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AMITY UNIVERSITY MBA(HR) PROJECT REPORT SAMPLE

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 admin  November 20, 2017  no Comments

   AMITY UNIVERSITY  MBA HR PROJECT REPORT SAMPLE 

                                                                   PROJECT REPORT
                                                                                         ON

 “A STUDY ON TRAINING AND DEVELOPMENT AT UEI GLOBAL”

UNDER SUPERVISION OF:

 …………………………..

SUBMITTED BY

 NAME                           :          ………………………..

 ENROLLMENT NO.   :         ………………..

 Masters in Business Administration (HR)

A dissertation submitted in partial fulfillment of the requirements of

at the

Amity Center for ASODL

Amity University, Noida

MAY, 2017

CERTIFICATE

I, ……………………  certify that the Project Report entitled “A STUDY ON TRAINING AND

DEVELOPMENT AT UEI GLOBAL” is an Original one and has not been submitted earlier either
to AMITY SCHOOL OF DISTANCE LEARNING (ASODL), New Delhi or to any other institution for
fulfillment of the requirement of a course of Management Programme (MBA).

Place:                                                                                                                        

Signature

Date:

NAME…………………………..

ENROLLMENT NO.:……………..
 

ACKNOWLEDGEMENT

With Candor and Pleasure I take opportunity to express my sincere thanks and obligation to my esteemed
guide ………………….. It is because of his able and mature guidance and co-operation without which it
would not have been possible for me to complete my project.

Finally, I gratefully acknowledge the support, encouragement & patience of my family, and as always, nothing
in my life would be possible without God, Thank You!

NAME…………………………

ENROLLMENT NO.:………………

DECLARATION

I hereby declare that this project work titled “A STUDY ON TRAINING AND DEVELOPMENT AT UEI
GLOBAL” is my original work and no part of it has been submitted for any other degree purpose or published
in any other from till date.

    NAME………………………

   ENROLLMENT NO.:…………….

TABLE OF CONTENTS

 
CHAPTER CONTENTS
 

  Acknowledgement  

  Declaration  
   Title of the project  

1 Introduction  

  Ø Company Profile  

2 Objective and scope of the study  

3 Theoretical Perspective  

Research Methodology  

Data Analysis  

Findings of the study  

7. Recommendation  

8. Conclusion  

Ø References                                  
9.  
Ø Questionnaire                              

“A STUDY ON TRAINING AND DEVELOPMENTAT UEI GLOBAL”

CHAPTER -1

INTRODUCTION TO THE STUDY

Training and development is a function of human resource management concerned with organizational

activity aimed at bettering the performance of individuals and groups in organizational settings. It has been
known by several names, including “human resource development”, and “learning and
development”. Training can be described as “the acquisition of skills, concepts or attitudes that result in
improved performance within the job environment”. Training analysis looks at each aspect of an operational
 domain so that the initial skills, concepts and attitudes of the human elements of a system can be effectively
identified and appropriate training can be specified.
Practice

Training and development encompasses three main activities: training, education, and development.

 Training : This acti vity is both focused upon, and evaluated against, the job
that an individual currently holds.

 Educati on : This acti vity focuses upon the jobs that an individual may
potenti ally hold in the future, and is evaluated against those jobs.

 Development : This acti vity focuses upon the acti viti es that the organizati on
employing the individual, or that the individual is part of, may partake in the future,
and is almost impossible to evaluate.

The “stakeholders” in training and development are categorized into several classes. The sponsors of training
and development are senior managers. The clients of training and development are business planners. Line
managers are responsible for coaching, resources, and performance. The participants are those who actually
undergo the processes. The facilitators are Human Resource Management staff. And the providers are
specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict
with the agendas and motivations of the others.

The conflicts that are the best part of career consequences are those that take place between employees and
their bosses. The number one reason people leave their jobs is conflict with their bosses. And yet, as author,
workplace relationship authority, and executive coach, Dr. John Hoover points out, “Tempting as it is, nobody
ever enhanced his or her career by making the boss look stupid.”  Training an employee to get along well with
authority and with people who entertain diverse points of view is one of the best guarantees of long-term
success. Talent, knowledge, and skill alone won’t compensate for a sour relationship with a superior, peer, or
customer. Typical roles in the field include executive and supervisory/management development, new-
employee orientation, professional-skills training, technical/job training, customer-service training, sales-and-
marketing training, and health-and-safety training. Job titles may include vice-president of organizational
effectiveness, training manager or director, management development specialist, blended-learning designer,
training-needs analyst, chief learning officer, and individual career-development advisor.

Talent development is the process of changing an organization, its employees, its stakeholders, and groups of
people within it, using planned and unplanned learning, in order to achieve and maintain a competitive
advantage for the organization. Roth well notes that the name may well be a term in search of a meaning, like
 so much in management, and suggests that it be thought of as selective attention paid to the top 10% of
employees, either by potential or performance.

While talent development is reserved for the top management it is becoming increasingly clear that career
development is necessary for the retention of any employee, no matter what their level in the company.
Research has shown that some type of career path is necessary for job satisfaction and hence job retention.
Perhaps organizations need to include this area in their overview of employee satisfaction. The term talent
development is becoming increasingly popular in several organizations, as companies are now moving from
the traditional term training and development. Talent development encompasses a variety of components such
as training, career development, career management, and organizational development, and training and
development. It is expected that during the 21st century more companies will begin to use more integrated
terms such as talent development.

Training analysis as a process often covers:

 Review of current training

 Task analysis (of new or modifi ed system)

 Identi fi cati on of training gap

 Statement of training requirement

 Assessment of training opti ons

 Cost benefi t analysis of training opti ons

Training Analysis is most often used as part of the system development process. Due to the close tie between
the design of the system and the training required, in most cases it runs alongside the development to capture
the training requirements.

In simple terms, training refers to the imparting of specific skills, abilities and knowledge to an employee. A
formal definition of training is-it is any attempt to improve current or future employee performance by
increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or
increasing his or her skills and knowledge.

The need for training is determined by the employee’s performance deficiency, computed as follows:
 Training need = Standard performance – Actual performance.

Concept of training according to various authors:

“Training is a process of transmitting and receiving information related to problem solving.” Halloram

“Training is the international act of providing means for learning to take place.” Proctor and Thornton

“Training is a means to educate somewhat narrowly mainly by instruction, drill and discipline. It is referred as
applying principally to the improvement of skills and hence to learning how to perform specific tasks.” Yoder

“Training is being defined as an act of increasing the knowledge and skill of an employee for doing a particular
job. It is concerned with imparting specific skills for particular purposes. Training is aimed at learning a skill
by a prescribed method of application of a technique.” Tripth

“Training is the formal procedure which a company utilizes to facilitate learning so that the resultant behavior
contributes to the attainment of the company’s goals and objectives.” Mc Ghee and Thayer upon reviewing the
variety of definition of training available, the following characteristics can be listed as key elements for
effective training:

 Eff ecti ve training is the learning experience.

