1

CHAPTER I 1. INTRODUCTION
INTRODUCTION TO THE STUDY 1.1 MARKET OPPORTUNITY ANALYSIS Market Opportunity Analysis is concerned with the acquisition, codification, analysis and presentation of market information that describes and predicts the size, distribution and growth of the market opportunity. The opportunity analyst provides this understanding by analyzing customer/market buying behavior and spending on the demand-side as well as our and competitor revenue on the supply-side within the units key market segments. They analyze market, customer, competitor and economic trends and forecasts, and use that information to formulate hypotheses about the parameters that drive demand within their market segments. They build opportunity models that generate opportunity estimates and forecasts based on key parameters such as historic buying patterns, projected industry trends and economic forecasts. Their analyses, models and the estimates are used to help shape and drive business development decisions regarding our - by segment - coverage strategy, market selection, revenue and market share performance objectives, and compensation. Key to their success is the analysts ability to understand managements needs for opportunity analysis, structure models that address those needs and communicate the resulting opportunity estimates in ways that add value. The opportunity analyst must identify, procure and utilize relevant data sources, reconcile conflicting data sources and estimates, and present numeric data and findings in a clear and understandable form that enables decisions, assessments and measurements. They persuasively present their findings and stand behind their recommendations. They select, procure and participate in the development of market data, analyze and interpret market information, describe complex interrelationships and models, effectively communicate results, manage the research process, know the Market Planning Process, understand how their analysis is used in Group and Business Unit Business Plans, and in Marketplace Assessments, and effectively use Opportunity Analysis tools

2 TRAINING AND DEVELOPMENT NATURE OF TRAINING AND DEVELOPMENT In simple words, training and development refers to the imparting of specific skills, abilities, knowledge to an employee. A formal definition of training and development is determined as follows: The need for training and development is determined by the employees performance deficiency, computed as follows: Training and development needs = Standard performance Actual performance We can make a distinction among training, education and development. Such distinctions enables us to acquire a better perspective about the meaning if the term training. Which refers to the process of imparting specific skills, Education, on the other hand is confined theoretically learning in classroom To distinct more, the training is offered in case of operatives whereas development programs are conducted for employees at higher levels. Education however is common to all the employees. Importance of Training and development for the organization There are many benefits of Training and Development to the organization as well as employee. We have categorized as under 1. Benefits for the organization 2. Benefits for the individual 3. Benefits for personnel and human relation, intra group and internal group relation and policy implementation 1. Benefits for the organization a. Improves communication between group and individuals. b. Aid in orientation of new employee and those taking new job through transfer or promotion. c. Provides information on equal opportunities and affirmative action. d. Provides information on other government laws and administration policies. e. Improve interpersonal skills.

3 2. Benefits for the individual a. Helps and individual in making better decision and effective problem solving. b. Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized and operationalised. c. Aid in encouraging and achieving selfdevelopment and self confidence. d. Helps a person handle stress, tension, frustration and conflict. e. Provides information for improving leadership, knowledge, communication skills and attitudes. 3. Benefits for personnel and human relation, intra group and internal group relation and policy implementation a. Improves communication between group and individuals. b. Aid in orientation of new employee and those taking new job through transfer or promotion. c. Provides information on equal opportunities and affirmative action. d. Provides information on other government laws and administration policies. e. Improve interpersonal skills. QUALITY IN EDUCATION Even the ancient Indian texts in Sanskrit indicate that ancient Indian education meant excellence. There has been eternal quest for quality through the ages of human history. It has been the driving force for all human endeavours. Quality is the inspiration for transcendence from the mundane to the higher realms of life. It is the source of craving behind the unfolding human civilization through ages immemorial. The phenomenal expansion of education at all levels in the country, the management of quality has become a major challenge. Globalization has added a new dimension; for, it is not just the globalization of economy, but also the globalization of socio-cultural institutions including education. The challenge has narrowed down to global standards. Defining quality in education is a massive challenge since it deals with

4 the most sensitive creation on earth the human beings. No wonder then that the concept of quality in education has attracted scholarly attention in India as well as in the west. ISO CERTIFICATION: ISO 9000 standards are rapidly being implemented in many service industries such as educational institutions, banking sectors and postal services etc. These standards are gaining popularity in educational institutions in particular. Absence of any quality standard specific to education sector has given a scope to implement ISO 9000 quality standards in educational institutions. 2. ISO 9000 standards in education Education itself is a multi-million dollar industry and is very important for countrys development. Education is vital for society and no one can ignore its role and contribution. Quality assurance in education is a multifaceted problem. The quality of an educational institute is expected to be perfect by various stakeholders such as parents, students, industry and society. Student and their parents are rightfully questioning the quality of curriculum, instructional delivery, the learning environment and improvement of knowledge. The competitive environment demands students to have in depth and practical knowledge, understanding of their specific area along with interpersonal and communication skills. As a society we want that institution must ensure quality of education to provide able professionals for continuous growth and development Benefits of ISO 9000 standards to educational institution The standards long-term contribution to the organizations may be positive, neutral or negative, depending on the way that companies choose to implement them. ISO 9000 standards have made strong impact on institutions, faculty, staff and students. Beaver (1994) pointed out that quality management is very essential to reassure that educational institutions perform well and that the customers of education are being well served. In accordance with the classification given in Vloeberghs and Bellens (1996), the benefits are categorized into four groups, namely the operational results, financial results, benefits for the customers and benefits for the workers. Motwani et al. (1996) has summarised the benefits of ISO 9000 implementation.

These include Improvements in operations and methods Increased efficiency of organisation, Employees motivation and encouragement. The strengths of ISO 9000 in institutes such as improving the institutional leadership, improving efficiency, less time consumption to assess the documents and increased involvement of people. Difficulties in ISO 9000 implementation There are number of difficulties in the path to ISO 9000 certification. Doherty (1995) identified the amount of time and effort of faculty and staff required for such activity is a major problem. Faculty and staff feel more obligations and more time consumed in such activities. The employee resistance to change and lack of employees commitments are the major hurdles in ISO implementation process. The main difficulties in ISO 9000 implementation are constraints on resources that are time, manpower and finance .A survey pointed out that the high cost of implementation, volumes of paperwork were seen as the major problems related to ISO 9000. He expressed that time spent checking paper work is a major obligation felt by employees. The high costs of implementation, shrinking university budget and lack of finance support by the government are main difficulties mentioned by the respondents. Since last five years many educational institutions in India are adopting ISO 9000 standard as a mean to improve the quality of processes and the educational system. This paper presents the study conducted to identify the motives behind seeking the certification. It also reveals the benefits to the system, faculty and students after implementing ISO 9000 standards.

1.2 INDUSTRY PROFILE

It is common knowledge that management development and training are two sides of the same coin viz., Human Resource Development (HRD). 1.2.1 Bridging both Knowledge and the Skills : A solid blend of both soft and hard skills is necessary for becoming a successful corporate professional. Currently educational institutions in India only provide knowledge (art) but not the skills (craft) and attitude demanded by the employers. Below are a few suggestions to bridge the gap between both the art and craft for enhancing employability in Indian youth. It is essential to include soft skills training programs in every educational institution. Students should pursue other non-academic courses along with academic activities to have competitive and employable edge. Involve students in the classroom to replicate what they might do in the workplace. Both industry and campus should empathize the limitations of others and work with cooperation for grooming students for employability. Training and Placement Officer (TPO) of an educational institution plays a crucial role both within the institution in bringing cooperation between faculty and students as well as outside the institution with the industry in bringing coordination between both the campus and the industry. Globalisation has ushered in new employment opportunities as well as several challenges for the businesses globally. This is the climate of economic challenges and changes arising out of rapid globalisation where there is need for both soft and hard skills. Students should realise that acquiring qualification is only a comma not a full stop. They should appreciate and accept the fact that acquiring hard skills is only a comma while possessing soft skills is a full stop.

