce is imperative to foster inclusive
development and proper economic growth. The Indian industry appreciates the urgency of
creating a pool of such workforce which the government on its own cannot guarantee. A
beginning has been made in many companies to embed Affirmative Action for the SC/ST
communities in their hr and business processes.
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AFFRIMATIVE ACTION PROGARM @TITAN
INDUSTRIES
CHAPTER 6.1: AFFIRMATIVE ACTION PROGARM @ TITAN INDUSTRIES LTD
Generally as a practice, the private sector industry does not take into account,
the caste identities of prospective employees in the employment process. However, the
Government of India has impressed upon the industry and its related agencies like CII and
ASSOCHAM to report on the caste identities of employees, as a committed step towards social
equity. This action expected from the industry in terms of collation and regular reporting of the
caste identity of its employees has been termed as “affirmative action” plan.
The Tata group, with a legacy of commitment to the community, established
the group forum for affirmative action in november 2007. the forum is headed by Dr Irani and
comprises B Muthuraman, vice chairman, Tata steel, Ravi kant, vice chairman, Tata Motors;
Praveen kadle, Managing director, Tata capital, Satish pradhan, chief of group human resources;
Sunil Sinha, chief, group quality management services; Ritu anand, vice president and deputy
global head, human resource, Tata consultancy services and Ajay kumar, vice president,
communications, Tata industries. the group corporate centre endorsed the group affirmative
action policy in april 2007, affirming a policy of positive discrimination where, everything else
being equal, Tata companies were exhorted to employ more members of the sc/st communities
and engage more firms owned by sc/st members as business associates. In the last three years,
several companies in Tata group have initiated several efforts under the four Es. The
organization believes in being an equal opportunity employer, where every individual has an
equal opportunity, irrespective of caste creed or religion. It also believes in the fact that what
comes from society must go back to society multifold! In this case we have hired from the local
community from where operate out of and have taken several initiatives to support the
community, including the perspective of affirmative action requirements. The company believes
in the credo “we will be a healthy wealthy, sharing, caring, clean and green, corporation
that will be the envy of Indian industries”
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True to its credo and its affirmative action policy, the organization will
invest part of our resources in improving them. The government has been apprised of these
initiatives and has expressed its satisfaction. Currently, 56 Tata companies have initiated
activity with reference to affirmative action within their Indian operations. Forty-seven of these
companies have active agendas on the four Es. Tata companies are exploring newer and more
innovative ways to assimilate sc/st communities into the mainstream and give them a helping
hand. While much is being done, much more remains to be done and the Tata companies who are
working in this field are quick to acknowledge this fact. However, 56 Tata companies have
already shown that it is possible to bring about this change.
At titan, various initiatives under the 4 E's were being finalized and put into
place, in this connection, the overall AA policy of titan has also been finalized and has been
shared with all employees. The affirmative action policy of the titan industries ltd was declared
on 04-october-2010 by its managing director of the company Mr.Bhaskar bhat. Till date titan
has played a balanced role in ensuring that the investments and focus stays on course in all four
areas of E’s. Going forward, there will be additional emphasis in the areas of education,
employment employability and entrepreneurship, in that order, at the same time sustaining the
initiatives already taken in these areas since inception. The following list will give us a clear
picture about the Afffrimative action program which is carried out by titan industries limited in 4
areas.
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EDUCATION DEVELOPMENT INITATIVES
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EDUCATION DEVELOPMENT INITATIVES UNDER AAP
Titan industries have been striving for the educational cause of the scheduled
castes and scheduled tribes in the spirit of affirmative action. Though the affirmative action
declared as a policy by the government of India in 2007.The titan industries has been practicing
the scheme of providing scholarships to lower socio back ground people mostly covering the
sc/st for the past several years. Its primary focus population includes sc/st people from
krishnagiri and dharmapuri. The objective of the scheme is to identify and encourage meritorious
students who are natives of these two districts. It’s given to students to pursue education in
science, engineering, and medicine. Candidates are shortlisted through a process of interviews-
where the factors such as –socio economic background, marks in SSLC/12th std / degree,
assessment of aptitude to use the scholarship benefit effectively are gauged.
After the affirmative action has been initiated in the year of 2010, the scope
of titan plans was broadening in area of salem, krishnagiri, namakkal, hosur & mettur by
adopting industrial training institutes in these places through a MOU with government, the
organization provided various material support to the institutions along with skill development
training to the welfare of teachers and students. The various programs initiated during the tenure
of 2011 is displayed herewith. The organization conducted various training program for the
betterment of the students in ITI in these four institutes. The affirmative action team in the
organization has been keeping on tracking the needs and necessities of government iti in these
four places. The time based needs such as banners for admissions, stationery support and
campaign to attract rural students towards ITI in various rural areas are conducted regularly.
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EMPLOYMENT DEVLOPMENT INITATIVES
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EMPLOYMENT DEVLOPMENT INITATIVES:
The organization has been fulfilling its obligation towards society at large
ever from the beginning. The principles of recruitment of employees from the socio-
economically backward areas have been deep routed in their way. The company has committed
resources, both money and manpower at the level of each initiative, where there has been a direct
impact on the benefit and support to the AA category the company goes all t he way in
supporting such initiatives through effective use of manpower and capital. As part of its policy
on affirmative action, titan encourages positive discrimination in recruitment of its people, be it
new or replacement for an existing position. Preference is given to sc/st candidate, when all
other parameters of performance are equal, with respect to the job on hand. The company has
modified its application forms to incorporate disclosure on AA status which has enabled us
transparently capture information at the time of recruitment itself. Currently there are 8.85% of
sc/st employees in the industry altogether. The recruitment in the organization takes place in four
categories. Both the people in hr and the business functions which are part of the recruitment
process are well aware / trained on this affirmative action process need. In addition to these the
organization has ensured the sustenance of the existing population of sc and st in there CSR
program i.e. both women empowerment program (meadows) and karigar parks.
A few words about women empowerment program, right from the inception, the
company has been committed to the well being of the socio economically backward people, in
particular the women in the region of Hosur where it operates. Towards that the company has
tied up with an ngo-myrada (Mysore rural development agency) to form self help groups, with
women taken from the most backward districts of the district and supported them in earning their
own livelihood. Today close to 16% of employees in meadows belong to the sc/st category. The
company offloads some of its low value adding operations to this group, and supports them
through basic training and infrastructure. Inception of karigar park, its is a community which
work in the jewellery industry has been the most neglected and exploited in the industry. The
areas of neglect start from the very basic hygiene and living conditions, apart from work timings.
Towards this titan has brought in several professional practices and is transforming the way in
which these karigars are being treated. This group employs totally about 25% of its workforce
from the sc/st category. The company has initiated several steps like signing up with NGOs, Cap
foundation and Unnati.
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EMPLOYABILITY DEVELOPMENT INITATIVES
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EMPLOYABILITY DEVELOPMENT INITATIVES
Employability refers to a person's capability of gaining initial employment,
maintaining employment, and obtaining new employment if required. The employability is the
capability to move self-sufficiently within the labor market to realize potential through
sustainable employment. For individuals, employability depends on the knowledge, skills and
abilities (KSAs) they possess, the way they use those assets and present them to employers, and
the context within which they seek work. The Organization strives to promote employability in
many ways directly and indirectly.