 Eff ecti ve training is a planned organizati onal acti vity.

 Eff ecti ve training is a response to identi fi ed needs.

Training enables employees to demonstrate new concepts, build skills, solve difficult interpersonal relationship
and technical problems or gain insight into behavior accepted as “the way things are”.

TRAINING OBJECTIVES:

The principal objective of training division is to make sure the availability of a skilled and willing workforce to
an organization. In addition, there are four other objectives:
Individual Objectives – Help employees in achieving their personal goals, which in turn helps in enhancing
the individual contribution towards his or her organization.
Organizational Objectives – Assist the organization with its primary objective of bringing individual
effectiveness.

Functional Objectives – Maintain the department’s contribution at a level suitable to the organization’s needs.

Societal Objectives – Ensure that an organization is ethically and socially responsible to the needs and
challenges of the society.

IMPORTANCE OF TRAINING:

1. Opti mum Uti lizati on of Human Resources –Training helps in opti mizing the
uti lizati on of human resource that further helps the employee to achieve the
organizati onal goals as well as their individual goals.

2. Development of Human Resources –Training helps to provide an opportunity

and broad structure for the development of human resources’ technical and
behavioral skills in an organizati on. It also helps the employees in att aining
personal growth.

3. Producti vity –Training helps in increasing the producti vity of the employees
that helps the  organizati on  further to achieve its long-term goal.

4. Team spirit – Training helps in inculcati ng the sense of team work, team spirit,
and inter-team collaborati ons. It helps in inculcati ng the zeal to learn within
the employees.

5. Organizati on Culture –Training helps to develop and improve the

organizati onal health culture and eff ecti veness. It helps in creati ng the
learning culture within the organizati on.

6. Organizati on Climate –Training helps building the positi ve percepti on and

feeling about the organizati on. The employees get these feelings from leaders,
subordinates, and peers.

7. Quality –Training helps in improving upon the quality of work and work-life.
 8. Healthy work environment –Training helps in creati ng the healthy working
environment. It helps to build good employee, relati onship so that individual
goals aligns with organizati onal goal.

9. Health and Safety – Training helps in improving the health and safety of the
organizati on thus preventi ng obsolescence.

10. Morale –Training helps in improving the morale of the work force.

11. Image –Training helps in creati ng a bett er corporate image.

12. Training helps in developing leadership skills, moti vati on, loyalty, bett er
atti tudes, and other aspects that successful workers and managers usually
display.

Human resource is a very important resource in any reputed organization, as it has unlimited potential. As the
environment is continuously changing, to achieve organizational objectives, any organization has to
continuously adopt suitable strategies to cope up with these changes to survive in present competitive &
continuously changing marketing environment. We cannot retrench the officers, when not required. Every
employee is unique has different qualities & capabilities. They can perform well when they are motivated. If
we could find out the weaknesses in employees, we can change their weaknesses (by bringing proper changes
in their attitude) in to their strengths by giving them suitable training. Such behavioral trainings develop
officers, motivate them for better performances & also improve their capabilities which result in to better
performance at work place. Also they can handle more responsibilities, which help in achievement of
organizational goal with newer dimensions.

However one training program cannot make the same impact on all employees, as training requirement of each
one is different. Hence it becomes imperative to give different training depending upon the need of employee
at the work place. Therefore Assessment of Training needs (perceived by his boss & employee himself) of all
the officers becomes very important. If we come to know the training requirement of the entire employee we
can make action plan (in the form of Training Calendar) to fulfill these needs. Thus organizational objectives
can be achieved.

Training need identification is a tool utilized to identify what educational courses or activities should be
provided to employees to improve their work productivity. Here the focus should be placed on needs as
opposed to desires of the employees for a constructive outcome. In order to emphasize the importance of
training need identification we can focus on the following areas: –
 To pinpoint if training will make a diff erence in producti vity and the bott om
line.

 To decide what specifi c training each employee needs and what will improve
his or her job performance.

 To diff erenti ate between the need for training and organizati onal issues and
bring about a match between individual aspirati ons and organizati onal goals.

Identification of training needs (ITN), if done properly, provides the basis on which all other training activities
can be considered. Also requiring careful thought and analysis, it is a process that needs to be carried out with
sensitivity as people’s learning is important to them, and the reputation of the organization is also at stake.

Identification of training needs is important from both the organizational point of view as well as from an
individual’s point of view. From an organization’s point of view it is important because an organization has
objectives that it wants to achieve for the benefit of all stakeholders or members, including owners, employees,
customers, suppliers, and neighbors. These objectives can be achieved only through harnessing the abilities of
its people, releasing potential and maximizing opportunities for development. Therefore people must know
what they need to learn in order to achieve organizational goals. Similarly if seen from an individual’s point of
view, people have aspirations, they want to develop and in order to learn and use new abilities, and people
need appropriate opportunities, resources, and conditions. Therefore, to meet people’s aspirations, the
organization must provide effective and attractive learning resources and conditions. And it is also important to
see that there is a suitable match between achieving organizational goals and providing attractive learning
opportunities.

Also in order to bring synchronization between organizational and individual objectives people need to
question the way they do things. And this is precisely the hidden objective behind any training need
identification process. It should ideally be a long-term process of encouraging employees to take an active
involvement in their own development, thus increasing their commitment to learning, to their work, and to the
organization as a whole

Methods of training

On the job– Methods that are applied in workplace, while the employee is actually working. Eg. Coaching,
job rotation, understudy etc.
 

Off the job– Method used away from workplace. Eg. Case study, simulation exercise, management games,
role playing etc.

TRAINING NEEDS ANALYSIS:

An analysis of training need is an essential requirement to the design of effective training. The purpose
of training need analysis is to determine whether there is a gap between what is required for effective
performance and present level of performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are available or not. It helps to
plan the budget of the company, areas where training is required, and also highlights the occasions where
training might not be appropriate but requires alternate action.

Training Need arises at three levels:

An analysis of training need is an essential requirement to the design of effective training. The purpose
of training need analysis is to determine whether there is a gap between what is required for effective
performance and present level of performance. Training needs analysis process is a series of activities
conducted to identify problems or other issues in the workplace, and to determine whether training is an
appropriate response.

The needs analysis is usually the first step taken to cause a change. This is mainly because a needs analysis
specifically defines the gap between the current and the desired individual and organizational performances.

A training need exists when there is a gap between what is required of a person to perform their job
proficiently and what they actually know.