7 1.2.2 INDUSTRY-ACADEMIA SKILL GAP IN INDIA The Business Perspective Indias talent shortages are hitting the bottom line of business and are reflected in the increase in attrition rates of skilled manpower and wage inflation in various business verticals. This situation is compounded by the increase in demand for skilled and semi skilled manpower in various sectors. As per a McKinsey report 73 million workers are needed by 2015 i.e. 50% more than today in the automobile and electronic sector. According to the Center for Asia Pacific Aviation, New Delhi about 3, 200 additional jobs for pilots will be created by 2010 and Ma Foi Management Consultants Ltd estimate about 2.5 million jobs by 2010 in the retail sector. Recognizing the sectoral needs is essential and critical, to develop models of partnerships and to provide value to the changing employment patterns. Jobs in some sectors may contract with technological change and new patterns of consumer demand; but in other sectors, those same factors may provide new jobs. Addressing the needs of specific sectors therefore, is one way of helping employers address patterns of industrial change. To be able to identify effect of economic trends on changes in employment patterns requires a strong sector perspective. Although firms may compete and be structured differently, those operating in the same business sector often share common problems. They use similar technologies and face similar challenges. While there are skills common to every sector, firms tend to learn from within their own sector what constitutes good business practice. These similarities are important for the following reasons: Distinctive business trends lead to changes in the skills requirement which may be common within sectors; Providers of education and training can effectively meet the sector specific knowledge and skill needs; Businesses can become more productive when they have appropriately skilled employees. In strategic organizations, sector specific skills:

8 Drive the workforce skill development in their sectors that improves productivity, business growth, public service improvement and employability; 1.2.3 Gaps in the Indian Higher Education System: Very often company executives express the mismatch that exists between their expectation from the management students and what is been provided to the management students as educational inputs. Some of the gaps are identified below: Lack of Industry orientation the essence of the system still follows examination based evaluation processes and not project based assessments; Rigidity - Since all educational institutions are under the ambit of UGC regulations the process of re-evaluation of course content becomes non-flexible; Lack of industry experience of the teachers themselves; Lack of attention towards pure sciences Even countries like China and Vietnam have been concentrating on the same, rightly understanding the importance of the ITES in a post-industrial economy. Some of the leading training organizations providing training to education institutions are TV Rheinland-Academy Ma Foi Randstads Training Infosys HCL Wipro Hewlett Packard Cognizant

IMPLEMENTING QUALITY IN HIGHER EDUCATION The overall scenario of higher education in India does not match with the global Quality standards. Hence, there is enough justification for an increased assessment of the Quality of the countrys educational institutions. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz., faculty with an

9 impressive set of degrees and experience detailed at the end of the institutes admission brochure, number of books and journals in the library, an ultra-modern campus, and size of the endowment, etc., or by its definable and assessable outputs, viz., efficient use of resources, producing uniquely educated, highly satisfied and employable graduates. This view of determining Quality in higher education, popularly termed as the valueaddition approach, does not measure the competencies students develop through the courses offered. The competencies are recall, understanding, and problem solving. Recall amounts to a competency of gaining knowledge by way of reading, viewing, listening, assimilating, and demonstrating it when required. Understanding is comprehension, which requires explanations and vocabulary development, and demonstrating it by giving ideas, predict, and evaluate cause and effect. The competency of problem solving can be developed by solving text-book type of problems and the expertise so developed can be used in handling real-life situations. The students should understand and accept these concepts, and the level of competency they are expected to attain should also be defined in consultation with them. Quality concepts in Higher Education Quality in industries could be defined as adhering to the stated or implied performance requirements of the customer, but with interpretations as varied as the individuals, it is rather difficult to define the Quality in educational institutions. Although, the Quality management concepts in business and in education remain same, there are certain limitations in adopting the corporate methods of Quality management because educational institutes cannot be considered as industry and the products are not their students, but it is the education imparted to the students. Students, their parents, and their future employers are the customers of this product (education). In Quality management, the customer is defined as the next person in line. In an educational institute, students directly receive the teaching services and hence are the customers of the teacher, whereas the faculty and the Institutes administrators are the suppliers of the services. Even the supplier customer concept of Quality management cannot be applied in education because the customers do not understand what is to be acquired, or what is of good Quality.

10

The students definition of a Quality experience has to be found through discussions and observations of what gives them joy of learning, not just enjoyment without learning. If the teaching and learning process conforms to their ideas about what is Quality education, students enjoy learning. Teachers need to discuss such questions with the students as: Why are you here? What are you trying to do? What does it mean to you to do it well? How the teacher can help you in doing it well? A teacher has to build up a consensus in a class regarding what constitutes a Quality experience. Once a mutually agreed purpose is established, the Quality management concepts ensure that curriculum coherence increases, education is improved, productivity of teachers is enhanced, and teachers and students find greater joy in their work and are able to make positive contributions to the society. It is, therefore necessary that the institutes of higher education accept the mantra of Quality and provide for a standardised assessment of what exactly the students are able to do (that they were not able to do before) as a result of their education. SOME OF THE NABCB ACCREDITED CERTIFICATION / INSPECTION BODIES ARE TV Rheinland TV TV SUD Bureau Veritas DNV

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1.3. COMPANY PROFILE

TV RHEINLAND TV Rheinland Group is a leading group for the provision of technical services worldwide. It has over 400 locations in 61 countries on all five continents. With a workforce of more than 13, 300, it achieves turnover of approx. 1.1 billion in 2008. The guiding principle in the Group is sustainable development of safety and quality standards. The motivating factor for TV Rheinland employees is the conviction that without technical progress, society and industry cannot grow. For this very reason, using technical innovations, products and equipment in a safe, responsible manner is of decisive importance. TV Rheinland has been a member of the Global Compact of the UN since 2006. TV Rheinland is 137 years old and its headquarters are in Cologne, Germany. TV Rheinland has bundled its more than 2.500 services into a portfolio of 42 global business fields. These are again combined into 6 business streams: Industrial Services (TV Rhineland Industry Service), Mobility (TV Rheinland Mobilitt), Products (TV Rheinland Produkte), Life Care (TV Rheinland Leben und Gesundheit), Training and Consulting (TV Rheinland Bildung und Consulting) and Systems (Systeme). The areas of testing include motor vehicles, industrial facilities and plants as well as consumer goods. Consumer goods for example can be tested and certified according to the German GS Mark by TV Rheinland. Today TV Rheinland is a global leader in the areas of toy- and furniture testing as well as in the assessment and certification of Photovoltaics 1.3.1 The Brand: TV Rheinland. Precisely Right. TV Rheinland (German pronunciation: [tf anlant]) is a global provider of technical, safety and certification services. TV Rheinland was founded in 1872 and has its headquarters in Cologne, Germany. The TV Rheinland Group employs more than 12, 000 people in 360 locations in 62 countries and generates annual revenues of 1.1 billion (40% outside of Germany). The group's guiding principle is to achieve sustained

12 development of safety and quality in order to meet the challenges arising from the interaction between man, technology and the environment (thus the triangular logo). People and companies around the globe have placed their trust in the TV Rheinland Group since 1872. TV Rheinland use new ideas, expertise and a strong global network to contribute to the further development of products, services, systems and people and make them more competitive. In so doing, TV Rheinland are working towards a future that can fulfills the needs of both mankind and the environment in the long term. Advising, developing, promoting, examining and certifying these services inspire our customers every day. 1.3.2 Values and Accountability In its Corporate Mission Statement, the TV Rheinland Group acknowledges its social, ecological and economic responsibilities. In order to set out this understanding in detail, the Executive Board has adopted a binding Group Policy on Values and Accountability. The Group Policy on Values and Accountability is designed to safeguard the role of the TV Rheinland Group as a leading provider of quality based on principles and policies that are applied worldwide in equal measure along with suitable benchmarks with regard to neutrality, conscientiousness and objectivity.

1.3.3 History The history of the TV Rheinland Group is the story of its growth from a regional testing organisation into an international provider of technical services. Today, the corporate group is active in 61 countries and in 39 Business Fields. The company can trace its origins back to 1872, when a group of entrepreneurs founded the Dampfkessel-berwachungs-Vereine (DV) or Steam Boiler Inspectorate as their own independent organisation dedicated to ensuring technical safety.

13

1872

Acting on their own initiative, entrepreneurs set up the Verein zur berwachung der Dampfkessel (an organization to inspect steam boilers) in the districts of Elberfeld and Barmen, Germany to ensure the safety of their production facilities - the forerunner of today's TV Rheinland Group. Soon afterwards, the organisation was commissioned to carry out mandatory inspections. Over 80 operators of steam boilers amalgamate to form the Rheinischer Dampfkessel-berwachungsverein (DV) Cln-Dsseldorf. DV inspects the first automobiles and administers driving license tests. DV expands its activities to include mining and energy. DV becomes TV, Technische berwachungsvereine (Technical Inspections Organizations) and Rheinischer DV becomes TV Kln. TV Kln with 600 employees and six offices is renamed TV Rheinland e.V. First domestic TV Rheinland subsidiary is established. First foreign TV Rheinland subsidiary is established. TV Rheinland Holding AG (a holding corporation) is formed to oversee the operations of the corporate group. TV Berlin-Brandenburg e.V. and TV Rheinland e.V. merge to form the new TV Rheinland Berlin-Brandenburg e.V. Merger with TV Pfalz e.V. to form TV Rheinland Berlin Brandenburg Pfalz e.V., which ultimately becomes the TV Rheinland Group. Restructuring of the corporate group, centralizing operations under the umbrella of TV Rheinland Holding AG. Integration of LGA Beteiligungs GmbH along with two leading Hungarian testing institutes. Entry into the United Nations Global Compact initiative. The new Business Stream, Life Care is established. Integration of Brazils two leading testing institutes into TV Rheinland do Brasil. The founding of a subsidiary in Australia sees the TV Rheinland Group establish a presence in 60 countries and on every continent through its own offices and subsidiaries.