One of the key initiatives which the company has undertaken has been the creation of
a Basic Training centre. This centre which is approved by the Government functions within
Titan and trains people over a three year period in basic courses such as fitting etc. The key
feature of this program is that students are picked up from the lower income group / socio
economic strata of the society and provided with rigorous training from the district of
Krishnagiri. The Organization makes an conscious effort through positive discrimination and
pick up SC/ST candidates. Post completion of training, they attend the ITI course examinations
and achieve the ITI /NCTVT certificate (recognized by the Government of India) based on which
they are able to get jobs in industry.Another initiative of the Organization is Apprentice
Scheme: Apprenticeship is a system of training a new generation of practitioners of a
skill. Apprentices (or in early modern usage "prentices") or protégés build their careers from
apprenticeships. Most of their training is done while working for an employer who helps the
apprentices learn their trade, in exchange for their continuing labour for an agreed period after
they become skilled. Theoretical education may also be involved, informally via the workplace
and/or by attending vocational schools while still being paid by the employer. The TITAN
Industry is committed to give one of the best training to the Govt of India apprentices under the
act apprentice scheme. Apprentices under various trades are taken for one year training under
the provisions of the Apprentices Act.Generally Students from institutes near the manufacturing
units are given preference, with focus on candidates from socio-economically backward families.
The Current Batch of Basic Training Center Contains 36% Students belonging to Sc/St
Category. Most of the students end up in getting good jobs once having completed apprentice
scheme in Titan.The TITAN Basic Training Center Currently has 36% of SC/ST Students among
the total 96 Students. The No. of SC/ST students have keep on increased for the past years.
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ENTREPRENEURSHIP DEVELOPMET INITATIVES
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ENTREPRENEURSHIP DEVELOPMET INITATIVES
Entrepreneurship is the act of being an entrepreneur, which can be defined
as "one who undertakes innovations, finance and business acumen in an effort to transform
innovations into economic goods". This may result in new organizations or may be part of
revitalizing mature organizations in response to a perceived opportunity.
The most obvious form of entrepreneurship is that of starting new businesses (referred as Startup
Company); however, in recent years, the term has been extended to include social and political
forms of entrepreneurial activity. When entrepreneurship is describing activities within a firm or
large organization it is referred to as intra-preneurship and may include corporate venturing,
when large entities spin-off organizations
The Company has predominately initiated two powerful Entrepreneurship
initiatives, one the women empowerment program, the Meadows and the Karigar Parks. These
two which have been around for many years have played a vital role in corporate sustainability
as well, apart from providing Entrepreneurial capabilities as well. About 42% (Avg) of them
belong to SC/ST category. The No of Sc/St Participants in MEADOWS program increased for
135 to 160 and the Karigar Parks from 139 to 153. All these initiatives create a socially and
ethically responsible business entity and helps in long term sustainability thus ensuring value
growth for all our various stakeholders.
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REVIEW OF
LITERATURE
CHAPTER 7: REVIEW OF LITERATURE
DEFINING AFFIRMATIVE ACTION (AA)
Bossuyt (2002) states that “Affirmative action is a coherent packet of measures,
of a temporary character, aimed specifically at correcting the position of members of a target
group in one or more aspects of their social life, in order to obtain effective equality.” [1]
Sheth D.L (1987) states that terms such as ‘Preferential Treatment Policies’ or
‘Reservations’ or ‘Positive Discrimination’ are often covered under the concept of Affirmative
Action. However, the above mentioned report has claimed that the term “Positive
Discrimination” makes no sense. “In accordance with the new general practice of using the term
“discrimination” exclusively to designate “arbitrary”, “unjust” or “illegitimate distinctions”, the
term “positive discrimination” is a contradiction in terminis: either the distinction in question is
justified and legitimate, because not arbitrary, and cannot be called “discrimination”, or the
distinction in question is unjustified or illegitimate, because arbitrary, and should not be labeled
“positive”. [2]
HISTORY OF AFFRIMATIVE ACTION
Cunningham. CD(2003) states that in the Indian context, reservations were
introduced during the last decades of the 19th century at a time when the subcontinent could be
broadly divided according to two main forms of governance – British India and the 6000
princely states. It should not surprise us then that the very first records of implementing
reservation policies are from these princely states. “India developed affirmative programmes as
early as 1927, and was probably the first in the world to create as specific constitutional
provision authorizing affirmative action in Government employment” [3]
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ORIGIN OF AFFIRMATIVE ACTION
Clinton Administration's Affirmative Action Review (1995) states that the
term "affirmative action" was first used in the United States. It first appeared in Executive Order
10925, which was signed by President John F. Kennedy on March 6, 1961, and it was used to
refer to measures to achieve non-discrimination. In 1965, President Lyndon B.
Johnson issued Executive Order 11246 which required federal contractors to take "affirmative
action" to hire without regard to race, religion and national origin. In 1968, gender was added to
the anti-discrimination list [4].
AFFIRMATIVE ACTION IN INDIA AND THE UNITED STATES
In Darity, William and Ashwini Deshpande (2003) states that Caste in India
and race in the USA are often compared for their institutional similarities, and also because these
categories form the social basis on which the affirmative action program in the two countries is
based. While disadvantage and discrimination produce similar outcomes for certain groups
within caste- or race-divided societies, it is important to understand the differences between the
two systems. If race is a system of ascriptive or color-based disparities, caste can be called a
system non-ascriptive or non-color based disparities [5]
CASTE BASED DISCRIMINATION:
Birdsall and Sabot (1991) took a note of insights from economic theories
clearly indicate that caste-based market discriminations concern policy-makers, not only because
they enhance inequality and produce unequal opportunities, but also because they are
retrogressive for economic growth[6] .
For urban areas Banerjee and Knight (1991) observed that, “there is indeed
discrimination by caste, particularly job discrimination and that discrimination appears to operate
at least in part through traditional mechanism, with untouchables disproportionately represented
in poorly-paid-dead-end jobs. Discrimination is greatest in operative jobs, in which contacts are
Page | 45
more important for recruitment, compared with white-collar jobs in which recruitment involves
formal methods [7]
LINKAGES IN AFFIRMATIVE ACTION IN EDUCATION AND EMPLOYMENT
Desai and Kulkarni (2008) compare educational achievements of different
levels among Hindus along with that of other upper castes, Dalit, Adivasis, and Muslims
between the years of 1983 to 2000. Although the primary school enrollment at all income levels
are higher for Hindu and other upper castes over this period, the study shows that there is a
declining trend in the gap between Hindus and other groups at the higher income levels. It
implies that while affirmative action in employment seems to have contributed to higher primary
school enrollment over the years, but improvement in economic condition increased the
effectiveness of the program. That is, households with better economic conditions benefited
more from the job reservation as it helped improve enrollment in schools. [8]
What is the combined impact of affirmative action in education and
employment? Xaxa (2002) in his study of the quota system in the admission to the University of
Delhi finds that even after implementation of the this system in higher education and in
government and semi-government jobs for SCs/STs/OBCs, the quotas remain largely unfulfilled
in several places[9].
Chakravarthy and Somanathan (2008) compare the job market achievements
of the SCs/STs and general candidates among Indian Institute of Management (IIM) graduates.
They find no significant difference between the two categories’ wages once the academic
performance (grade point average or GPA) is taken into account when fixing the wages.
However, when academic performance is not taken into account (or controlled for), the average
wages of SC/ST candidates tend to be lower than those of the general candidates. On an average,
the GPA of SC/ST candidates were also found to be less than those of the general candidates.
This implies that the weaker background of the SC/ST students admitted through the reservation
policy adversely affects their job market achievements because of lower GPA [10].