Organizational Level – Training need analysis at organizational level focuses on strategic planning, business
need, and goals. It starts with the assessment of internal environment of the organization such as, procedures,
structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.
 After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can
further be strengthened with continued training. Threats can be reduced by identifying the areas where training
is required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to be involved in strategic
planning. In this planning, HR develops strategies to be sure that the employees in the organization have the
required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.

Individual Level – Training need analysis at individual level focuses on each and every individual in the
organization. At this level, the organization checks whether an employee is performing at desired level or the
performance is below expectation. If the difference between the expected performance and actual performance
comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that are used to analyze
the individual need are:

 Appraisal and performance review

 Peer appraisal

 Competency assessments

 Subordinate appraisal

 Client feedback

 Customer feedback

 Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on the work that is being assigned to
the employees. The job analyst gathers the information on whether the job is clearly understood by an
employee or not. He gathers this information through technical interview, observation, psychological test;
questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep
changing over the time. Employees need to prepare for these changes. The job analyst also gathers
information on the tasks needs to be done plus the tasks that will be required in the future.
Based on the information collected, training Need analysis (TNA) is done.

Training Needs Analysis Process

Step One – Identify Problem Needs

• Determine circumstance for training request
• Identify potential skill gap
• Set objectives
Step Two – Determine Design of Needs Analysis
• Establish method selection criteria
• Assess advantages and disadvantages for methods
Step Three – Collect Data
• Conduct interviews
• Administer surveys and questionnaires
• Conduct focus groups
• Observe people at work
• Review documents
Step Four – Analyze Data
• Conduct qualitative or quantitative analysis
• Determine solutions and recommendations
Step Five – Provide Feedback
• Write report and make oral presentation
• Determine next step – training needed?
Step Six – Develop Action Plan
• Use results as the basis for training design, development and evaluation.

Need for Assessment of Training

Corporate, today, expend large amount of money on imparting training and development practices. But prior to
spending such vast amount, they should analyze the need for conducting training to the workforce. There are
chances in which firms can make mistakes if they are not assessing the training needs. An employee, for sure,
requires training when he is found to be not capable enough to meet the goals of the organization and when
there is a gap between the current performance and expected performance. Meagerness in recital occurs due to
the lack of sufficient knowledge and expertise, monotonous management or any other personal and official
issues. All these problems spotted can be tackled by providing an effective training programme to the right
employee and at the right point of time. 

Effective Training Programme- Underlying Principles  

Any training programme in order to be effective must have some precise goals and objectives:
 To enlighten the partakers more about their organizati on, its aspirati ons,
challenges and the business background in which it operates.

 To make the human resources cognizant of the functi ons of diff erent secti ons.

 To train them to be aware of the signifi cance of communicati on and

enthusiasm in their day to day work as a tool for bett er organizati onal climate and
morale.

 To see that once they go back aft er att ending training, they feel that they
belong to the organizati on.

 To ensure that the parti cipants would share their informati on gained from
training with their co-workers.

 To develop friendship, fellowship, support and trusteeship among trainees.

 To ensure that technical, managerial, supervisory and human competencies are

built up in the employees on a conti nuous basis to enable them to perform their
current assignments eff ecti vely and also to set up them to execute their future tasks.

 To put forward the atti tude based training to ensure that a value based and
self sustained culture is built in the organizati on.

 To off er the required training inputs to all employees in a need based,

organized and lucrati ve manner.

The training programmes imparted to the workforce should be of superior standards with a view to develop
good working environment, provide work culture inspiration, support attitudinal change, improve interpersonal
relationships, reduce accidents, perk up efficiency, update knowledge and technology, educate saving and
investment habits among employees, create consciousness of work-related health hazards etc. Also, the
training institute should comprise of all type of audio visual aids, which forms the venue for the in-house
training and development programmes in the organization.

Training can and will produce positive results if it is based on clearly defined needs specific to the workplace
and it is delivered with a view to those needs and the ways in which adults learn.

The company approached for training to their employees on some of the issues felt by the Management as
essential for the cognitive development of the workers. The Education Officers of the Board visited the
company a number of times and discussed training related issues with cross-section of employees like
Managers, Supervisors etc. before deciding the Subjects, course contents and other modalities. It was noticed
during Education officers’ visit that the problems encountered by the company were broadly related to
behavioral, attitudinal and motivational, culmination to operational issues. The overall syllabus of the
pertaining to organized sector workers was discussed with the management of the company. The Management
of the company equivocally felt that the overall syllabus of covers the important subjects like productivity,
waste control, quality, absenteeism and accidents which they wanted to be imparted. It was also decided that to
prepare the mindset of the trainees a general subject like ‘know your industry’ with special reference to cement
industry would be discussed in the beginning of training class for each batch and in the last session before
conclusion, a subject pertaining to good work practices to be followed by the participants would be discussed.

TRAINING AND DEVELOPMENT:

Training means the planned and organized activity to impart skills, techniques and methodologies to employers
and their employees to assist them in establishing and maintaining employment and a place of employment
that is safe and healthful.

The term ‘Training’ refers to the acquisition of specific skills or knowledge. Training programs attempt to
teach trainees to perform a specific job and a particular activity.

Training and development are important activities in all organizations, large and small. Every organization,
regardless of size, needs to have well-trained employees in its workforce who are prepared to perform their
jobs.

The term ‘Development’ usually refers to improving the intellectual or emotional abilities needed to do a better
job. Well trained, knowledgeable employees are a valuable resource for any business. When recruiting new
employees, part of the recruitment process should be matching the prospective employee’s skills and
experience to the job description and person specification. Training is one element many corporation consider
when looking to advance people and offer promotions. Although many employees recognize the high value
those in management place on training and development, some employees are still reluctant to be trained.
Training and development offers more than just increased knowledge. Training is valuable to both the
employee and the employer. Increased knowledge and skill makes the employee more productive in the
workplace and thus more valuable.

 
 Principles and Evaluation of training:

Training is the process of assisting a person for enhancing his efficiency and effectiveness at work by
improving and updating his professional knowledge, by developing skills relevant to his work and cultivating
appropriate behavior and attitude towards work and people. Training could be designed either for improving
present capabilities at work or for preparing a person for assuming higher responsibilities in future, which
would call for additional knowledge and superior skills.

Training is different from education particularly formal education. While education is concerned mainly with
enhancement of knowledge, training aims essentially at increasing knowledge, stimulating aptitude and
imparting skills related to a specific job.

In India, considerable importance has been accorded to training in social development and this is evident from
the fact that the community spends roughly six million dollars annually on training every year. But there are
complains about the ineffectiveness of training and possible wastage of resources because of the use of
stereotyped and conventional methods in training, which are often not set completely in tune with job
requirements.