1877 1900 1918 1936 1962 1967 1970 1992 1997 2003 2004 2005

2006

2007

14 1.3.4 Products and Services Products and Services of TV Rheinland India Private Ltd are listed below; 1. Product Safety Testing & Certification 2. System Certification 3. Inspection 4. Plant Engineering, Clean Development Mechanism 5. Training and Consultant Industry Services Mobility Products Electrical and Electronic Mechanical and Machinery Services NABL Accreditation Product and Environmental Analysis Market Access Services Ergonomics and Usability Homologation Guided Transport System Automotive and Aviation Technology Transport Telematics, Consulting and Logistics Elevators, Conveyor and Machinery Technology Electrical Engineering and Building Technology Industrial Engineering Safety Energy and Environmental Technologies Pressure Equipment and Materials Technology Civil Engineering

15 TV Rheinland evaluates tests and certifies the safety and quality of products in virtually all categories: from toys to state-of-the-art computer equipment and heavy industrial machinery - national and international. Our TV Rheinland NABL accredited, laboratory as per ISO/IEC17025 in Bangalore is well-equipped to test a range of products, including house-hold, medical devices, medical equipment, photography equipment, oxygen concentrators/ baby warmers, photo therapy equipment, electronic and wireless equipment/ devices. We are a globally recognized certification body - CB- which tests and certifies according to IS 13450, EN / IEC 60601, ISO 14971, ISO 8359, ISO 13485. Life Care The TV Rheinland Group offers a wide range of services in the field of health from quality checks for high-tech equipment at clinics to psychology consulting services in companies. Education and Consulting Professional Education Business Consulting Vocational Training

Systems Certification of Management systems IT and Communication System Security TV dotCOM, Web Services TV Rheinland STAR

1.3.5 TV Rheinland Academy The TV Rheinland Group offers a broad range of vocational and advanced training courses, along with organizational and systems consulting, temporary employment and transfer agency services, project management assistance, and publishing products of the highest professional standards.

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Their education and consulting service is popularly known as "TV Rheinland Academy" which is one of our six business fields and is operational in India offering services and support to industry and educational institutions in professional, vocational & industry-relevant training. Our training courses are specially designed to suit the clients needs and customized for bridging the knowledge gap. TV Rheinland Academy is deeply committed to introduce various concepts in educational sectors in order to promote the Quality practices, enhance efficiency and improve productivity. TV Rheinland Academy is operational in India offering services & support. We associate with your educational institution to provide our services. TV Rheinland Academy is offering services for both primary and secondary educational sectors in rural and urban areas, as well as industry. We have been associated with 50 educational institutions and 150 companies across India for providing services on Technical, Non-technical and Management Oriented training and consultancy. TV Rheinland Academy Objective To improve the placement opportunities through developing unique skill and knowledge. To enhance the knowledge of students on Industrial Practices and Requirements. To illustrate the importance of role, skills and competency in bearing ultimate responsibility for effective performance of individuals. TV Rheinland Akademie has developed a comprehensive module program so that training companies can systematically and specifically expand the professional areas of application of their trainees. As a result, companies can choose according to the company's needs. Additional modules are offered in areas including welding, operating licenses, CNC, electrical engineering, IT and communication. Expertise and management skills provide the ideal foundations for a company. However, the organization and the processes are only as good as the employees that embody and shape them.

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1.4 LITERATURE REVIEW

Market Opportunity Analysis is concerned with the acquisition, codification, analysis and presentation of market information that describes and predicts the size, distribution and growth of the market opportunity. There are many benefits of Training and Development to the organization as well as employee. We have categorized as under Benefits for the organization Benefits for the individual Benefits for personnel and human relation, intra group and internal group relation and policy implementation Improves communication between group and individuals. Aid in orientation of new employee and those taking new job through transfer or promotion. Helps and individual in making better decision and effective problem solving. Through training and development, motivational variables of recognition achievement, growth, responsibility and advancement are internalized and operationalised. Improves communication between group and individuals. Aid in orientation of new employee and those taking new job through transfer or promotion. Motives of ISO 9000 standards Educational institutions, wishing to implement ISO 9000 quality management systems, have number of motives behind its implementation Documentation improves understanding among faculty and staff and can be used to train newly hired staff. The overall systems of educational institute can be streamlined; quality problems can be identified, corrected and prevented in a systematic manner. So market and government accreditation benefits are generated.

18 Some studies have been done to know the extend the understanding of market opportunities for training organizations and also to estimate the benefits factors and factors affecting training program 1. Management Development training The Indian experience by R.K.Mishra The purpose of the this paper is to provide the backdrop of the socioeconomic and political scenario of India, discuss the role of management development and training in the context of the economic challenges confronting the country and the opportunities arising thereof, critically analyse the status of management development and training at the levels of the government, public enterprise and private sector. 2. Effectiveness of ISO 9000 standards 405 implementation faced by small and medium scale industries of India by Barbara and Maling (2000) They suggested eight dimensions for evaluating the impact of ISO 9000 on organisations. Number of researchers provided reviews and case studies of implementing TQM in higher education (Lindstorm, 1994; Lo and Sculli, 1996; Owlia and Aspinwall, 1997; Waks and Frank, 1999). The effective implementation of these quality management systems could provide a foundation on which TQM could be attained. 3. Empirical study on the contribution of ISO 9000 standards towards total quality management by Gotzamani (2004) It revealed long-term effectiveness and contribution of quality management system in Greek industry. Yeung, Lee and Chan (2003) studied the objectives of getting ISO certification, attitude to implementation and confidence of understanding the standard among senior management affect the development of a QMS and subsequently organisational performance. Mittal et al. (2002) conducted an empirical study to find out the benefits and problems of ISO 9000

19 IMPLEMENTING QUALITY IN HIGHER EDUCATION There are many important Quality management tools and techniques that have been fully tried out in industry, which could be adopted in the field of education, writes Dr (Ms) Asha Tewari. These tools would diagnose a system and identify potential for improvement. The overall scenario of higher education in India does not match with the global Quality standards. Hence, there is enough justification for an increased assessment of the Quality of the countrys educational institutions. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz., faculty with an impressive set of degrees and experience detailed at the end of the institutes admission brochure, number of books and journals in the library, an ultra-modern campus, and size of the endowment, etc., or by its definable and assessable outputs, viz., efficient use of resources, producing uniquely educated, highly satisfied and employable graduates. This view of determining Quality in higher education, popularly termed as the valueaddition approach, does not measure the competencies students develop through the courses offered. The competencies are recall, understanding, and problem solving. Recall amounts to a competency of gaining knowledge by way of reading, viewing, listening, assimilating, and demonstrating it when required. Understanding is comprehension, which requires explanations and vocabulary development, and demonstrating it by giving ideas, predict, and evaluate cause and effect. The competency of problem solving can be developed by solving text-book type of problems and the expertise so developed can be used in handling real-life situations. The students should understand and accept these concepts, and the level of competency they are expected to attain should also be defined in consultation with them. QUALITY CONCEPTS IN HIGHER EDUCATION Quality in industries could be defined as adhering to the stated or implied performance requirements of the customer, but with interpretations as varied as the individuals, it is rather difficult to define the Quality in educational institutions. Although, the Quality management concepts in business and in education remain same,

20 there are certain limitations in adopting the corporate methods of Quality management because of educational institutes cannot be considered as industry and the products are not their students, but it is the education imparted to the students. Students, their parents, and their future employers are the customers of this product (education). In Quality management, the customer is defined as the next person in line. In an educational institute, students directly receive the teaching services and hence are the customers of the teacher, whereas the faculty and the Institutes administrators are the suppliers of the services. Even the supplier customer concept of Quality management cannot be applied in education because the customers do not understand what is to be acquired, or what is of good Quality. The students definition of a Quality experience has to be found through discussions and observations of what gives them joy of learning, not just enjoyment without learning. If the teaching and learning process conforms to their ideas about what is Quality education, students enjoy learning. Teachers need to discuss such questions with the students as: Why are you here? What are you trying to do? What does it mean to you to do it well? How the teacher can help you in doing it well? A teacher has to build up a consensus in a class regarding what constitutes a Quality experience. Once a mutually agreed purpose is established, the Quality management concepts ensure that curriculum coherence increases, education is improved, productivity of teachers is enhanced, and teachers and students find greater joy in their work and are able to make positive contributions to the society. It is, therefore necessary that the institutes of higher education accept the mantra of Quality and provide for a standardised assessment of what exactly the students are able to do (that they were not able to do before) as a result of their education. EXPECTATIONS FROM EDUCATIONAL INSTITUTIONS Institutes of higher education, through their curriculum, are expected to provide knowledge, know-how, wisdom, and character to the students. Knowledge enables them to understand what they learn in relation to what they already know, and creates an ability to generalise from their experiences. Know-how takes them beyond merely

21 understanding and enables them to put their knowledge to work. Wisdom makes them capable of deciding their priorities. Character development is the combined effect of knowledge, know-how, and wisdom, coupled with motivation. Character development is recognised by certain traits, viz., honesty, integrity, initiative, curiosity, truthfulness, cooperativeness, self-esteem, and ability to work alone and in a group. However, most of the educational institutions hardly pay any attention to the development of either wisdom or character. Many educators have not developed wisdom themselves and hence throw up their hands at the thought of imparting it to the students. They think that these elements are to be taken care of by someone else. Wisdom and character, the two important human Qualities, are best developed by making students participate in creative team activities, wherein they learn to set priorities, to work together, and to develop the social skills required in a society where teamwork is essential to success.