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Weisskopf (2004) commented that even if the SC/ST candidates are given the
opportunity to study at higher education institutions, their weak educational background should
be taken care of before they reach the job market. This is consistent with the argument that the
preferentially selected students would also need to be given significant human and financial
support, if the reservation policy is to fully serve the purpose of eliminating the differences [11].
DISCONTENT REGARD TO AFFIRMATIVE ACTION IN INDIA
Primary objective of the Reservation policy is to create equality of opportunities
on a material basis and elimination of unjust inequalities, whereas the secondary objective is the
responsibility of ensuring efficiency for minimum unavoidable costs and minimizing costs and
maximizing potential benefits. One of the inescapable dilemmas of the caste-based affirmative
action policies is that they cannot but help intensifying caste identities. Caste consciousness has
increased enormously and affirmative action has played a part in that by increasing and
intensifying caste consciousness. But, affirmative action alone cannot be responsible.
Today the caste system has weakened but the caste identity has intensified its
position. It is admirable that the socially disadvantaged people have used the tool of inequality to
seek equality. But today the affirmative action programmes has become a political tool of
mobilizing people during the elections and secure the votes.
The principle of secularism, social justice and equality are under the threat.
“Another aspect of inequality which relates to affirmative action and that is the creation of a new
middle class in India. It is not as if people rank each other only in terms of caste. Occupation,
education and income have become increasingly important in Indian society. Now it is true that
the different castes are not equally represented through the entire hierarchy of occupations. The
upper castes are more common in the superior non manual occupations. There is an
overrepresentation of the upper castes in such occupations. And there is an overwhelming
overrepresentation of the lower castes in the inferior, menial and manual occupations.
Affirmative action has played a role in shaking up this (Beteille, Andre, 2002)” [10]
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RESEARCH METHODOLOGY
CHAPTER 8: RESEARCH METHODOLOGY
Introduction:
Research can be defined as the search for knowledge, or as any systematic
investigation, to establish novel facts, solve new or existing problems, prove new ideas, or
develop new theories, usually using a scientific method. The primary purpose for basic
research (as opposed to applied research) is discovering, interpreting, and the development of
methods and systems for the advancement of human knowledge on a wide variety of scientific
matters of our world and the universe.
Statement of problem:
Afffrimative action program is initiated at TITAN Industries Ltd only in October 2010,
So no clear framework till date.
TITAN is not still successful in implementing Affirmative Action Program due to various
Issues which is hinders in.
More than Rs. 85 lakhs per annum allocated by peer company which is allocated by AA
plans by TATA Group to its 116 companies are not utilized properly
Training need analysis among the trainees is incomplete.
The purpose of project is to find the effectiveness of education based affirmative action
training among the trainees and recommend a framework on education option alone
Need of Study:
Affirmative Action Program in India generally denotes a protective legislation apart from
the Government procedures, these provisions of developmental measures had the
potential to bring about the integration in the society.
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Till early 2007, private sector Indian industry was caste blind, unlike the public sector
which had job reservations for Reserved Category youth. but there were no figures as to
the caste affiliation of its employees.
This Study will examine the Education needs of Trainees specially belonging to
Reserved Category to upgrade to Social Integration.
OBJECTIVES OF STUDY
Primary Objective:
To study the Affirmative Action Program implemented by TITAN Industries.
To assess the effectiveness of the Afffrimative Action Program implemented.
To identify the needs of the trainee beneficiaries.
To identify the needs of the adopted institutions.
Secondary Objective:-
To recommend programs to be included in the Affirmative Action Program (Faculty and
Trainees) in order to achieve its stated objectives.
PERIOD OF STUDY
The study was conducted for a period of two months from May 2nd 2011 to July 2nd 2011.
TYPE OF RESEARCH
As the study is undertaken with the purpose of identifying the effectiveness of the
Affirmative action program it is an applied research. This research is descriptive because the
researcher has no control over the variables.
SURVEY RESEARCH
The research is undertaken through a survey. In this research the researcher studied
the population by taking the whole population to discover the relative incidence, distribution and
interrelation of sociological and psychological variables.
REVIEW OF LITERATURE
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After formulating the research problem the researcher went in search of literature so
as to proceed with the study.
SAMPLE DESIGN
UNIVERSE
There were 101 trainees in Government Industrial Training Institute, Hosur and 34
Trainees in TITAN In-house Industrial Training Institute, Hosur.
SAMPLE SIZE
The data was collected from 135 trainees.
TYPE OF SAMPLING:
The sample was collected from the whole population through whole Population
survey sampling.
DATA COLLECTION:
The researcher has collected both primary data as well as secondary data. Primary
data sources include personal interview through structured questionnaires and focus group
discussion. Secondary data sources include references from EBSCO, CII reports, industrial
magazines etc….
PRIMARY DATA:
To determine the Effectiveness of Affirmative action program, data was collected
through personal interview with a structured questionnaire involving the following section.
Section A – Demographic Details.
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Section B – Effectiveness of Affirmative action program
Section C – Need Analysis
SECONDARY DATA:
Data were collected from printed material such as books, reports, files and computer
database such as EBSCO, Eric etc…..
PILOT STUDY
To identify drawback of the questionnaire the researcher took 10% from the sample
size for pilot survey. As a result no drawbacks have been found out.
DATA ANALYSIS
The data collected was analyzed using statistical tools specifically using percentage
analysis, cross tabulation, Chi-Square.
LIMITATIONS
The data collected for the sample may not reflect the whole. As the topic is wide spread
all matters regarding the study could not be analyzed within the stipulated time. The researcher is
limited in accessing other areas where the affirmative action program is implemented such as
Salem, Krishnagiri, Dharmapuri and Namakkal except hosur.
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DATA
ANALYSIS AND INTERPRETATION
CHAPTER 9: DATA ANALYSIS AND INTERPRETATION
SECTION A – DEMOGRAPHIC DETAILS
TABLE 9.1: AGE OF RESPONDENTS
CHART 9.1: AGE OF RESPONDENTS
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Age No of respondents Percentage (%)
15 -17 30 22.2
18 – 20 93 68.8
21 -23 9 6.6
24 -27 3 2.2
Total 135 100
INTERPRETATION:
Majority (about 68.8%) of the respondents belong to the age group of 18 – 20 years.
TABLE 9.2: GENDER OF RESPONDENTS
CHART 9.2: GENDER OF RESPONDENTS
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S.No Gender No of respondents Percentage (%)
1 Male 120 88.89
2 Female 15 11.11
Total 135 100
INTERPRETATION:
Mostly (about 89%) of the respondents belong are Male. There are very few girl
students.
TABLE 9.3: CASTE STATUS OF RESPONDENTS
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Caste No of respondents %
Scheduled tribes 2 1.48
Scheduled caste 47 34.81
Most backward caste 43 31.85
Backward caste 42 31.11
Forward caste 1 0.74
Others 0 0
Total 135 100
CHART 9.3: CASTE STATUS OF RESPONDENTS
INTERPRETATION:
Majority (about 98%) of the respondents belong to the Scheduled caste,
Backward caste and Most backward castes. There were only one student from the forward caste
and two students from the scheduled tribe.
TABLE 9.4: LIVING AREA OF RESPONDENTS
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Living area No of respondents Percentage (%)
Rural 74 54.81
Urban 60 44.44
Tribal 1 0.74
Total 135 100
CHART 9.4: LIVING AREA OF RESPONDENTS
INTERPRETATION:
Majority (about 99%) of the respondents belong to the rural area and rural
area. There was only one trainee from the tribal area.