 It is a conti nuous process

Training is a continuous and life long process. Right form the time a child is born he starts receiving training
from his mother for a variety of needs, so that he becomes a social being. His training continues in the school
and the college situations. However training as an organized effort is designed with certain objectives, for
example to help the trainees to be informed of the subject matter which they have to use in their work situation.
Apart from change of attitudes, their skills have to be improved and knowledge or information has to be
imparted through effective methods. In other words, training provides and synthesizing with the help of the
trainers, the information already available on the subject. Training is a time-bound programme. Thus there is a
separate specialized discipline of trainers specializing in the field of human activity.

 
 Comparison of Prevailing and New Concept:-

Prevailing New concept

concept

1.      The acquisition

1.      Motivation and
of subject matter
skills lead to action.
knowledge by a
Skills are acquired
participant leads to
through practice.
action.

2.      Learning is a
complex function of
the motivation and
capacity of the
2.      The participant individual participant,
learns what the the norms of the
trainer teaches. training groups the
Learning is a simple training methods and
function of the the behavior of the
capacity of the trainers and the
participant to learn general climate of the
and the ability of the institution. The
trainer to teach. participant’s
motivation is
influenced by the
climate of his work
organization.

Improvement on the
job is complex
function of individual
3.      Individual
learning the norms of
action leads to
the working group
improvement on the
and the general
job.
climate of the
organization.
 
Individual learning
used leads to
frustration.
 3.      Training is the
responsibility of
three partners: the
participant
organization the
4.      Training is the
participant, and the
responsibility of the
training institution. It
training institution.
has a preparatory
It begins and ends
pertaining and a
with the course.
subsequent, post-
training phase. All are
equally important to
the success of
training.

There has been in some quarter’s criticism of training and it is often argued that personnel can acquire
administrative capabilities and work skills through apprenticeship capabilities and work skills through
apprenticeship rather than through formal training. While the training cannot by itself guarantee the success of
a development programme, its untrained personnel are unlikely to prove effective. It is in this context that
expert administrators and planners greatly appreciate the relevance of training in development process.

 The Training Cycle

A training cycle consists of a series of steps, which lead to a training event being undertaken. Evaluation
provides feedback which links back to the initial stages of training design. Indeed, it is the evaluation/
feedback process, which makes this a cyclical event, without it training would be a linear process leading from
initiating training through to its implementation. The steps in the cycle are:-

Stage1: Identification of training needs. Examining what skills and attributes are necessary for the job to be
undertaken, the skills and attributes of the jobholder and the extent of the gap.

Stage2: Design, preparation and delivery of training.

Stage 3: Discovering the trainee’s attitude to training (reaction) and whether the training has been useful from
the point of view of training. Reaction involves the participant’s feelings towards the training process,
including the training content, the trainer and the training methods used. Learning is the extent to which the
trainee has actually absorbed the content of the learning event.
 Stage 4: Discovering whether the lessons learnt during training have been transferred to the job and are being
used effectively in doing the job.

Stage5: Evaluating the effects of the training on the organization. Thus is the area on which there is perhaps
most confusion, subsequently little real action to clear it.

Stage 6: Reinforcement of positive behavior. It is optimal that positive outcomes are maintained for as long as
possible. It is not rare event for changes in behavior to be temporary, with a gentle slide back to previous ways
of working. It is important to note the feedback loops. Feedback on the process of actually delivering the
training can come from the reaction and learning stage, the transfer of the training to the work place and the
evaluation of the impact of the training. The main, feedback for the identification of training needs comes from
an assessment of the transfer of work to the training and the evaluation of the impact on the organization.

It is important to note that these feedback loops may consist of two very different types of information.

 To determine the worth of training to the organizati on- a process best done by
quanti tati ve methods and with hard, numerical data.

 Allowing insights into the method of learning, where the experience of those
involved is the main focus, thus using mainly soft er, qualitati ve informati on.

DEVELOPMENTAL PROGRAMMES:

1. Mentoring:
Some organizations assign an experienced employee to serve as a mentor for new employees. A mentor is a
trusted counselor, coach or advisor who provides advice and assistance. Effective mentors teach these new
employees a number of things, which include:

1. Provide instructi on in specifi c skills and knowledge criti cal to successful job
performance.

2. Help in socializing them in the culture of the organizati on and understanding

the unwritt en rules of the organizati on.

3. Answer questi ons and provide useful insights.

4. Off er emoti onal support and encouragement.

 5. Serve as a role model.

6. Create an environment in which mistakes can be made without losing self-

confi dence.

2. Career Counseling:

Most organizations provide some form of career counseling on various occasions: during employment
interviews when employees are first hired, during employees’ annual performance evaluation interviews, and
as part of the special career counseling that is provided for high-potential employees. Career counseling
typically occurs as part of the day-to-day relationship between a supervisor and a subordinate. Moreover, some
organizations provide special career counseling by conducting psychological assessments of employees and
helping them interpret their individual results.

3. Career Pathing:
Career pathing refers to identifying a sequence of jobs through which an individual can expect to progress
towards high levels of management. Some organizations provide job progression plans for all new employees,
while others do it only for exceptionally bright and promising candidates.  Career path information must be
provided to the employees before a possible career path can be charted out for them.

4. 4.  Career Development Programs:

Career development includes any and all activities that prepare a person for progression along a designated
career path. Career development usually involves both formal and informal means. These programs may be
conducted in-house or by external sources, such as professional organizations or colleges and universities and
are organized by the T&D department of an organization.

                        

Internal Mobility:

There is a possibility in organizations that over a period of time an employee will change his role or position,
from one job to another – laterally or vertically in the organization structure.   This kind of employees’
movement within an organization is known as internal mobility.  Internal mobility includes a cluster
comprising, may take place between jobs in section, sections, departments, division or even between plants in
multi – plant operations.
 

Promotion

Promotion is the upward reassignment of an individual in an organization’s hierarchy, accompanied by

increased responsibilities, enhanced status, and usually with increased income, though not always so. On being
promoted, the promoter’s duties and responsibilities increases, and the higher one goes in an organization the
greater the implications of the individual’s decisions on the viability of the enterprise.  After promotion, an
individual’s duties and responsibilities usually become qualitatively different from those of this earlier job.