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CHAPTER II
2.1 NEED & IMPORTANCE OF STUDY In recent trends, there is a growing pool for outsourcing of training activities in educational institutions, the reason is 1. To enhances the corporate exposure in the educational institutions. 2. To enhances the soft skills among the students. 3. To enhance the student interaction with corporate. 4. To attain competitive advantage through implementing training programs. Need for this study is to find out the To find out the opportunities for TV Rheinland training program. To create awareness about the TV Rheinland training program. To examine the benefits and importance of training program. To analyze the critical factors in decision making of training program. To examine the clients perception towards accreditation process. 2.2 Objectives Primary objectives: To study the opportunities for TV Rheinland India Pvt Ltd., in educational institutions. To assess the awareness level for TV Rheinland - Academy in educational institutions. Secondary objectives: To study the benefits of training program in educational institutions. To analyse the critical factors influencing decision making for training program. To study the factors influencing the training program.

23 To analyse the benefits of accreditation process and factors hindering accreditation process for educational institutions. 2.3 SCOPE: The study has been undertaken mainly to highlight the opportunities for TV Rheinland training program in educational institutions and in industries and also to create awareness about TV Rheinland training program in education institutions. The scope of the study is as follows: This study critically analyse the market opportunities for TV Rheinland India Pvt Ltd.,training program specific to districts in Tamilnadu, so it will be beneficial for the TV in the estimation of market potential for TV Rheinland training program. This study reveals the perception of different institutions to implement training program. This study examines peception of training program in educational institutions , so according to result the training program can be modified to increase the effectiveness of training program This study reveals factors influencing organisation not to take up the training program, so the restriction factors can be analysed to overcome it, and implement training to the organisations This study also reveals the advantages/disadvantages of ISO, So through this opportunities for system certification can be analysed in the organisations and disadvantages can be rectified by proper guidance This study examines the changes in organisation after implementation of ISO and also reasons for organisation not preferring ISO, so in this issue guidance can be given in the future to overcome the constraints and to get ISO certification. 2.4 GEOGRAPHICAL AREA:

24 This research study has been carried out for TV RHEINLAND Academy in Coimbatore, Salem and Namakkal Districts of Tamilnadu. The location is selected according to the reference of the organisation.

25 2.5 LIMITATIONS: This project is based on the perceptions of the respondents Hence the findings and suggestions are limited to the same. The findings limited to specific areas The findings of the study cannot be generalized to any other industry.

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2.6 RESEARCH METHODOLOGY

Research methodology is used to systematically solve the problem. Considering the objective of the study, the methods are logically chosen and adopted so that the results are capable of being evaluated either by the researcher or by others. 2.6.1 HYPOTHESIS Hypothesis testing begins with an assumption that we take population parameter a hypothesis is a supposition made as a basis for reasoning a hypothesis in statistics is simple a quantitative statement about a population. The difference is significant. The smaller the difference greater the likelihood that our hypothesized value for the mean is correct, the larger the different smaller the likelihood. NULL HYPOTHESIS H0: There is no significant difference between the variables. ALTERNATE HYPOTHESIS Ha: There is significant difference between the variables.

2.6.2 RESEARCH DESIGN: This study is a descriptive and exploratory type of research; its a descriptive research because this study describes what is happening? In this case it describes the benefits of training program for students and faculties in educational institutions and also describes the benefits of accreditation process. Its a exploratory type of research this study explores what is happening? Ie, in this case this study explores and analyse the awareness and interest for TV Rheinland- Academy. The study is descriptive in nature, Primary data for the study is collected from the management representatives of selected educational institutions and in industries, located in the districts of Tamilnadu(Coimbatore, Salem, Namakkal) . Respondents were management representatives of educational institutions and industries, located in districts of Tamilnadu.

27 2.6.3 SAMPLE DESIGN SAMPLING UNIT: Data has been collected from their various management representatives. 2.6.4 POPULATION FRAME: Population frame is approximately 100 institutions. 2.6.5 SAMPLING SIZE: The sample size for the study is 60 educational institutions. 2.6.6 SAMPLING TECHNIQUE: The sample technique used in the study is simple random sampling technique. 2.6.7 DATA COLLECTION METHOD: The data is collected through questionnaire method, through interview / interaction with clients data are collected, and its recorded in the questionnaire. Each institution is considered as one respondent.

28

CHAPTER III ANALYSIS AND INTERPRETATION

The date collected from the respondents is analysed and interpreted with various tools such as SPSS package and MS Excel, the analysis and interpretation is done with in the order to help the researcher to find out various factors for analyzing the market opportunities for TV Rheinland India Pvt Ltd. The tests used for the analysis are Simple percentage analysis for various factors like organization category, number of departments in the institutions, students and faculty training program, benefits of training program to faculties and students, critical factors in training decision making, benefits of organization due to accreditation process and endurance factors in accreditation factors. Chi - square test done to analyze the relationship between the organization category and knowledge of TV Academy. The ranking analysis is done for the benefits of training program to faculties and students, critical factors in training decision making, benefits of organization due to accreditation process and endurance factors in accreditation factors.

29

3.1 SIMPLE PERCENTAGE ANALYSIS

TABLE 3.1.1 CLASSIFICATION OF RESPONDENTS BASED ON ORGANIZATION CATEGORY No. of Respondents 31 16 11 2 60

S.No. 1 2 3 4

Organization category Engineering college Management institute Arts & Science college Polytechnic college Total

Percentage 51.7 26.7 18.3 3.3 100.0

CHART 3.1.1 ORGANIZATION CATEGORY

Organization category
60 50

40

30

20

Percent

10 0 Engineering college Arts & Science colle Polytechnic college Management institute

Organization category

Interpretation: The above table and graph shows, among the total of 60 educational institutions 51.7% are engineering colleges, 26.7% are Management institutes, 18.3% are Arts and Science Colleges, and 3.3% are Polytechnic colleges.

30 TABLE 3.1.2 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF DEPARTMENTS S.No. 1 2 3 4 5 Number of Departments Size in the Institution 1-4 departments 5-8 department 9-12 departments 12-16 departments >16 departments Total No. of Respondents 14 19 5 5 17 60 Percentage 23.3 31.7 8.3 8.3 28.3 100.0

CHART 3.1.2 NUMBER OF DEPARTMENTS

Number of Departments
40

30

20

10

Percent

0 1-4 departments 9-12 departments >16 departments 5-8 deparments 12-16 departments

Number of Departments

Interpretation: The above table and graph shows among the educational institutions, 23.3% educational institutions are with 1-4 departments, 31.7% of institutions are with 5-8 departments, 8.3% of institutions with 9- 12 departments, another 8.3% institutions are with12-16 departments and28.3% of institutions with >16 departments.

31 TABLE 3.1.3 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF YEARS OF EXISTENCE Numbers of years of S.No. 1 2 3 4 existence 1-4 years 5-8 years 9-12 years >16 years Total Respondents 9 21 17 13 60 No. of Percentage 15.0 35.0 28.3 21.7 100.0

CHART 3.1.3 NUMBER OF YEARS OF EXISTENCE

Number of Years of existence
40

30

20

10

Percent

0 1-4 years 5-8 years 9-12 years >16 years

Number of Years of existence

Interpretation: The above table and graph shows the respondents among the educational institutions related to number years of existence 15% of institutions are with 1-4 years of existence, 35% of institutions have 5-8 years of existence, 28.3% of institutions have 912 years of existence and about 30% of institutions have >16 years of existence. TABLE 3.1.4 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF STUDENTS S.No. Number of students No. of Percentage

32 Respondents 1 2 3 4 5 101-300 students 301-500 students 501-700 students >701 students Total 13 11 14 22 60 21.7 18.3 23.3 36.7 100.0

CHART 3.1.4 NUMBER OF STUDENTS

Number of Students
40

30

20

10

Percent

0 101-300 students 501-700 students >701 students 301-500 studentsi

Number of Students

Interpretation: The above table and graph shows the respondents among the educational institutions, 21.7% of institutions has a student strength of 101-300 students, 18.3% of institutions has 301-500 students, 23.3% of institutions has 501-700 students and about 40% of institutions have >701 students.

33 TABLE 3.1.5 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF FACULTIES

S.No. 1 2 3

Number of faculties <100 faculties 101-300 faculties Total

No. of Respondents 30 30 60

Percentage 50.0 50.0 100.0

CHART 3.1.5 NUMBER OF FACULTIES

Number of Faculties
60

50

40

30

20

Percent

10

0 <100 f aculties 101-300 faculties

Number of Faculties

Interpretation: The above table and graph shows the respondents among the educational institutions, 50% of institutions have Faculties strength of <100 faculties and another 50% of educational institutions have 101-300 faculties.