TABLE 9.5: SELECTION CRITERIA OF RESPONDENTS
CHART 9.5: SELECTION CRITERIA OF RESPONDENTS
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Selection criteria No of respondents Percentage (%)
Merit 106 78.51
Reservation 29 21.49
Total 135 100
INTERPRETATION:
Thus it is concluded that a majority (about 79%) of the respondents are selected for
admission based on their merit.
TABLE 9.6: EDUCATIONAL SPENDING OF RESPONDENTS
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Course Fee No.of.Respondents Percentage %
<10000 120 88.89
10000-25000 15 11.11
25000-50000 0 0
> 1 Lakh 0 0
Total 135 100
CHART 9.6: EDUCATIONAL SPENDING OF RESPONDENTS
INTERPRETATION:
Thus it is concluded that a majority (about 89%) spend below Rs.10000 for
their education.
TABLE 9.7: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR SCHOLARSHIP
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Scholarships No.of.Respondents Percentage (%)
Yes 81 60
No 54 40
Total 135 100
CHART 9.7: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR SCHOLARSHIP
INTERPRETATION:
Thus it is concluded that a majority(about 60%) of the respondents receive
scholarships from government.
TABLE 9.8: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT INSTITUTE
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Feel about Institute No.of.Respondents Percentage (%)
Extremely Satisfied 64 47.40
Satisfied 41 30.37
Neutral 23 17.03
Dissatisfied 7 5.18
Extremely Dissatisfied 0 0
Total 135 100
CHART 9.8: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT INSTITUTE
INTERPRETATION:
Thus it is concluded that a majority (about 48%) of the respondents are highly
satisfied with the institute in overall category.
TABLE 9.9: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT QUALITY OF EDUCATION
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Quality of Education No of Respondents Percentage (%)
Excellent 65 48.14
Good 41 30.37
Fair 27 20
Poor 2 1.48
Total 135 100
CHART 9.9: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT
QUALITY OF EDUCATION
INTERPRETATION:
Thus it is concluded that a majority (about 49%) of the respondents feeling
excellent about the quality of education provided
TABLE 9.10: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT SKILLS OF FACULTY
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Feel about Faculty No of Respondents Percentage (%)
Excellent 56 41.48148
Good 61 45.18519
Fair 16 11.85185
Poor 2 1.481481
Total 135 100
CHART 9.10: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR FEEL ABOUT SKILLS OF FACULTY
INTERPRETATION:
Thus it is concluded that a majority of the respondents (about 46%) feeling
good about the Skills of Faculty
TABLE 9.11: CLASSIFICATION OF RESPONDENTS ON BASIS OF PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
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Extracurricular Activities No.of.Respondents Percentage (%)
Yes 5 3.70
No 130 96.30
Total 135 100
CHART 9.11: CLASSIFICATION OF RESPONDENTS ON BASIS OF PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
INTERPRETATION:
Thus it is concluded that a majority (about 96%) of the respondents are not
taking part in extracurricular activities.
TABLE 5.12: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR JOB PLACEMENT ACTIVITIES
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Job placements No.of.respondents Percentage (%)
Yes 105 77.78
No 30 22.22
Total 135 100
CHART 5.12: CLASSIFICATION OF RESPONDENTS ON BASIS OF THEIR JOB PLACEMENT ACTIVITIES
INTERPRETATION:
Thus it is concluded that a majority of the respondents (about 78%) are aware of
job placements in their campus.
SECTION B - EFFECTIVENESS OF TITAN AFFIRMATIVE ACTION PROGRAM
TABLE 9.13: AWARENESS LEVEL OF TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
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Awareness of TITAN Affirmative action Program No.of.Respondents Percentage (%)
Yes 81 60
No 54 40
Total 135 100
CHART 9.13: AWARENESS LEVEL OF TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority (about 60%) of the respondents aware
of TITAN Affirmative action program in their campus. Still there is a significant portion of
students (40%) who were not aware of the Afffrimative action program.
TABLE 9.14: EARLIER PARTICIPATION OF RESPONDENTS IN TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
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Earlier Participation in TITAN Affirmative action Program No.of.Respondents Percentage (%)
Yes 61 45.18
No 74 54.82
Total 135 100
CHART 9.14: EARLIER PARTICIPATION OF RESPONDENTS IN TITAN AFFIRMATIVE
ACTION PROGRAM IN THEIR CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority (about 55%) of the respondents have
not participated in the earlier event of TITAN Affirmative action programme in their campus.
TABLE 9.14(A) EARLIER PARTICIPATION OF RESPONDENTS IN TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
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Program Varieties Respondents %
Spoken English 0 0
Quality of life 31 50.81
Career Guidance 0 0
Higher Education Tips 0 0
Leadership Skills 30 49.18
Personality Development 0 0
Creativity Skills 0 0
Total 61 100
CHART 9.14(A) EARLIER PARTICIPATION OF RESPONDENTS IN TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority (about 51%) of the respondents have participated in
the “Quality of life” event. Leadership skills were also almost equally attended with about 49%
of the students having attended the progarmme.
TABLE 9.15: RATING THE TITAN AFFIRMATIVE ACTION PROGRAM
CHART 9.15: RATING THE TITAN AFFIRMATIVE ACTION PROGRAM
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Rating of AAP No.of.Respondents Percentage (%)
Highly satisfied 53 39
Somewhat satisfied 61 45
Neither Satisfied nor Dissatisfied 21 16
Somewhat Dissatisfied 0 0
Highly Dissatisfied 0 0
Total 135 100
INTERPRETATION:
Thus it is concluded that a majority (about 45%) of the respondents rated as
somewhat satisfied with the TITAN Affirmative action program.
TABLE 9.16: IMPACT ON PERSONALITY BY TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
Impact on Personality No.of.Respondents Percentage (%)
Very Positive Impact 36 26.67
Somewhat Positive Impact 59 43.77
Somewhat Negative Impact 3 2.22
very negative Impact 5 3.70
Not much Impact 32 23.70
Total 135 100
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CHART 9.16: IMPACT ON PERSONALITY BY TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority (about 44%) of the respondents rated as
somewhat satisfied that TITAN affirmative action program will have a impact on their
personality.
TABLE 9.17: CAPABILITY OF SC/ST STUDENTS AND ITS IMPACT BY TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
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CHART 9.17: CAPABILITY OF SC/ST STUDENTS AND ITS IMPACT BY TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority of the respondents (about 46%) agreeing that
TITAN Affirmative action program helps them in enhancing the capability of Sc/St Students.
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Capability Enhancement No.of.Respondents Percentage (%)
Strongly Agree 36 26.67
Agree 61 45.18
Uncertain 21 15.55
Disagree 16 11.85
Strongly Disagree 1 0.74
Total 135 100
TABLE 9.18: REALIZING THEIR POTENTIAL TO BECOME A PRODUCTIVE MEMBER OF THE SOCIETY THROUGH TITAN AFFIRMATIVE ACTION
PROGRAM IN THEIR CAMPUS.
To realize potential No.of.Respondents Percentage (%)
Strongly Agree 29 21.48
Agree 59 43.70
Uncertain 13 9.62
Disagree 15 11.11
Strongly Disagree 19 14.07
Total 135 100
CHART 9.18: REALIZING THEIR POTENTIAL TO BECOME A PRODUCTIVE MEMBER OF THE SOCIETY THROUGH TITAN AFFIRMATIVE ACTION PROGRAM IN THEIR
CAMPUS.
INTERPRETATION:
Thus it is concluded that a majority (44%) of the respondents are agreeing that
TITAN Affirmative action program helps them in bringing their potential to become a productive
member of the society.