The following are the objectives of promotion:

1. It is recogniti on of a job well done by an employee.

2. It is a device to retain and reward and employee for his years of service to the
company.

3. It is to increase individual and organizati onal eff ecti veness.

4. It is to promote a sense of job sati sfacti on in the employee.

5. It is to build loyalty, morale and a sense of belongingness in the employee.

6. It is to impress upon others that opportuniti es are open to them also in the
organizati on, if they perform well.

An internal mobility system also needs as supportive information system to make it viable. It is desirable to
have a central, maintain a detailed inventory of the skills of all employees and coordinate all information –
promo -table posts available, posts vacant, number of employees on transfer, permanent and temporary posts.
When making internal mobility decisions, organizations tend to place emphasis on their objectives, filling job
vacancies, eliminating employee surpluses, correcting behavioral problems, etc. Promotion maintains
organizational effectiveness through maintenance of employee moral and favorable attitudes towards the
organization.  Demotions frequently used as from of disciplinary action since it represents loss of status and
earning. Transfers are required in the process of organization job requirements, job rotations and filling in
absenteeism, separations and termination, such as discharge and dismissal, from a part of the outward mobility
of an organization.

 
 COMPANY PROFILE:

‘UEI Global’ is the flagship brand of Berggruen Education Private Limited, which is a venture of Berggruen
Holdings. Berggruen Holdings is the direct investment vehicle of the Nicolas Berggruen Charitable Trust,
estimated to exceed $3 billion. It has made more than 100 direct investments over the last 20 years across
various assets, classes including Private Equity, Hedge Funds, Real Estate and Public Markets. Berggruen has
regional offices in the US, Germany, Israel, Turkey and India.

The holding company has also invested in:

 Berggruen Educati on

 Berggruen Hotels

 Berggruen Car Rentals

 Gemini Equipments And Rentals

 Real Estate Investments

Currently UEI Global has 12 campuses across India. The programs are carefully crafted for bridging the
growing demand-supply gap in the service industry. The skill set are delivered to the students in the best
possible time and environment.

UEI Global has been ranked among the Top Hotel Management College in India by Competition Success
Review magazine and recently been awarded as BEST PRIVATE HOTEL MANAGEMENT COLLEGE OF
INDIA.

UEI Global is coming together of industry experts with a vision to offer world class education to future
professionals in a wide field of service sector. Programs in Hospitality Management and Business Management
both at Under Graduate and Post Graduate level are offered through 13 state-of-the-art campuses across 12
cities. The curriculum of the programs are crafted to bridge the ever growing demand-supply gap in the service
industry, there is a unique blend of vocational skills training along with formal education.

UEI Global strives for Academic Excellence which is achieved through:

 Current, up-to-date course curriculum

 –    Designed & developed through alliances with the best Indian and International educational institutions

 Latest delivery methodology

–    Conducted by internationally trained, industry experienced, operationally savvy faculty members

 Internati onal specializati on (Certi fi cati on) along with formal educati on
(Degrees)

–    Through tie-ups with the leading educational institutions

UEI Global is the flagship brand of Berggruen Education Private Limited, which is a venture of Berggruen
Holdings. Berggruen Holdings is the direct investment vehicle of the Nicolas Berggruen Charitable Trust,
estimated to exceed $3 billion. It has made more than 100 direct investments over the last 20 years across
various assets, classes including Private Equity, Hedge Funds, Real Estate and Public Markets. Berggruen has
regional offices in the US, Germany, Israel, Turkey and India.

The holding company has various business interest in India and have invested in:

 Berggruen Educati on

 Berggruen Hotels

 Berggruen Car Rentals

 Gemini Equipment And Rentals

 Real Estate Investments

BOARD OF DIRECTORS

Manish Khanna
Chief Executive Officer

 Ashish Kesharwani
Chief Learning Officer
 Sanjay Rodrick Jha
Director Academics

Dr. Vikas Joshi

HOD Business Management

CHAPTER – 2
 

OBJECTIVES AND SCOPE OF THE STUDY

Objectives:

1. To identi fy training and development needs of the employees to make them

compati ble with new technologies.

2. To fi nd the importance of training for the existi ng employees at UEI Global.

3. To determine implementati on of development plans like job rotati ons and

others in line with approved career plans.

4. To study conti nuous monitoring of training and development acti viti es in the
division/region and ensure that divisions/regions are self suffi cient.

5. To study the various methods of training and development programme.

Scope:

 The study was confi ned to the Delhi only.

 To study was confi ned to only Training and Development at UEI Global.
  CHAPTER – 3
 

THEORETICAL PERSPECTIVE

The literature for review to be collected from secondary sources such as magazines, articles, reports, budgets,
news paper etc to highlight the problems and findings of the study done by many research and business
professionals to understand the significance of the employees training & development of the companies. The
objectives of the proposed topic have to be formulated based on the previous study by the many research
professionals. Approximately ten to fifteen reviews has to be collected and presented in my project report.

A literature review is a body of text that aims to review the critical points of current knowledge including
substantive findings as well as theoretical and methodological contributions to a particular topic. Literature
reviews are secondary sources, and as such, do not report any new or original experimental work.

Most often associated with academic-oriented literature, such as theses, a literature review usually precedes a
research proposal and results section. Its ultimate goal is to bring the reader up to date with current literature
on a topic and forms the basis for another goal, such as future research that may be needed in the area.

A well-structured literature review is characterized by a logical flow of ideas; current and relevant references
with consistent, appropriate referencing style; proper use of terminology; and an unbiased and comprehensive
view of the previous research on the topic.

Various literatures studied before undertaking research project are:

 Cadman (2010) remarked that learning from training program should be

relevant. Learning from training should be used immediately as things not used
regularly can be forgott en quickly. Training program should be made interacti ve.
Parti cipants of training program should be made to read around the subject.

 Cruz (2010)  remarked that an improper selecti on of employee training and

development system can lead to unproducti ve team members, loss of valuable ti me
and money. Before selecti ng training and development system, trainer selected
should be expert in their fi eld and delivers a reliable and eff ecti ve system. Also
comparison of service levels and price quotes should be made to fi nd best suit.
Training and development program should be fl exible enough to incorporate changes.
 The system chosen should have the capacity to get long term or short term results
that are strategically signifi cant.

 Ramu (2010) concluded that performance appraisals give opportunity to

organizati ons to know capabiliti es of employees and identi fy the gaps. Planning for
programs adequately beforehand, preparing the employees with reading material,
sending alerts and other communicati on related to training at diff erent stages before
the program helps in proper implementati on. Learning styles diff er from one
individual to another so it is bett er to choose two or three techniques to work on
same objecti ve.

 White (2010) found that nearly 58% of fi rms have increased their budgets in
2010. 43% of fi rms are taking advantage of the economic slowdown to train staff and
prepare for bounce back. Survey also revealed 54% of respondents are using modern
technology to conduct training. It was found that top three prioriti es of training are:
project management training, training on technologies and leadership & business
management for future leaders.