TABLE 3.1.6

34 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF TRAINING PROGRAM FOR STUDENTS Number of training program for students across the year <5 Programs 6-10 Programs 11-15 Programs 16-20 Programs Total No. of Respondents 22 14 11 13 60

S.No. 1 2 3 4

Percentage 36.7 23.3 18.3 21.7 100.0

CHART 3.1.6 NUMBER OF TRAINING PROGRAM FOR STUDENTS

Number of Training Program for students
40

30

20

10

Percent

0 <5 Programs 6-10 Programs 11-15 Programs 16-20 Programs

Number of Training Program for students

Interpretation: The above table and graph shows the respondents among educational institutions, 36.7% of institutions conducts only <5 training Programs for students, 23.3% of institutions conducts 6-10 Programs for students, 18.3% of institutions conducts 11-15 Programs and about 22% of institutions conducts 16-20 training for students across the year.

35 TABLE 3.1.7 CLASSIFICATION OF RESPONDENTS BASED ON NUMBER OF TRAINING PROGRAM FOR FACULTIES NUMBER OF TRAINING PROGRAM FOR FACULTIES <5 Programs 6-10 Programs Total

S.No. 1 2

No. of Respondents 59 1 60

Percentage 98.3 1.7 100.0

CHART 3.1.7 NUMBER OF TRAINING PROGRAM FOR FACULTIES

Number of Training Program for faculties
120

100

80

60

40

Percent

20 0 <5 Programs 6-10 Programs

Number of Training Program for faculties

Interpretation: The above table and graph shows the respondents among educational institutions, 98.3% of institutions conducts only <5 training Programs for faculties, and only 1.7% of institutions conducts 6-10 training Programs for faculties.

36

TABLE 3.1.8 CLASSIFICATION OF RESPONDENTS BASED ON RATING FOR TECHNICAL TRAINING PROGRAM S.No. 1 2 3 Technical Training Program Most frequently Frequently Rarely Total No. of Respondents 33 7 20 60 Percentage 55.0 11.7 33.3 100.0

CHART 3.1.8 RATING FOR TECHNICAL TRAINING PROGRAM

Rank Technical Training Program
60

50

40

30

20

Percent

10 0 Most f requently Frequently Rarely

Rank Technical Training Program

Interpretation: The above table and graph shows the respondents among the educational institutes, 55% of institutions conducts technical training program most frequently, 11.7% of institutions conducts technical programs frequently and 33.3% conducts technical programs rarely.

37 TABLE 3.1.9 CLASSIFICATION OF RESPONDENTS BASED ON GENERAL TRAINING BENEFITS TO THE ORGANISATION No. of S.No. 1 2 3 Higher Competitive Advantage Strongly agree Agree Neutral Total Respondents 8 43 9 60 Percentage 13.3 71.7 15.0 100.0

CHART 3.1.9 GENERAL TRAINING BENEFITS TO THE ORGANISATIONHIGHER COMPETITIVE ADVANTAGE

Traing benifits-Higher competitive advantage
80

60

40

20

Percent

0 Strongly agree Agree Neutral

Traing benifits-Higher competitive advantage

Interpretation: The above table and graph shows the respondents among the educational institutions, 13.3% of institutions strongly agree that higher competitive advantage as a benefit to organisation as a result of training program, 13.3% institutions agree the competitive advantage as a training benefit and 15% of institutions had given neutral response. TABLE 3.1.10 CLASSIFICATION OF RESPONDENTS BASED ON GENERAL TRAINING BENEFITS TO THE ORGANISATION

38 No. of S.No. 1 2 3 Enhanced Performance Levels Strongly agree Agree Neutral Total Respondents 13 37 10 60 Percentage 21.7 61.7 16.7 100.0

CHART 3.1.10 GENERAL TRAINING BENEFITS TO THE ORGANISATIONENHANCED PERFOMANCE LEVELS

Traing benifits-Enhanced Perfomance Levels
70 60 50 40 30 20

Percent

10 0 Strongly agree Agree Neutral

Traing benifits-Enhanced Perfomance Levels

Interpretation: The above table and graph shows the respondents among the educational institutions, 21.7% of institutions strongly agree that enhanced performance level as a benefit to organisation as a result of training program, 61.7% institutions agree the enhanced performance level in the organisation as a training benefit and 16.7% of institutions had given neutral response. TABLE 3.1.11 CLASSIFICATION OF RESPONDENTS BASED ON GENERAL TRAINING BENEFITS TO THE ORGANISATION S.No. 1 2 3 Better Quality Standards Strongly agree Agree Neutral No. of Respondents 6 35 18 Percentage 10.0 58.3 30.0

39 4 Disagree Total 1 60 1.7 100.0

CHART 3.1.11 GENERAL TRAINING BENEFITS TO THE ORGANISATIONBETTER QUALITY STANDARDS

Traing benifits-Better Quality Standards
70 60 50 40 30 20

Percent

10 0 Strongly agree Agree Neutral Disagree

Traing benifits-Better Quality Standards

Interpretation: The above table and graph shows the respondents among the educational institutions, 10% of institutions strongly agree that better quality standards as a benefit to organisation as a result of training program, 58.3% institutions agree the better quality in the organisation as a training benefit and 30% of institutions had given neutral response and 1.7% of institutions disagree that better quality standards as a benefit to organisation as a result of training program.

40

TABLE 3.1.12 CLASSIFICATION OF RESPONDENTS BASED ON GENERAL TRAINING BENEFITS TO THE ORGANISATION Less AcademiaS.No. No. of Respondents Percentage Industry Gap 1 Strongly agree 11 18.3 2 Agree 32 53.3 3 Neutral 16 26.7 4 Disagree 1 1.7 Total 60 100.0 CHART 3.1.12 GENERALTRAINING BENEFITS TO THE ORGANISATIONTraing benifits-Less Academia-Industry Gap
60

50

40

30

20

Percent

10

0 Strongly agree Agree Neutral Disagree

Traing benifits-Less Academia-Industry Gap

Interpretation: The above table and graph shows the respondents among the educational institutions, 18.3% of institutions strongly agree that less industry-academia gap as a training benefit to organisation as a result of training program, 53.3% institutions agree that decrease in industry-academia gap as a training benefit and 26.7% of institutions had given neutral response and 1.7% of institutions disagree that decrease in industryacademia is the benefit to organisation as a result of training program.

41 TABLE 3.1.13 CLASSIFICATION OF RESPONDENTS BASED ON CHANGES WERE SEEN AFTER THAT FACULTY DEVEOPMENT TRAINING S.No. 1 2 3 Highly Motivated Workforce Strongly agree Agree Neutral Total No. of Respondents 11 44 5 60 Percentage 18.3 73.3 8.3 100.0

CHART 3.1.13 CHANGES WERE AFTER THE FACULTY DEVEOPMENT TRAINING - HIGHLY MOTIVATED WORK FORCE
Traing Changes-Highly Motivated workforce
80

60

40

20

Percent

0 Strongly agree Agree Neutral

Traing Changes-Highly Motivated workforce

Interpretation: The above table and graph shows the respondents among the educational institutions, 18.3% of institutions strongly agree that changes in faculties-highly motivated workforce seen after the faculty development program, 73.3% institutions agree that highly motivated workforce is the change seen after faculties development program and 8.3% of institutions had given neutral response.

42 TABLE 3.1.14 CLASSIFICATION OF RESPONDENTS BASED ON CHANGES WERE SEEN AFTER THE FACULTY DEVEOPMENT TRAINING S.No. 1 2 3 4 Better Time Management strongly agree Agree Neutral Disagree Total No. of Respondents 3 32 22 3 60 Percentage 5.0 53.3 36.7 5.0 100.0

CHART 3.1.14 CHANGES AFTER THE FACULTY DEVEOPMENT TRAINING - BETTER TIME MANAGEMENT
Better time management
60

50

40

30

20

Percent

10

0 strongly agree Agree Neutral Disagree

Better time management

Interpretation: The above table and graph shows the respondents among the educational institutions, 5% of institutions strongly agree that changes in faculties-better time management seen after the faculty development program, 53.3% institutions agree that better time management is the change seen after faculties development program and 36.7% of institutions had given neutral response and 5% of institutes disagree that better time management is the changes seen in faculties after faculty development training program. TABLE 3.1.15

43 CLASSIFICATION OF RESPONDENTS BASED ON MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS S.No. 1 2 3 4 5 Enhanced Communication And Presentation Skills Most Significant Significant Neutral Least Significant Not Significant Total No. of Respondents 12 16 17 8 7 60 Percentage 20.0 26.7 28.3 13.3 11.7 100.0

CHART 3.1.15 MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS
Rank traing changes-Enhanced Communication & Presentation skills
30

20

10

Percent

0 Most Significant Signif icant Neutral Not Significant Least Signif icant

Rank traing changes-Enhanced Communication & Presentation skills

Interpretation: The above table and graph shows the respondents among the educational institutions, 20% of the institutions suggested that enhanced communication and presentation skills as a most significant changes seen amongst the student after training session, 26.7% institutions suggested it as a significant change,28.3% institutions had given neutral response, 13.3% of institutions suggested it as least significant change and 11.7% of institutions suggested that enhanced communication & presentation skills is not a significant change seen amongst the students after training session. TABLE 3.1.16 CLASSIFICATION OF RESPONDENTS BASED ON MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS

44 Better Carrier Decision And

S.No.