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FACULTY NEED ANALYSIS
TABLE 9.19: MASTER TABLE ON FACULTY ANALYSIS
S.NO PARTICULARS BELOW AVERAGE
AVERAGE GOOD VERY GOOD
EXCELLENT AGG TOTAL
AVERAGE RANK
1 Academic achievements 18 30 20 38 29 435 3.22 10
2 Quality of Writing 7 19 31 25 53 503 3.72 7
3 Creative & Original thoughts 9 13 20 34 59 526 3.89 5
4 Disciplined work habits 4 11 27 35 58 537 3.97 2
5 Motivation 3 15 23 38 56 534 3.95 4
6 Leadership 20 13 28 32 42 468 3.46 9
7 Integrity 9 21 23 36 46 494 3.65 8
8 Self Confidence 11 6 15 39 64 544 4.02 1
9 Concern for others 9 13 20 34 59 526 3.89 5
10 Initiative & Independence 4 11 27 35 58 537 3.97 2
The above table presents the respondents evaluation of their faculty
under ten different categories. A five point Likert Scale was used to collect their responses as
below (Below Average (1 Point), Average (2 Point), Good (3 Point), Very good (4 Point) &
Excellent (5 Point)). Overall rating was given by calculating the average of total scores Each
criterion had a minimum average of 1 and maximum average of 5.A core of 3.5 and above was
benchmarked as high and score below 3.5 was considered low.
INTERPRETATION:
Except academic achievement and leadership, faculties were rated high on all other criteria. Self confidence was the only criterion with a score above 4 points.
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SECTION C - NEED ANALYSIS EVALUATION
Generally the Needs of trainees (r) students can be classified into Five
various segments such as Life skills development, Knowing self areas, Educational planning
activities, Interpersonal activities and Career development skills. To understand the trainee(r)
student’s needs the researcher provided a list of 10 variables in each segments as classified
above. Under each category 8 to 10 variables are listed. The respondents are requested to mark
whether the variable is important or not important, second for the same variable whether they
receive any assistance or not are to be marked and finally for the same variable whether the
respondents needs further help or not are marked out. The Needs of students(r) trainees can be
accessed on the skills that are important to the respondents, in which they are not receiving
assistance and they need assistance. The Detailed table enumerating the above classification is
displayed below for references.
S.No Category Important or
Not Important
Receiving assistanceor
Not receiving assistance
Need Further Helpor
No help1 A Important Not receiving
assistanceNeed help
2 B Important Receiving assistance
Need help
3 C Important Not receiving assistance
No further help
4 D Important Receiving assistance
No further help
5 E Not Important Not receiving assistance
Need help
6 F Not Important Receiving assistance Need help
7 G Not Important Not receiving assistance
No further help
8 H Not Important Receiving assistance No further help
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LIFE SKILLS DEVELOPMENT
Importance of Life Skills in Individual Life:
Life skills are a set of human skills acquired via teaching or direct experience that
are used to handle problems and questions commonly encountered in daily human life. The
subject varies greatly depending on societal norms and community expectations. Life skills are
defined as skills which can provide with a better perspective on life, skills which can allow you
to maintain a higher awareness of both about our self and the world around us.
Results of Assessment Made out:
This assessment is carried out among 31(TITAN In-House Industrial
Training Institute) and 104 (Government Industrial Training Institute, Hosur). So totally 135
Students are assessed under this criteria. By this Assessment the Important Needs of the students
that are to be trained are segregated. The Needs criteria are categorized into Five Important
Criterion. Each criterion is filled with 10 to 11 Questions. Among these questions three
important needs as per the respondent’s choice are selected & segregated.
S.No TABLE 9.20: LIFE SKILLS DEVELOPMENT
Category A B C D E F G H
1 To improve my study skills and habits. 58 21 2 13 6 12 9 14
2 To develop my test-taking skills. 23 28 3
1
18 17 6 11 1
3 To learn how to handle pressure from friends, teachers, family, or myself. 34 21 4
5
4 18 0 2 11
4 To learn how to make decisions and solve problems. 21 29 5
1
4 0 16 5 6
5 To learn how to set goals in my life. 73 39 1
1
3 2 0 0 7
6 To learn how to manage my time better. 62 13 1
7
14 5 0 9 15
7 To learn how to get more out of my life through leisure time activities. 14 16 3
6
47 21 1 0 0
INTERPRETATION:
Page | 76
The trainees have optioned three variables which are according to them important
in which they don’t receive assistance and they need further support these areas such as +Goal
setting(73 – Category A),Time management (62 – Category A) and Developing Study skills(58 -
Category A).
KNOWING ABOUT SELF
Importance of Knowing about ourselves:
The greatest thing we can have in life is knowledge of ourselves. The more
we know about ourselves, the better the decisions we can make for our own life. Conversely, the
less we know about ourselves, the worse our decisions. The more we know about ourselves, the
more we can know about other people because we can apply the same analysis what we did to
ourselves on others. In friendships and relationships, if we know ourselves, we can create
that perfect relationship because we know what we need and can communicate it.
Results of Assessment Made out:
This assessment is carried out among 31(TITAN In-House Industrial Training
Institute) and 104 (Government Industrial Training Institute, Hosur). So totally 135 Students are
assessed under this criteria. By this Assessment the Important Needs of the students that are to be
trained are segregated. The Needs criteria are categorized into Five Important Criterion. Each
criterion is filled with 6 Questions. Among these questions three important needs as per the
respondent’s choice are selected & segregated.
S.No TABLE 9.21: KNOWING ABOUTSELF
Category A B C D E F G H
1
To identify my strengths and Weakness.
6
1
2
0
3 2
4
7 15 2 3
2
To develop more confidence in myself.
2
4
3
4
4
5
5 13 7 5 2
3
To understand my personal values.
3
5
2
1
1
2
8 23 17 11 8
4
To learn more about grooming and personal care.
1
8
3
3
1
2
1
2
27 18 1 14
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5
To know about how the expectations of others affect my life.
2
3
2
1
3
5
2
8
13 1 0 14
6
To develop my Creativity (r) artistic abilities.
5
4
4
3
1
1
1
3
2 4 6 2
INTERPRETATION: The trainees have optioned two variables which are according to them
important in which they don’t receive assistance and they need further support these areas such
as Identifying their SWOT (61 – Category A) and Developing Creativity skills(54 -Category A).
EDUCATIONAL PLANNING ACTIVITIES
Importance of Educational Planning in Individual Life:
The purpose and process of educational planning is to state and develop
goals. After this is done, planners develop strategies that are both effective and efficient in order
to reach the goals at hand. So planning places an important role in each individual life.
Results of Assessment Made out:
By this Assessment the Important Needs of the students that are to be
trained are segregated. The Needs criteria are categorized into Five Important Criterion. Each criterion is
filled with 10 to 11 Questions. Among these questions three important needs as per the respondent’s
choice are selected & segregated.
S.No TABLE 9.22: EDUCATIONAL PLANNING
Category A B C D E F G H
1Educational Planning helps to understand the importance of graduating from College (r) School
2
3
2
1
3
5
28 13 1 0 14
2
Educational Planning helps in selecting the right courses for me.
5
4
4
3
1
1
13 2 4 6 2
3Educational Planning helps to become more aware of my educational options after College (r) School
1
8
3
3
1
2
12 27 18 1 14
4Educational Planning helps to know about financial aid for continuing my education after College (r) School.
6
1
2
0
3 24 7 15 2 3
5Educational Planning helps to learn how to choose an educational or training program that will be right for me.
2
4
3
4
4
5
5 13 7 5 2
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6Educational Planning helps to learn more about college entrance requirements.