 Kumar (2009) concluded that it was not a wise decision to cut back employees
and training and development programmes during recession. Neglecti ng talent
management in ti mes of economic downturn is likely to have a signifi cant negati ve
impact in the long run, and that organizati ons should conti nue to place importance
on talent management throughout diffi cult economic periods. Proper budgets of
training and development cost should be made as it involves a huge fi nancial outlay
and also training should be based on competi ti ve job descripti on.

 Marti nez (2009) remarked that organizati on should make sure that it is not
wasti ng money by training on employment skills that are not relevant to the
employees. Organizati on should make sure that objecti ves that it gives to employees
are measurable and are able to be obtained. Organizati on should make sure that
management is fully trained on skills that they will be training to staff . Training the
employees from ti me to ti me on skills is important.
 Mehta (2009)  remarked that organizati onal environments have been changing
the level of expectati ons and aspirati ons of employees. These realiti es should be
taken into account to develop appropriate HRM policies and practi ces. Training
should be focused to teach teamwork and streamlined producti on techniques.
Companies need to train workers in developing the mindset and culture for quality. If
companies are trying to cut costs then training should be based on problem solving
techniques. Companies planning for globalizati on should undertake cross-culture
training for managers. There is a need to integrate HRM with HRD, IR and
organizati on development.

 Opare  et al (2009) remarked that a large number of organizati ons incur

considerable expenditure on management training and these costs can be justi fi ed
only if the knowledge and skill acquired in the training program is transferred back to
the workplace. The study concluded that trainees who enter training with higher
levels of moti vati on have higher levels of transfer of training. Secondly, trainees who
have positi ve percepti on of the training program actually transfer new skills learnt to
their job. Thirdly, quality of training program does not associate with transfer of
training program. Fourthly, supervisor support is signifi cantly associated with the
transfer of training.

 Shahu and Agashe (2009) found that majority of employees prefer workshop

technique compared to others as it is more comfortable for them to understand.
Most of the employees are confi dent that training programs are fi ne tuned to meet
the requirements. All employees except very few believe that training paves way for
getti ng promoti ons and cash benefi ts. Majority of employees prefer training for
updati ng with latest technology and enhancing their skills for further improvement.
The study suggested the practi ce of cross training to improvise interdepartmental
relati ons.

 Verma (2009) found that training program is the most powerful acti vity for
employee empowerment as it improves overall eff ecti veness of the organizati on and
creates professional relati ons among individuals and groups within the organizati on.
It was found that approaches of training should be altered according to the needs of
 the evaluator. Success of training program is based on the appropriate use of key
factors such as training manuals, physical environment, trainers’ skill-set etc.
monitoring the training program should be done at frequent intervals to maintain its
core competencies and immediate acti on should be taken where the change is
needed.

 Adhikari (2008)  concluded that quality improvement programs make teachers

more capable of conducti ng courses especially in their fi eld due to exposure of
contacts in diff erent locati ons and broadening of outlook. Training needs to
involvement and exposure to a high-tech culture. Quality improvements programmes
also help in assess areas of weakness. Remarked that low producti vity,
dissati sfacti on, low morale, absenteeism and other negati ve behavior can be tackled
by talent management. Companies have been turning more towards talent
management soluti ons to support new practi ces such as bett er communicati on of
goals and performance expectati ons at all levels of the organizati on, and career and
succession planning which encourages talent to look for growth opportuniti es in
house instead of other organizati ons.

According to Andreas Gegenfurtner in 2000:

Motivation to transfer is essential for the transfer of training. Without motivation, newly acquired knowledge
and skills will not be applied at work. The purpose of this integrative literature review is to summarize,
critique, and synthesize past transfer motivation research and to offer directions for future investigations. First,
seven contributions of past research are presented in an attempt to understand antecedents, correlates, and
consequences of motivation to transfer. Second, an alternative view that complements and extends current
approaches is discussed, and its implications for future studies investigating employees’ motivation for training
application on the job are outlined.

According to Daniel J. Kealey, David R. Protheroe in 1999:

 
Numerous studies have addressed the question of whether cross-cultural training makes a difference to the
overseas adaptation and work performance of expatriate personnel. While this literature contains many
insights, most studies have methodological weaknesses which make it impossible to take as definitive the
general consensus of the literature that such training is effective. This article attempts four tasks. First, it aims
to dissaggregate the concept of intercultural training such that statements made about the effectiveness of
training relate as precisely as possible to specific kinds of training, a desideratum which is often absent in the
literature. Second, several criteria for reliable empirical research on the effectiveness of cross-cultural training
are itemized. Third, the strength and weaknesses of the major studies to date on the issue are reviewed. And
finally, an outline of the requisites for a more definitive empirical study, which would attempt to measure the
impact of inter cultural training on overseas performance, is presented.

Dwivedi, P. and Pooja Purang (2007), examined the training needs identification and evaluation process by
developing a case studies on the training needs identifications and evaluation system in 6 different Indian
Organizations and them comparing it with the available models proposed by the various researchers in Western
and Indian Context. The study also proposed to critically evaluate the various studies done and models
developed in both Western and Indian context to arrive and proposed a comprehensive model of training needs
identification and evaluation.

According to Willis D. Copeland in 2000:

The present study explored possible relationships between the intervention behaviors of cooperating
EMPLOYEES and the organization exhibition by employees of skills’ acquired in microteaching training.
Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and
negative levels of three variables including microteaching training, training in supervision received by
subjects’ cooperating faculty, and tendency of subjects’ cooperating faculty to exhibit the target teaching skill.
The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded
eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction
effects were observed. Results are discussed in terms of implications for modification of faculty training
programs.

According to Ian Menter in 1st December 2010:

This literature review provides an overview of how employees have been trained since the late 19th century up
to the present day. It considers connections between creativity and faculty identity. The author concludes that
employee’s professional identities have changed significantly over the last century and are now more complex
and multi-faceted than previously, because of the growing range of expectations and relationships those
employees now experience. He suggests a reinvention of the role may be timely, to create a flexible, confident
sense of autonomous practice, open to collaboration and partnership, yet fuelled by a clear understanding of
the unique and valuable contribution to society that employees make through the education of children.

The review identifies five areas that could be developed to contribute to a reconstructed professional identity:
faculty collaboration and enquiry, pupil voice, community engagement, exploiting new technologies and
creative partnerships. It recommends that these strands are taken into account in initial faculty education, early
professional development as well as in CPD for experienced employees and organsaiton leaders.

Bhatia (1981), concluded that a shift from knowledge to attitude as the main objective of training. He
identified three areas of training- technical skills and knowledge, knowledge of organization and external
systems, and conceptual and interpersonal skills. He suggested that the emphasis on these three must vary
according to the level of the employee. The workers training should focus on technical skills and knowledge
followed by conceptual and interpersonal skills, and knowledge of organization and external systems. In the
case of supervisors, conceptual and interpersonal skills should be emphasized followed by technical skills and
knowledge, and knowledge of organization and external environment. As far as managers were concerned, the
sequence was the same as that for supervisors except that the order of knowledge of organization and external
environment, technical skills and knowledge were interchanged.