No. of Respondents Percentage Corporate Exposure 1 Most Significant 20 33.3 2 Significant 6 10.0 3 Neutral 13 21.7 4 Least Significant 7 11.7 5 Not Significant 14 23.3 Total 60 100.0 CHART 3.1.16 MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS

Rank traing changes-Better Career Decision & Corporatr exposure

40

30

20

10

Percent

0 Most Significant Significant Neutral Not Signif icant Least Signif icant

Rank traing changes-Better Career Decision & Corporatr exposure

Interpretation: The above table and graph shows the respondents among the educational institutions, 33.3% of the institutions suggested that better carrier decision and corporate exposure as a most significant changes seen amongst the student after training session, 10% institutions suggested it as a significant change, 21.7% institutions had given neutral response, 11.7% of institutions suggested it as least significant change and 23.3% of institutions suggested that better carrier decision and corporate exposure is significant change seen amongst the students after training session. TABLE 3.1.17 not a

45 CLASSIFICATION OF RESPONDENTS BASED ON MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS Percentage GD And Interview Respondents 1 Most Significant 28 46.7 2 Significant 19 31.7 3 Neutral 3 5.0 4 Least Significant 7 11.7 5 Not Significant 3 5.0 Total 60 100.0 CHART 3.1.17 MOST SIGNIFICANT CHANGES SEEN AFTER THE TRAINING SESSION AMONGST THE STUDENTS
Rank traing changes- Increased confidence in facing GD/Interview
50

S.No.

Increased Confidence In Facing

No. of

40

30

20

Percent

10

0 Most Signif icant Significant Neutral Not Significant Least Significant

Rank traing changes- Increased confidence in facing GD/Interview

Interpretation: The above table and graph shows the respondents among the educational institutions, 46.7% of the institutions suggested that Increased Confidence in facing GD/Interview as a most significant changes seen amongst the student after training session, 31.7% institutions suggested it as a significant change, 3% institutions had given neutral response, 11.7% of institutions suggested it as least significant change and 5% of institutions suggested that Increase Confidence in facing GD/Interview is not a significant change seen amongst the students after training session. TABLE 3.1.18 CLASSIFICATION OF RESPONDENTS BASED ON TRANSFORMATIONS SEEN IN FACULTIES AFTER THE FACULTIES DEVELOPMENT TRAINING

46

Enhances embedding Of S.No. 1 2 Soft Skills In Hard Skills In Teaching Agree Neutral Total No. of Respondents 41 19 60 Percentage 68.3 31.7 100.0

CHART 3.1.18 TRANSFORMATION WERE SEEN IN FACULTIES AFTER THE FACULTT DEVELOPMENT PROGRAM - EMBEDDING OF SOFT SKILLS IN HARD SKILLS IN TEACHING
Enhanced enbedding of Soft skills in Hard skills in teaching
80 70 60 50 40 30 20

Percent

10 0 Agree Neutral

Enhanced enbedding of Soft skills in Hard skills in teaching

Interpretation: The above table and graph shows the respondents among the educational institutions, 68.3% of institutions strongly agree that transformation seen in facultiesenhances the embedding of soft skills in hard skills in teaching seen after the faculty development program, and 31.7% of institutions had given neutral response. TABLE 3.1.19 CLASSIFICATION OF RESPONDENTS BASED ON TRANSFORMATIONS SEEN IN FACULTIES AFTER THE FACULTIES DEVELOPMENT TRAINING S.No. Efficiency in Corporate interaction No. of Respondents Percentage

47 Strongly Agree 12 20.0 Agree 31 51.7 Neutral 16 26.7 Disagree 1 1.7 Total 60 100.0 CHART 3.1.19 TRANSFORMATION WERE SEEN FACULTIES AFTER THE FACULTY DEVELOPMENT PROGRAM - EFFICIENCY IN CORPORATE INTERACTION
Efficiency in Corporate interaction
60

1 2 3 4

50

40

30

20

Percent

10

0 Strongly Agree Agree Neutral Disagree

Efficiency in Corporate interaction

Interpretation: The above table and graph shows the respondents among the educational institutions, 20% of institutions strongly agree that transformation seen in facultiesefficiency in corporate interaction seen after the faculty development program, 51.7% institutions agree that Efficiency in Corporate interaction is a transformation seen in faculties seen after faculties development program and 26.7% of institutions had given neutral response and 1.7% of institutes disagree that efficiency in corporate interaction is a transformation seen in faculties after faculty development training program. TABLE 3.1.20 CLASSIFICATION OF RESPONDENTS BASED ON CRITICAL FACTOR IN TRAINING DECISION MAKING S.No. 1 2 Brand Image Of Training Institute Strongly Agree Agree No. of Respondents 26 10 Percentage 43.3 16.7

48 3 4 5 Satisfactory Disagree Strongly disagree Total 15 5 4 60 25.0 8.3 6.7 100.0

CHART 3.1.20 CRITICAL FACTORS IN TRAINING DECISION MAKING IN TRAINING DECISION MAKING
Brand Image of Training Institute
50

40

30

20

Percent

10

0 Strongly Agree Agree Satisfactory Disagree Strongly disagree

Brand Image of Training Institute

Interpretation: The above table and graph shows the respondents among the educational institutions, 20% of institutions strongly agree Brand image of the Training institute as a important critical factor in training decision making, 16.7% institutions agree that Brand image of Training institute as a critical factor in training decision making, 25% of institutions suggested it as a satisfactory factor, 8.3% of institutions disagree and 6.7 % of institutions strongly disagree that Brand image of training institute as a critical factor in training decision making. TABLE 3.1.21 CLASSIFICATION OF RESPONDENTS BASED ON INSTITUTES INTERESTED TO TAKE UP TV RHEINLAND TRAINING PROGRAM Technical Training Program Yes No Total

S.No. 1 2

No. of Respondents 31 29 60

Percentage 51.7 48.3 100.0

49

CHART 3.1.21 INSTITUTES INTERESTED TO TAKE UP TV RHEINLAND TRAINNG ACTIVITIES - TECHNICAL TRAINING PROGRAM
Intrested in TUV training-Technical
60

50

40

30

20

Percent

10

0 Yes No

Intrested in TUV training-Technical

Interpretation: The above table and graph shows the respondents among the educational institutions 51.7% of institutions are interested to take up TV Rheinland-Academy training-technical type of training program and 48.3% of institutes are not interested to take up TV Rheinland Technical type of training programs.

50 TABLE 3.1.22 CLASSIFICATION OF RESPONDENTS BASED ON INSTITUTES INTERESTED TO TAKE UP TV RHEINLAND TRAINING PROGRAM S.No. 1 2 Non - Technical Training Program Yes No Total No. of Respondents 41 19 60 Percentage 68.3 31.7 100.0

CHART 3.1.22 INSTITUTES INTERESTED TO TAKE UP TV RHEINLAND TRAINNG ACTIVITIES NON- TECHNICAL TRAINING PROGRAM
Non-Technical Training
80 70 60 50 40 30 20

Percent

10 0 Yes No

Non-Technical Training

Interpretation: The above table and graph shows the respondents among the educational institutions 68.3% of institutions are interested to take up TV Rheinland-Academy training, Non-technical type of training program and 31.7% of institutes are not interested to take up TV Rheinland, Non-Technical type of training programs.

51 TABLE 3.1.23 CLASSIFICATION OF RESPONDENTS BASED ON INTERESTED TO TAKE UP CERTIFICATE COURSE / DIPLOMA COURSE Interested to take up S.No. 1 2 Certificate Course / Diploma Course Yes No Total No. of Respondents 42 18 60 Percentage 70.0 30.0 100.0

CHART 3.1.23 EDUCAT IONAL INSTITUTES INTERESTED TO TAKE UP CERTIFICATE COURSE / DIPLOMA COURSE

Interested to take up Certificate Course / Diploma Course

80

60

40

20

Percent

0 Yes No

Interested to take up Certificate Course / Diploma Course

Interpretation: The above table and graph shows the respondents among the educational institutions 70% of institutions are interested to take up Certificate Course/Diploma course of TV Rheinland-Academy and 30% of institutes are not interested to take up Certificate Course/Diploma Course TABLE 3.1.24 CLASSIFICATION OF RESPONDENTS BASED ON INSTITUTES ACCREDITATION

52

S.No. 1 2 3

College Accreditation Yes No No, but planning in future Total

No. of Respondents 26 10 24 60

Percentage 43.3 16.7 40.0 100.0

CHART 3.1.24 RESPONDENTS BASED ON INSTITUTION ACCREDITATION

College Accreditation
50

40

30

20

Percent

10

0 Yes No No,but planning in f

College Accreditation

Interpretation: The above table and graph shows the status of Educational Institutions related to accreditation process, among the institutes 43.3% of institutes already got the accreditation, 16.7% are not interested in accreditation and 40% of institutes had no accreditation but they are planning to get accreditation in the future.