1
4
1
6
3
6
47 21 1 0 0
7Educational Planning helps to know how and when to select a college major.
7
3
3
9
1
1
3 2 0 0 7
8Educational Planning helps to have counseling about my educational planning.
1
8
3
3
1
2
12 27 18 1 14
9Educational Planning helps to talk to the college admissions counselors about my career plans.
3
5
2
1
1
2
8 23 17 11 8
INTERPRETATION:
The trainees have optioned three variables which are according to them
important in which they don’t receive assistance and they need further support these areas such
as Selecting college major(73 – Category A),Financial aid for further education (61–Category
A) and Selecting the right course(58 -Category A).
INTER-PERSONAL RELATIONSHIP ACTIVITIES
Importance of Interpersonal Relationship in Individual Life:
Interpersonal relationship is an association between two or more people that
may range from fleeting to enduring Good interpersonal relationships among the employees in
an organization can help attain organizational objectives within a specific time period, with
accuracy and effectiveness. Interpersonal relations have their own importance in a multi-cultured
corporation or organization as it enhances better communication and thus a better understanding
among the co-workers; as a result they learn to respect each other's cultural values and the style
of working that is majorly influenced by one's culture and tradition.
Results of Assessment Made out: This assessment is carried out among 31(TITAN In-
House Industrial Training Institute) and 104 (Government Industrial Training Institute,
Hosur). So totally 135 Students are assessed under this criteria. By this Assessment the
Important Needs of the students that are to be trained are segregated. The Needs criteria
are categorized into Five Important Criterion. Each criterion is filled with 5 Questions.
Among these questions three important needs as per the respondent’s choice are selected
& segregated.
Page | 79
S.No TABLE 9.23: INTER-PERSONAL RELATIONSHIP ACTIVITIES
Category A B C D E F G H
1 Interpersonal relationship used to be able to get along better with Facilitator.
3
2
21 43 13 6 12 7 2
2 Interpersonal relationship used to be able to get along better with other peers.
23 28 31 18 17 6 11 1
3 Interpersonal relationship used to be able to get along better with my family.
34 21 45 4 18 0 2 11
4 Interpersonal relationship used to understand the changing roles of men and women in today's society.
21 29 51 4 0 16 5 6
5 To gain a better understanding of people of different races and cultural backgrounds.
8
9
23 11 3 2 0 0 7
INTERPRETATION:
The trainees have optioned only one variable which is according to them
important in which they don’t receive assistance and they need further support these areas such
as Understanding people of various race and culture(89 – Category A).
CAREER DEVELOPMENT ACTIVITIES
Importance of Career development in Individual Life:
Career development represents the entire sequence of activities and
events related to an individual's career. Career development encompasses acquiring of
educational qualifications and certifications, career path, self-actualization as an individual,
shifting of careers and career growth, learning curve and recognitions or felicitations.
Results of Assessment Made out:
By this Assessment the Important Needs of the students that are to be
trained are segregated. The Needs criteria are categorized into Five Important Criterion. Each
criterion is filled with 10 to 11 Questions. Among these questions three important needs as per
the respondent’s choice are selected & segregated.
S.No TABLE 9.24:CAREER DEVELOPMENT ACTIVITIES
Category A B C D E F G H
1Career Development helps to explore how various jobs could affect my lifestyle.
7
3
3
9
1
1
3 2 0 0 7
2 Career Development helps to know more about job opportunities in my career interest areas.
4
4
4
3
2
1
1
3
2 4 6 2
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3Career Development helps to know more about training requirements for jobs I might like.
1
8
3
3
1
2
1
2
27 18 1 14
4Career Development helps to understand the changing Behavior of careers for both men and women.
6
1
2
0
3 2
4
7 15 2 3
5Career Development helps to know how important people influence my career choice.
2
4
3
4
4
5
5 13 7 5 2
6
Career Development helps to have counseling about my career plans.
1
4
1
6
3
6
4
7
21 1 0 0
7Career Development helps to know more about possible careers and the Cultures of work.
3
4
2
3
3
4
3
6
5 2 0 1
8Career Development helps to understand how my values relate to my career plans.
1
8
3
3
1
2
1
2
27 18 1 14
9Career Development helps to know how my personality and preferred method of learning relate to my career plans.
3
5
2
1
1
2
8 23 17 11 8
INTERPRETATION:The trainees have optioned two variables which are according to them important in which they
don’t receive assistance and they need further support these areas such as Understanding the jobs
which are suited for the lifestyle (73 – Category A) and the changing behavior of men and
women in the society (61 – Category A).
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FI
NDINGS
CHAPTER 10 – FINDINGS
1. FINDINGS FROM DEMOGRAPHIC PROFILE
Majority (about 68.8%) of the respondents belong to the age group of 18 – 20 years.
Mostly (about 89%) of the respondents belong are Male. There are very few girl
students.
Majority (about 98%) of the respondents belong to the Scheduled caste, Backward caste
and Most backward castes. There were only one student from the forward caste and two
students from the scheduled tribe.
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Majority (about 99%) of the respondents belong to the rural area and rural area. There
was only one trainee from the tribal area.
Majority (about 79%) of the respondents are selected for admission based on their
merit.
Majority (about 89%) spend below Rs.10000 for their education.
Majority (about 60%) of the respondents receive scholarships from government.
Majority (about 48%) of the respondents are highly satisfied with the institute in overall
category.
Majority (about 49%) of the respondents feeling excellent about the quality of
education provided
Majority of the respondents (about 46%) feeling good about the Skills of Faculty
Majority (about 96%) of the respondents are not taking part in extracurricular activities.
Majority of the respondents (about 78%) are aware of job placements in their campus.
2. EFFECTIVENESS OF TITAN AFFIRMATIVE ACTION PROGRAM
Majority (about 60%) of the respondents aware of TITAN Affirmative action program in
their campus. Still there is a significant portion of students (40%) who were not aware of
the Afffrimative action program.
Majority (about 55%) of the respondents have not participated in the earlier event of
TITAN Affirmative action programme in their campus.
Majority (about 51%) of the respondents have participated in the “Quality of life” event.
Leadership skills were also almost equally attended with about 49% of the students
having attended the progarmme.
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Majority (about 45%) of the respondents rated as somewhat satisfied with the TITAN
Affirmative action program.
Majority (about 44%) of the respondents rated as somewhat satisfied that TITAN
affirmative action program will have a impact on their personality.
Majority of the respondents (about 46%) agreeing that TITAN Affirmative action
program helps them in enhancing the capability of Sc/St Students.
Majority (44%) of the respondents are agreeing that TITAN Affirmative action program
helps them in bringing their potential to become a productive member of the society.
3. NEED ANALYSIS
In Life skills development needs the trainees have optioned three variables which
are according to them important in which they don’t receive assistance and they
need further support these areas such as Goal setting(73 – Category A),Time
management (62 – Category A) and Developing Study skills(58 -Category A).
In Knowing our self the trainees have optioned two variables which are according
to them important in which they don’t receive assistance and they need further
support these areas such as Identifying their SWOT (61 – Category A) and
Developing Creativity skills(54 -Category A).
Page | 84
In areas of educational planning the trainees have optioned three variables which
are according to them important in which they don’t receive assistance and they
need further support these areas such as Selecting college major(73 – Category
A),Financial aid for further education (61–Category A) and Selecting the
right course(58 -Category A).
In areas of developing interpersonal activities the trainees have optioned only one
variable which is according to them important in which they don’t receive
assistance and they need further support these areas such as Understanding
people of various race and culture (89 – Category A).