For training activity to be meaningful, Dayal (1970a), suggested that a detailed study of jobs and skill analysis
was absolutely necessary. The training, thus, imparted would help the employee to adjust to their job
requirements. As far as the supervisory category is concerned.  Ghosh (1984), stressed the need for behavioral
inputs in any training programme organized for managers. Srinivasan (1977), recommended that their training
programmes should focus on corporate planning, organizational development, and personnel management.

CHAPTER – 4
 

RESEARCH METHODOLOGY

Research methodology in a way is a written game plan for conducting research. Research methodology has
many dimensions. It includes not only the research methods but also considers the logic behind the methods
used in the context of the study and complains why only a particular method of technique has been used. The
basic task of research is to generate accurate information for use in decision making. Research can be defined
as the systematic and objective process of gathering, recording and analyzing data for aid in making business
decisions.

METHODOLOGY ADOPTED:- This research is aimed at studying the Training and development at UEI
Global.

RESEARCH DESIGN:-The research design was used in this study was both ‘Descriptive’ and ‘exploratory’.

DATA COLLECTION METHODS:

The data was collected using both by primary data collection methods as well as secondary sources.

PRIMARY DATA: Most of the information was gathered through primary sources’. The methods that were
used to collect primary data are:

1. Questi onnaire

2. Interview

SECONDARY DATA:

The secondary data was collected through:

1. Text Book

2. Magazines

3. Journals

4. Internet

SAMPLE SIZE:  A survey of approximately 50 employees at UEI Global working in different position.
  

SAMPLING TECHNIQUE:–

The selection of respondents was done on the basis of convenience sampling (Non- Probability).

STASTICAL TOOLS:

MS-EXCEL was used to prepare pie- charts and graphs and MS-WORD was used to prepare or write the
whole project report.

METHOD USE TO PRESENT DATA:

Data Analysis & Interpretation – Classification & tabulation transforms the raw data will be collected
through questionnaire in to useful information by organizing and compiling the bits of data contained in each
questionnaire i.e., observation and responses are converted in to understandable and orderly statistics are used
to organize and analyze the data:

 Simple tabulati on of data using tally marks.

 Calculati ng the percentage of the responses.

 Formula used = (no. of responses  / total responses) * 100

REPORT WRITING AND PRESENTATION

Report Encompasses – Charts, diagrams

LIMITATION OF THE STUDY

1. The size of the research may not be substanti al and it is limited to the
parti cular area.

2. There may be lack of ti me on the part of respondents.

3.  There may be some bias informati on provide by company professionals..

 4. It is very much possible that some of the respondents may have given the
incorrect informati on.

CHAPTER – 5 
DATA ANALYSIS AND INTERPRETATION

A detailed analysis of the study is necessary and is to be considered in order to compare the actual theory with
that practical the variants of which may form the basis for improvements. Keeping this point in view and to
fulfill the evaluation variants of which may form the basis for objectives of the studies an attempt has been
made to segment the various respondents on the basis of some aspects collected from them through
questionnaire. There are depicted through tables and graphs.

The copy of questionnaire administered is enclosed and the sample size was 50 respondents are enclosed at the
end of this project. All the calculations and numerical interpretations are for 100%

Q1. How long have you been working for UEI Global?

Percentag
Criteria Frequency
e

Less than 1 year 15 30%

1-3 years 8 16%

3-5 years 10 20%

5 years 12 24%

Above 5 years 5 10%

Analysis: As per shown in graph 30% people said working for UEI global less than 1 year, 16% people said
working for UEI global 1-3 years, 20% people said working for UEI global 3-5 years, 24% people said
working for UEI global 5 years and other 10% people said above 5 years.
Q2. Do you think new subject training is beneficial in the UEI global Staff?

Frequenc Percentag
Criteria
y e

Yes 25 50%

No 20 40%

Can’t say 5 10%

Analysis: 50% respondents said yes new subject training is beneficial in the UEI global Staff, 40%
respondents said new subject training is not beneficial in the UEI global Staff and other left 10% respondents
can’t say about this.

Q3. Which method of training is used?

Frequenc Percentag
Criteria
y e

Induction training 20 40%

On the job training 11 22%

Off the job training 5 10%

Apprenticeship training 4 8%

Refresher 8 16%

Vestibule 2 4%

Analysis: 40% people said method is used induction training, 22% people said On the job training method is
used, 10% people said Off the job training,8% people said apprenticeship training is used, 16% people said
refresher method of training is used and 4% people said vestibule method of training is used.
Q4.  How frequently the quality full training programme is organized by the UEI global?

Percentag
Criteria Frequency
e

After 1 month 15 30%

After 3 month 12 24%

After 6 months 8 16%

After 1 year 10 20%

Sometimes 5 10%

Analysis: In above graph 30% people said after 1 month frequently the quality full training programme is
organized by the UEI global, 24% people said after 3 month frequently the quality full training programme is
organized by the UEI global, 16% people said after 6 months, 20% people said after 1 years frequently the
quality full training programme is organized by the UEI global and left 10% people said sometime.

Q5.  For what purpose training is essential?

Frequenc Percentag
Criteria
y e

As a method 20 40%

When junior staff ask 10 20%

Proposal from head

12 24%
office

Regular interval 8 16%

 
Analysis: 40% respondents said training is essential for as a method, 20% respondents said training is essential
for junior staff, 24% respondents said training is essential for proposal from head office and 16% respondents
said training is essential for regular interval.

Q6.   What is the training period generally is taken by your organization?

Frequenc Percentag
Criteria
y e

Under 1 month 17 34%

1-3 months 16 32%

3-6 months 12 24%

Below 12 months 5 10%

  

Analysis: As per shown in pie graph 34% people said under 1 month the training period generally is taken by
your organization, 32% people said 1-3 months the training period generally is taken by your organization,
24% people said 3-6 months the training period generally is taken by your organization while left  10% people
said below 12 months the training period generally is taken by your organization.

Q7. Where the training is given by your organization?

Frequenc Percentag
Criteria
y e

In the organization itself 18 36%

Outside the organization 20 40%

Under specialized or place 12 24%

 
Analysis: As per shown in graph 36% respondents said the organization training is given by your organization,
40% respondents said outside training is given by your organization, left 24% respondents said under
specialized or place training is given by your organization.

Q8.  With whom the responsibility of training may be shared in your organization?