53 TABLE 3.1.25 CLASSIFICATION OF RESPONDENTS BASED ON BENEFITS OF ACCREDITATION PROCESS TO THE ORGANISATION S.No. 1 2 3 4 5 Competitive Advantage Strongly Agree Agree Neutral Disagree Strongly disagree Total No. of Respondents 13 19 14 8 6 60 Percentage 21.7 31.7 23.3 13.3 10.0 100.0

CHART 3.1.25 BENEFITS OF ACCREDITATION PROCESS TO THE ORGANISATION

Competitive Advantage
40

30

20

10

Percent

0 Strongly Agree Agree Neutral Disagree Strongly disagree

Competitive Advantage

Interpretation: The above table and graph shows the respondents among the educational institutions, 21.7% of institutions strongly agree that competitive advantage as a benefit reaped by organisation due to accreditation process, 31.7% institutions agree that competitive advantage as a benefit reaped due to accreditation process, 23.3% of institutions had given neutral response, 13.3% of institutions disagree and 10% of institutions strongly disagree that competitive advantage is the benefits reaped by organisation through accreditation process. TABLE 3.1.26

54 CLASSIFICATION OF RESPONDENTS BASED ON BENEFITS OF ACCREDITATION PROCESS TO THE ORGANISATION S.No. 1 2 3 4 5 Systematic Functioning of Organization Strongly Agree Agree Neutral Disagree Strongly disagree Total No. of Respondents 24 6 5 13 10 60 Percentage 40.0 10.0 8.3 21.7 16.7 100.0

CHART 3.1.26 BENEFITS OF ACCREDITATION PROCESS OT THE ORGANISATION- SYSTEMATIC FUNCTIONING OF ORGANIZATION
Systematic Functioning of Organization
50

40

30

20

Percent

10

0 Strongly Agree Agree Neutral Disagree Strongly disagree

Systematic Functioning of Organization

Interpretation: The above table and graph shows the respondents among the educational institutions, 40% of institutions strongly agree that systematic functioning of organisation as a benefit reaped by organisation due to accreditation process, 10% institutions agree that systematic functioning of organisation as a benefit reaped due to accreditation process, 23.3% of institutions had given neutral response, 13.3% of institutions disagree and 10% of institutions strongly disagree that systematic functioning of organisation is the benefits reaped by organisation through accreditation process.

3.2 RANK ANALYSIS

55 TABLE 3.2.1 RANKING FOR TRAINING PROGRAMS CONDUCTED ACROSS THE YEAR IN EDUCATIONAL INSTITUTIONS Total Weighted Score 133 116 96

S.No. 1 2 3

Factors Technical Training Program Non-Technical Training Program Management-Oriented Training Program

Rank 1 2 3

Interpretation:

From the above table it is inferred that technical training program has scored rank 1 among educational institutions, technical training program has scored Rank 2 and Management oriented training program is of rank 3.

56

TABLE 3.2.2 RANKING FOR CRITICAL FACTORS IN TRAINING DECISION MAKING

S.No. 1 2 3 4 5

Factors Brand image of institute Trainers Profile Time Period & Methodology Financials Institutes Past Experience

Total Weighted Score 229 198 194 176 164

Rank 1 2 3 4 5

Interpretation:

From the above table it is inferred that top three critical factors that influence the decision making for training program are Brand image of institute, trainers profile and time period methodology. The least factors include Financials and Institutes past performance.

57

TABLE 3.2.3 RANKING FOR THE BENEFITS TO ORGANISATION AS A RESULT OF TRAINING ACTIVITIES

S.No. 1 2 3 4 5 6 7

Factors Enhanced Performance Level Higher Competitive Advantage Less Academia-Industry Gap Improved Team Dynamics More Commitment Better Quality Standards Increase in Brand Image

Total Weighted Score 243 239 233 231 226 226 208

Rank 1 2 3 4 5 6 7

Interpretation: From the above table it is inferred that the top three outcomes/benefits from the training program to the organisation includes enhanced performance level, higher competitive advantage, less academia-industry gap. The least outcomes include increase in better quality standards and brand image

58

TABLE 3.2.4 RANKING FOR THE BENEFITS REAPED BY ORGANIZATION DUE TO ACCREDITATION PROCESS S.No. 1 2 3 4 5 Factors Competitive Advantage Systematic Functioning of Organisation Increased Efficiency and Course Delivery Productive Time Management Reduce Operating Cost Total Weighted Score 205 201 161 189 155 Rank 1 2 3 4 5

Interpretation: The above table shows ranking for the benefits reaped by organization due to accreditation process. The ranking shows the benefits reaped by the organization due to accreditation process the top most benefits are competitive advantage, systematic functioning of organization and increased efficiency and course delivery.

59

3.3 CHI-SQUARE TEST

TABLE 3.3.1 CHI-SQUARE TEST SHOWING THE RELATIONSHIP BETWEEN THE KNOWLEDGE OF TV ACADEMY WITH THE ORGANIZATION CATEGORY Organization category Engineering college Management institute Arts & Science college Polytechnic college Total Calculated value Table Value - 0.067 - 0.05 Knowledge of TV Academy Yes 17 8 4 2 29 No 14 8 7 2 31 Total 31 16 11 60

NULL HYPOTHESIS H0: There is no significant relationship between the knowledge of TV Rheinland-Academy with the organisation category. ALTERNATE HYPOTHESIS Ha: There is significant relationship between the knowledge of TV Rheinland- Academy with the organisation category. > 0.067>0.05
Cal

Tab

Interpretation: The above calculation shows that the table value is less than calculated value. So the null hypothesis is rejected and the alternate hypothesis is accepted. Hence, it is proved that there is a significant relationship between the organization category and knowledge of TV Rheinland - Academy. Therefore, the overall awareness level is comparatively less among the organization category especially among engineering colleges.

4. FINDINGS
The overall findings of the study are mentioned below:

60 4.1 The Simple Percentage Analysis Findings are; Among the total of 60 educational institutions 51.7% are engineering colleges, 26.7% are Management institutes, 18.3% are Arts & Science Colleges, and 3.3% are Polytechnic colleges. Among the educational institutions, 23.3% educational institutions are with 1-4 departments, 31.7% of institutions are with 5-8 departments,8.3% of institutions with 9- 12 departments, another 8.3% institutions are with 12-16 departments and28.3% of institutions with >16 departments. Respondents among the educational institutions related to number years of existence 15% of institutions are with 1-4 years of existence, 35% of institutions have 5-8 years of existence, 28.3% of institutions have 9-12 years of existence and about 30% of institutions have >16 years of existence. Respondents among the educational institutions, 21.7% of institutions has a student strength of 101-300 students, 18.3% of institutions has 301-500 students, 23.3% of institutions has 501-700 students and about 40% of institutions have >701 students . Respondents among the educational institutions, 50% of institutions have Faculties strength of <100 faculties and another 50% of educational institutions have 101-300 faculties. Respondents among educational institutions, 36.7% of institutions conducts only <5 training Programs for students, 23.3% of institutions conducts 6-10 Programs for students, 18.3% of institutions conducts 11-15 Programs and about 22% of institutions conducts 16-20 training for students across the year. The above table and graph shows the respondents among educational institutions, 98.3% of institutions conducts only <5 training Programs for faculties, and only 1.7% of institutions conducts 6-10 training Programs for faculties. The above table and graph shows the respondents among the educational institutes, 55% of institutions conducts technical training program most frequently, 11.7% of institutions conducts technical programs frequently and 33.3% conducts technical programs rarely.