In Career development aspects the trainees have optioned two variables which are
according to them important in which they don’t receive assistance and they need
further support these areas such as Understanding the jobs which are suited for
the lifestyle (73 – Category A) and the changing behavior of men and women
in the society (61 – Category A).
Page | 85
RECOMMENDATIONS
CHAPTER 11: RECOMMENDATIONS
The Organizations have been initiating the Affirmative action in a phase by phase
manner; still its focused area is very narrow, which is the main issue at this point of time.
The Affirmative action program has come with the main focus to uplift SC/ST in various
segments such as Education, Employment, Employability & Entrepreneurship. But the
organization has focused majorly on the Education Option alone.
Page | 86
During the Project tenure and even before that, I understand that the affirmative action
program is executed wholly by Learning & Development Department in addition to their
Normal works. Learning & Development department already contains a restricted
workforce (5 Staff) by which the Initiative of the Affirmative action program could not
be taken solely due to their normal course of work.
Hence creation of a special designation officer for the execution of Affirmative action
program will be the apt Solution. The officer appointed in this regard has to execute
various roles & responsibilities. The Job description of the officer appointed is listed
herewith.
A. Designation : Affirmative action Program officer
B. Areas of operations: All matters concerning Affirmative action program
at various levels in concerning to AA Policy of the organization.
C. Role Jurisdiction: General Administration, Training & Human Systems.
D. Co-ordination: Mostly External Areas such as interaction with college
principles ,students , NGO, Community Leaders, Socio-Economic People,
Training Faculty’s etc.
E. Major Responsibilities
Preparing Affirmative action program Calendar
Building institutional and transactional relationship between the
College institute heads, Non Governmental organization heads,
Community Leaders etc.
Setting out various terms and conditions for the Program execution,
Payments to faculty, Sponsorships to institutes etc.
Generate policies and procedures for continuous identification of
training needs of the students of various adopted government industrial
training institutes and the in house Basic training center (BTC).
Page | 87
Organize appropriate training programmes at regular point of time by
engaging suitable faculty from within the organization (Internal
Trainer) or external faculty (External Trainer)
Perpetual review of situations as regards to the training conducted,
Employability skill, Entrepreneurship etc.
Evolve Management information system reports (MIS) at regular
intervals and consolidate the reports during the audit period.
Effective interface with the organization and the other departments
Effective documentation system to be known.
(If the officer is not able to be appointed at any scenario atleast job Enlargement to any one
official in the Learning & Development has to be provided to check out for the smooth flow of
the above said program).
Team work plays a main role in the execution of Affirmative action program. No set
of unity or team work is playing a lead role at this point of time.
Rather than Education, Employment and Employability, the concentration has to be
shifted towards Entrepreneurship.
Collaboration with NGO’s and other welfare clubs on various terms & Contracts can
be made out to create a basement in this point of time.
Now, The Recommended training programs for educational development of trainees
to achieve the targets are herewith attached. This is based upon the need analysis
done
Basic Module on Decision making Skills
Preliminary sessions on Time management
Session on stress Management
Developing Creativity Skills
Sessions on Knowing ourselves (our SWOT)
Page | 88
Career oriented Planning
Cultural changes and the roles
Complete session on Tips to attend Interview (r) Group Discussion.
Package on Communication Builder.
Preliminary session on Interpersonal relations.
These kinds of programs are conducted by Vardhman Threads India ltd, Sona
Koyo steering systems private limited, Oberai Motors, Maruthi Suzuki India ltd,
Hindustan Zinc Limited, etc… to achieve the targets under the affirmative action
programs.
When these programs are given at the interest of the participants the better would
be the response of the participants which would give out a huge return on
investment.
Page | 89
CONCLUSION
CHAPTER 12: CONCLUSION
The History of TITAN Industries in Mainstreaming the Socio-
Economic Underprivileged communities dates back to centuries old such as Scholarships to
students, Stationary Support etc. After the Implementation of Affirmative action, the group had
started roaring, in a huge fashion. By adopting Government ITI’s in all around basis in various
districts, Effective Campaign to create Entrepreneurs in Rural hubs, Scholarships, Steps to create
Page | 90
awareness of Technical education in rural hubs & sponsoring them, were the initiatives seeded
up to date. Watering the Seeds on a timely basis will give out the desired results.
Page | 91
BIBLIOGRAPHY
CHAPTER 13: BIBLIOGRAPHY
13.1 Articles Referred:
Bossuyt , M, 2002, Prevention of Discrimination – The Concept and Practice of Affirmative Action, Commission on Human Rights, United Nations,pp.3.
Sheth D.L., 1987, Reservations Policy Revisited, in Ed. By., Mahajan Gurpreet, 1998, Democracy, Difference & Social Justice, New Delhi: Oxford India Paperbacks, pp.490.
Page | 92
Cunningham, C, D. 2003, Lessons on Affirmative Action from India, The Sub continental (Available at www.thesubcontinental.org).
"Affirmative Action: History and Rationale". Clinton Administration's Affirmative Action Review: Report to the President. July 19, 1995.
Darity, William and Ashwini Deshpande (2003): Boundaries of Clan and Colour, Routledge, New York
Birdsall, Nancy and Richard Sabot (1991): ‘Unfair Advantage–Labour Market Discrimination in Developing Countries’, World Bank.
Banerjee, Biswjit and J B Knight (1985): ‘Caste Discrimination in Indian Urban Labour Market’, Journal of Developing Economics.
Desai, Sonalde and Veena Kulkarni (2008): “Changing Educational Inequalities in India in the Context of Affirmative Action”, Demography, 45(2), May.
Xaxa, Virginius (2002): “Ethnography of Reservation in Delhi University”, Economic & Political Weekly, 37(28), 13 July.
Chakravarthy, Sujoy and E Somanathan (2008): Discrimination in an Elite Labor Market? Job Placements at IIM-Ahmedabad”, Economic &Political Weekly, 43(44), 1 November.
Weisskopf, Thomas E (2004): Affirmative Action in the United States and India: A Comparative Perspective (London: Routledge).
Beteille, Andre, 2002, Caste, Inequality and Affirmative Action, International Institute of labour Studies, Geneva, Switzerland, pp.9-10.
Hoff, Karla and Prinyanka Pande (2004): “Belief Systems and Durable Inequalities: An experimental investigation of Indian caste”, World Bank Working Paper (http://econ.worldbank.org/working_papers/36689/)
Human Rights Watch (1999): “Broken People: Caste violence against India’s “untouchables”, Human Rights Watch, New York.
Lakshmanasamy, T. and Madheswaran, S. (1995): “Discrimination by community: evidence from Indian Scientific and technical labor market”, Indian Journal of Social Sciences, Vol 8, No. 1,pp.59-77.
13.2: Books Referred:
Affirmative Action: Social Justice or Reverse Discrimination? By Francis J.
Beckwith & Todd E. Jones
The Affirmative Action Debate By George E. Curry & Cornel West
Affirmative Action: Opportunity for All? – By Trudy J. Hanmer
Affirmative Action ? By Robert Emmet Long
Page | 93
Affirmative Action: Social Justice or Unfair Preference? By Albert G. Mosley
& Nicholas Capaldi
Affirmative Action and Justice : A Philosophical and Constitutional Inquiry By
Michel Rosenfeld
Affirmative Action and Representation By Anthony A. Peacock
Affirmative Action and the Stalled Quest for Black Progress By Drake &
Holsworth
Economic Discrimination in Modern India By Sukhadeo Thorat and Katherine
S. Newman
The Remedy : Class, Race, and Affirmative Action By Richard D. Kahlenberg /
Published 1997
Affirmative Action : The Pros and Cons of Policy and Practice (American University Press Public Policy Series) By Richard F. Tomasson, et al/ Published 1996
13.3 Websites Referred:
1. http://siteresources.worldbank.org
2. http://www.time.com/time/world/article/0,8599,1198102,00.html
3. http://www.garamchai.com/desiassc.htm
4. http://www.globalrights.org/site/DocServer/AffirmativeAction_GlobalPerspective.pdf?docID=26
5. http://www.idsn.org/uploads/media/DSNUK_Company_Report.pdf
Page | 94
6. http://www.karr.net/scheduled_castes_and_tribes/encyclopedia.htm
7. http://www.ambedkar.org/News/reservationinindia.pdf
8. www.karmayog.com
9. www.titan.co.in
10. www.indianfoline.com
11. www.theeconomist.com
12. www.economictimes.com
13. www.cii.org
14. www.assocham.com
15. www.retentionconnection.com
16. www.therainmakergroupinc.com
17. www.cornerstoneondemand.com
Page | 95
ANNEXURES
CHAPTER 14: ANNEXURES - INTERVIEW SCHEDULE
Dear Respondent;
As part of my MBA Programme I have undertaken a research on affirmative action policy to find out its implications on student development. A few minutes of your valuable time to complete this questionnaire will be greatly appreciated.
- J.GANESH KUMAR-------------------------------------------------------------------------------------------------------------------
Page | 96
1. Name: Age: Sex: Male/Female College Name: Year of Study:Caste: Scheduled Tribes/ Scheduled Caste/Most Backward Caste/ Backward caste/Forward caste/others_________________Languages Known: Living area: Rural (Village) / Urban (City) / Tribal (Hill).
2. On what Basis (Criteria) did you join this institute?(Put Tick Mark) Merit Category Reservation Category
3. What is the Total Course Fee that you pay for pursuing this course? Below 10000 10000-25000 25000-50000 Above 1 Lakh
4. Are you staying in Hostel? Yes No If yes, the Fee that you pay for residing in hostel Rs.________
5. Are you receiving any scholarships? Yes No If Yes, on what category ___________________
6. How do you feel about the Institute in overall category?Extremely Satisfied Satisfied NeutralDissatisfied Extremely Dissatisfied.
7. How do you specially feel about the Quality of Education provided here? Excellent Good Fair Poor
8. How do you rate the skills / experience of the faculty? Excellent Good Fair Poor
9. Does the Institute Provide you any Extracurricular Activities? Yes No If yes, Please Provide the List of Activities Which have taken Place,_____________________________________________________________
Page | 97
10. Does the Institute provide you practical training on career Development? Yes No
11. Does the organization provide any job placement offers either internally or externally? Yes No
12. Are you aware or heard of the Titan Affirmative Action Program in your campus?
Yes No13. Have you attended or participated in any of the Affirmative
Action Programs conducted by TITAN Industries? Yes No
13 (a). If Yes, What kind of programs have you participated in? Spoken English Quality Of life Career Guidance Higher Education Tips Leadership Skills Personality Development Creativity Skills Received Uniform/Shoes Received Books
14. How do you rate the Affirmative Action Program conducted by the TITAN?
Highly Satisfied Somewhat satisfied Neither Satisfied nor DissatisfiedSomewhat Dissatisfied
Highly Dissatisfied. 15. Does the TITAN Affirmative Action Program have any impact on your
personality or your personal skills? Very Positive ImpactSomewhat Positive ImpactSomewhat Negative ImpactVery Negative ImpactNot much impact
16. Do you agree that TITAN Affirmative Action Program will enhance SC/ST community students to enhance their capability with access to quality education along with technical knowledge?
Strongly agreeAgreeUncertainDisagreeStrongly Disagree.
17. Do you agree that TITAN Affirmative Action Program will realize your
Page | 98
potential and make you as a productive member of the society? Strongly agree
Agree Uncertain Disagree Strongly Disagree
18. If do you need any special program to be conducted or any suggestions for improvement of this program please do not hesitate to tell us. ________________________________________________________________________________________
19. Faculty Evaluation: (Put a tick mark against each)
S.No Particulars Below Average
Average Good Very Good
Excellent
1 Academic Achievements
2 Quality of writing
3 Creative & Original Thought
4 Disciplined work habits
5 Motivation
6 Leadership
7 Integrity
8 Concern for others
9 Self confidence
10 Initiative & Independence
20. Please indicate how important each of the following aspects is for you…..
SNO LIFE SKILLS DEVELOPMENT
Important to meOr Not Important
Receiving assistance or no assistance
Need Further Help or No
help
1Life skill is used to improve my study skills and habits.
2 Life skill is used to develop my test-taking skills.
Page | 99
3Life skill is used to learn how to handle pressure from friends, teachers and family.
4Life skill is used to learn how to make decisions and solve problems.
5Life skill is used to learn how to set goals in my life.
6Life skill is used to learn how to manage my time better.
7Life skill is used to learn how to get more out of my life through leisure time activities.
SNO KNOWING MYSELF
Important to meOr Not Important
Receiving assistance or no
assistance
Need Further Help or No
help
1
Knowing myself used to identify my strengths and Weakness.
2Knowing myself used to develop more confidence in myself.
3Knowing myself used to understand my personal values.
4Knowing myself used to learn more about grooming and personal care.
5Knowing myself used to know about how the expectations of others will affect my life.
6Knowing myself used to develop my Creativity (r) artistic abilities.
7Knowing myself used to discipline myself for better study habits.
SNO INTERPERSONAL RELATIONSHIP Important to me
Or Not
Receiving assistance or
Need Further Help or No
Page | 100
Important no assistance help
1Interpersonal relationship used to be able to get along better with Facilitator.
2 Interpersonal relationship used to be able to get along better with other peers.
3 Interpersonal relationship used to be able to get along better with my family.
4
Interpersonal relationship used to understand the changing roles of men and women in today's society.
5 To gain a better understanding of people of different races and cultural backgrounds.
SNO EDUCATIONAL PLANNING
Important to me
Or Not Important
Receiving assistance or no assistance
Need Further Help or No
help1 Educational Planning helps to understand the
importance of graduating from College (r) School
2 Educational Planning helps in selecting the right courses for me.
3Educational Planning helps to become more aware of my educational options after College (r) School
4Educational Planning helps to know about financial aid for continuing my education after College (r) School.
5Educational Planning helps to learn how to choose an educational or training program that will be right for me.
6 Educational Planning helps to learn more about college entrance requirements.
7 Educational Planning helps to know how and when to select a college major.
8 Educational Planning helps to have counseling about my educational planning.
9Educational Planning helps to talk to the college admissions counselors about my career plans.
SNO CAREER DEVELOPMENT
Important to meOr Not
Important
Receiving assistance or no assistance
Need Further Help or No
help
Page | 101
1
Career Development helps to explore how various jobs could affect my lifestyle.
2Career Development helps to know more about job opportunities in my career interest areas.
3Career Development helps to know more about training requirements for jobs I might like.
4
Career Development helps to understand the changing Behavior of careers for both men and women.
5Career Development helps to know how important people influence my career choice.
6Career Development helps to have counseling about my career plans.
7Career Development helps to know more about possible careers and the Cultures of work.
8Career Development helps to understand how my values relate to my career plans.
9
Career Development helps to know how my personality and preferred method of learning relate to my career plans.
Page | 102