61 The above table and graph shows the respondents among the educational institutions, 13.3% of institutions strongly agree that higher competitive advantage as a benefit to organisation as a result of training program, 13.3% institutions agree the competitive advantage as a training benefit and 15% of institutions had given neutral response. Respondents among the educational institutions, 21.7% of institutions strongly agree that enhanced performance level as a benefit to organisation as a result of training program, 61.7% institutions agree the enhanced performance level in the organisation as a training benefit and 16.7% of institutions had given neutral response. The respondents among the educational institutions, 10% of institutions strongly agree that better quality standards as a benefit to organisation as a result of training program, 58.3% institutions agree the better quality in the organisation as a training benefit and 30% of institutions had given neutral response and 1.7% of institutions disagree that better quality standards as a benefit to organisation as a result of training program. Respondents among the educational institutions, 18.3% of institutions strongly agree that less industry-academia gap as a training benefit to organisation as a result of training program, 53.3% institutions agree that decrease in industryacademia gap as a training benefit and 26.7% of institutions had given neutral response and 1.7% of institutions disagree that decrease in industry-academia is the benefit to organisation as a result of training program. Respondents among the educational institutions, 18.3% of institutions strongly agree that changes in faculties-highly motivated workforce seen after the faculty development program, 73.3% institutions agree that highly motivated workforce is the change seen after faculties development program and 8.3% of institutions had given neutral response. Respondents among the educational institutions, 5% of institutions strongly agree that changes in faculties-Better time management seen after the faculty development program, 53.3% institutions agree that better time management is the change seen after faculties development program and 36.7% of institutions

62 had given neutral response and 5% of institutes disagree that better time management is the changes seen in faculties after faculty development training program. Respondents among the educational institutions, 20% of the institutions suggested that enhanced communication & presentation skills as a most significant changes seen amongst the student after training session, 26.7% institutions suggested it as a significant change, 28.3% institutions had given neutral response,13.3% of institutions suggested it as least significant change and 11.7% of institutions suggested that enhanced communication and presentation skills is not a significant change seen amongst the students after training session. The respondents among the educational institutions, 33.3% of the institutions suggested that better carrier decision and corporate exposure as a most significant changes seen amongst the student after training session,10% institutions suggested it as a significant change, 21.7% institutions had given neutral response, 11.7% of institutions suggested it as least significant change and 23.3% of institutions suggested that Better Carrier Decision and Corporate Exposure is not a significant change seen amongst the students after training session. The above table and graph shows the respondents among the educational institutions, 46.7% of the institutions suggested that Increased Confidence in facing GD/Interview as a most significant changes seen amongst the student after training session, 31.7% institutions suggested it as a significant change, 3% institutions had given neutral response,11.7% of institutions suggested it as least significant change and 5% of institutions suggested that Increase Confidence in facing GD/Interview is not a significant change seen amongst the students after training session. Respondents among the educational institutions, 68.3% of institutions strongly agree that transformation seen in faculties enhances the embedding of soft skills in hard skills in teaching seen after the faculty development program, and 31.7% of institutions had given neutral response. Respondents among the educational institutions, 20% of institutions strongly agree that transformation seen in faculties-Efficiency in corporate interaction seen

63 after the faculty development program, 51.7% institutions agree that efficiency in corporate interaction is a transformation seen in faculties seen after faculties development program and 26.7% of institutions had given neutral response and 1.7% of institutes disagree that efficiency in corporate interaction is a transformation seen in faculties after faculty development training program. Respondents among the educational institutions, 20% of institutions strongly agree Brand image of the Training institute as a important critical factor in training decision making, 16.7% institutions agree that brand image of training institute as a critical factor in training decision making, 25% of institutions suggested it as a satisfactory factor,8.3% of institutions disagree and 6.7 % of institutions strongly disagree that Brand image of training institute as a critical factor in training decision making. Respondents among the educational institutions 51.7% of institutions are interested to take up TV Rheinland-Academy training-technical type of training program and 48.3% of institutes are not interested to take up TV RheinlandAcademy technical type of training programs. Respondents among the educational institutions 68.3% of institutions are interested to take up TV Rheinland-Academy training, Non-technical type of training program and 31.7% of institutes are not interested to take up TV Rheinland-Academy, Non-Technical type of training programs. Respondents among the educational institutions 70% of institutions are interested to take up Certificate Course/Diploma course of TV Rheinland-Academy and 30% of institutes are not interested to take up Certificate Course/Diploma Course Respondents among the educational institutions related to accreditation process, among the institutes 43.3% of institutes already got the accreditation, 16.7% are not interested in accreditation and 40% of institutes had no accreditation but they are planning to get accreditation in the future. Respondents among the educational institutions, 21.7% of institutions strongly agree that competitive advantage as a benefit reaped by organisation due to accreditation process, 31.7% institutions agree that competitive advantage as a benefit reaped due to accreditation process, 23.3% of institutions had given

64 neutral response, 13.3% of institutions disagree and 10% of institutions strongly disagree that competitive advantage is the benefits reaped by organisation through accreditation process. Respondents among the educational institutions, 40% of institutions strongly agree that systematic functioning of organisation as a benefit reaped by organisation due to accreditation process,10% institutions agree that systematic functioning of organisation as a benefit reaped due to accreditation process,23.3% of institutions had given neutral response,13.3% of institutions disagree and 10% of institutions strongly disagree that systematic functioning of organisation is the benefits reaped by organisation through accreditation process. 4.2 Rank Analysis The rank analysis findings are given below; In the ranking for training programs conducted across the year it is inferred that technical training program has scored rank 1 among educational institutions, technical training program has scored rank 2 and Management oriented training program is of rank 3. The top three critical factors that influence the decision making for training program are Brand image of institute, trainers profile and time period methodology. The least factors include Financials and Institutes past performance. The top three outcomes/benefits from the training program to the organisation include enhanced performance level, higher competitive advantage, less academia-industry gap. The least outcomes include increase in better quality standards and brand image Ranking shows the benefits reaped by the organization due to accreditation process the top most benefits are competitive advantage, systematic functioning of organization and increased efficiency and course delivery.

65 4.3 Chi- Square Test The Chi- Square Test analysis findings are given below; To analyse the relationship between the variables like organization category, knowledge of TV Rheinland-Academy. The findings are the table value is less than calculated value so there is a relation between the organization category and knowledge of TV Rheinland-Academy. 4.4 Other Findings The other findings of the study are furnished below; The training being conducted in many educational institutions Technical Technical Seminar Workshop Guest Lecture

Non Technical Personality Development Training Programs Communication Skills Development Aptitude Test Case study analysis

Management Oriented Management concept presentations Paper Presentation

66 Guest Lecture - CEO speak

67 Different accreditations already obtained by the institutions are; NBI Accreditation Most of the institutions are associated with accreditation bodies like; TV Rheinland TV SUD TV NORD BVNQ DNV Most of the institutions associated with training organization like; HCL Academy Infosys WIPRO Cognizent

Most of the training programmes conducted by the organization are Technical type of training programs conducted by the organization across the year.

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5. SUGGESTIONS

In many institutions the number of training program conducted across the year is very minimum i.e > 5 programs, so institutions can be approached to conduct many programs like mostly of technical and non technical training programs. So awareness campaign can be conducted to increase the awareness so it enables institutions to conduct more training programs.

In the critical factors for the training decision making the top most decision factors are brand image of the training institute and trainers profile. TV Rheinland have good brand image in the market and also competent trainers profile, more concentration can be given to methodology &time period of training program.

Most of the educational institutions are interested to take up TV Rheinland -Academy Non-Technical type of training program so more importance can be given to Non-Technical type training programs and technical and management oriented programs can be customized and provided to the institutions.

Knowledge of TV Rheinland-Academy especially about training services is lacking in many educational institutions but it has good brand name in service certifications so awareness about the TV Rheinland - Academy can be increased among the institutions by conducting seminars, workshops and orientation programs in educational institutions.

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]wareness programs and orientation programs can be conducted in institutions about the methodology and benefits of out-bound and other training activities so it increases awareness and also it increases institutions interest to take up more TV Rheinland - Academy training activities.

In accreditation process many institutions are well aware about the benefits of accreditation process but the hindrance factors in educational institutions for certification process are documentation/paper work and extra work load so the perception of organisations hindrance factors can be broken by detailed presentation explaining the certification process so it removes the hindrance mask on certification process.

In accreditation process, most of the institutions are yet to be certified and in that majority of the institutions are planning to get certification in future so as TV Rheinland-Academy has a good market opportunity for system certification process among the educational institutions.

The educational institutions are well aware of the importance benefits and transformational changes as a result of training programs to students & students in the educational institutions, so training program can be customized according to the training needs of institutions and provided to institutions.

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CONCLUSION

This research has aimed to analyse the market opportunities of market opportunity analysis for TV Rheinland (India) Private Ltd. Based on the findings and suggestions market opportunity analysis for TV Rheinland (India) Private Ltd has a good market opportunity both for training programs and system certification that can be acquired by adopting proper marketing strategy Customization of training programs based on the organization need is suggested. So it enhances the interest of institutions to take up training program and also competitive advantage for the organisation in the market. Also suggested to conduct more open house programs and orientation programs among the educational institutions for students and teachers in district wise to increase the awareness of TV Academy.

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BIBLIOGRAPHY
BOOKS: Naresh K. Malhotra, Satyabhushan Dash; Marketing Research - An Applied Orientation; Pearson Prentice Hall, 5th edition, Page no.75. Kothari C.R.; Reasearch Methodology, Methods and Techniques; Viswa Prakasam, 2nd edition, Page no.30-38. Philip Kotler, Kevin Keller; Marketing Management; Pearson Prentice Hall, 13th edition, Page no.89. K.J.Malhotra; Advantages of Training and Development-Text & Cases; Mc Graw Hill, 4th edition, page no.20

ARTICLES: Management Development Training The Indian experience by R.K.Mishra, Training and Development magazine, Oct 2009. Emprical study on the contribution of ISO Standards towards TQM by Gotzamani

WEBSITES: www.qcin.org www.qcin.org/nabcb/index.php http://www.ictknowledgebase.org.uk/trainingbenefits www.TV .com www.iso.org/ www.markintell.com