Frequenc Percentag
Criteria
y e

Top management 24 48%

Personnel department 12 24%

Supervisor 10 20%

Clerk 4 8%

Analysis: 48% people said top management responsibility of training may be shared in your organization, 24%
people said personnel department responsibility of training may be shared in your organization, 2% people said
supervisor responsibility of training may be shared in your organization and 8% people said clerk
responsibility of training may be shared in your organization.

Q9. A good quality of Training helps to Increase the efficiency the various department employees.
(Please rate it)

Frequenc Percentag
Criteria
y e

Highly agree 10 20%

Agree 18 36%

Neutral 10 20%

Highly disagree 5 10%

 Disagree 7 14%

Analysis: 20% people highly agree that good quality of Training helps to Increase the efficiency the various
department employees, 36% people agree with that, 20% people neutral that good quality of Training helps to
Increase the efficiency the various department employees, 10% people highly disagree that good quality of
Training helps to Increase the efficiency the various department employees and 14% people disagree with
above statement.

Q10. Training helps to increase basic knowledge and skill and Awareness of responsibility of all
department employees at UEI global.

Frequenc Percentag
Criteria
y e

Highly agree 14 28%

Agree 16 32%

Neutral 8 16%

Highly disagree 5 10%

Disagree 7 14%

Analysis: 28% people highly agree that Training helps to increase basic knowledge and skill and Awareness of
responsibility of all department employees at UEI global, 32% people agree that Training helps to increase
basic knowledge and skill and Awareness of responsibility of all department employees at UEI global, 16%
people neutral with that, 10% people highly disagree that Training helps to increase basic knowledge and skill
and Awareness of responsibility of all department employees at UEI global while left % people disagree that
Training helps to increase basic knowledge and skill and Awareness of responsibility of all department
employees at UEI global.

Q11.  Do you agree quality of training increased productivity & less wastage?

 
 Frequenc Percentag
Criteria
y e

Highly agree 12 24%

Agree 15 30%

Neutral 10 20%

Highly disagree 6 12%

Disagree 7 14%

Analysis: In above graph 24% respondents highly agree that quality of training increased productivity & less
wastage, 30% respondents agree that quality of training increased productivity & less wastage, 20%
respondents neutral with above statement, 12% respondents highly disagree that agree quality of training
increased productivity & less wastage, 14% respondents disagree agree quality of training increased
productivity & less wastage.

Q12. What benefit do you derive from training techniques?

Percentag
Criteria Frequency
e

Greater responsibility 15 30%

Improves workmanship 14 28%

Level of motivation 10 20%

Sense of belongingness 7 14%

Growth and development 4 8%

 
Analysis: 30% people said greater responsibility derive from training techniques, 28% people said improves
workmanship from training techniques, 20% people said level of motivation derive from training techniques,
14% people said sense of belonginess derive from training techniques left 8% people said growth and
development derive from training techniques.

Q13.  What are the factors that generally matter in the selection for good training?

Criteria Frequency Percentage

Depth of knowledge in
20 40%
particular jobs to be field

Background of training for

15 30%
assessing their capability

No. of persons to be trained

10 20%
and development

Consideration of facilities by
the  way of cost, time and 5 10%
equipment

Analysis: As per shown in graph 40% respondents said depth of knowledge in particular jobs to be field
factors that generally matter in the selection for good training, 30% respondents said Background of training
for assessing their capability factors that generally matter in the selection for good training, 20% respondents
said No. of persons to be trained and development factors that generally matter in the selection for good
training while left 10% respondents said Consideration of facilities by the  way of cost, time and equipment
that generally matter in the selection for good training.

Q14. How do you rate training program overall in last one year?

Criteria Frequency Percentage

Good 28 46%

Fair 13 36%

Poor 9 18%
 

Analysis: In above graph 46% respondents said good training program overall in last one year, 36%
respondents said fair training program overall in last one year and other left 18% respondents said poor.

Q15.Do you feel that the training helps to identify the strength and weakness of the all department
employees?

Criteria Frequency Percentage

Highly agree 15 30%

Agree 20 40%

Neutral 6 12%

Highly disagree 5 10%

Disagree 4 8%

Analysis: 30% people highly agree that the training helps to identify the strength and weakness of the all
department employees, 40% people agree that the training helps to identify the strength and weakness of the all
department employees, 12% people neutral with that, 10% people highly disagree that the training helps to
identify the strength and weakness of the all department employees and 8% people disagree that the training
helps to identify the strength and weakness of the all department employees.

Q16 “The quality of training program is helpful in reducing grievance among the all department
employees” Do you agree above statement?

Criteria Frequency Percentage

Highly agree 12 24%

Agree 15 30%

neutral 12 24%
 highly disagree 7 14%

Disagree 4 8%

Analysis: As per shown in above pie graph 24% people highly agree that quality of training program is helpful
in reducing grievance among the all department employees, 3% people agree with above statement, 24%
people neutral that quality of training program is helpful in reducing grievance among the all department
employees, 14% people highly disagree that quality of training program is helpful in reducing grievance
among the all department employees and other 8% people disagree with that.

Q17. Your organisation has a training and development policy applicable to all employees.

Criteria Frequency Percentage

most of the time 17 34%

Often 14 28%

Sometimes 12 24%

rarely 5 10%

Almost never 2 4%

Analysis: 34% people think most of the time that organisation has a training and development policy
applicable to all employees, 28% people think often that organisation has a training and development policy
applicable to all employees, 24% people think sometimes, 10% people think rarely that organisation has a
training and development policy applicable to all employees left 4% people think almost never that
organisation has a training and development policy applicable to all employees.

Q18. Supervisors tells employees whether they are doing their job as per the training imparted or not.

Criteria frequency Percentage

 Most of the time 18 36%

Often 12 24%

Sometimes 10 20%

Rarely 6 12%

Almost never 4 8%

Analysis: 36% respondents said most of the time Supervisors tells employees whether they are doing their job
as per the training imparted or not, 24% respondents said often that Supervisors tells employees whether they
are doing their job as per the training imparted or not, 20% respondents said sometimes that Supervisors tells
employees whether they are doing their job as per the training imparted or not, 12% respondents said rarely,
8% respondents said almost never that Supervisors tells employees whether they are doing their job as per the
training imparted or not.

Q19.The equipment used in training is similar to the equipment found on the job. 

frequenc Percentag
Criteria
y e

Most of the time 14 28%

Often 12 24%

Sometimes 16 32%

Rarely 3 6%

Almost never 5 10%

Analysis: As per shown in pie graph 28% people think most of the time that equipment used in training is
similar to the equipment found on the job, 24% people think often that equipment used in training is similar to
the equipment found on the job, 32% people think sometime that equipment used in training is similar to the
equipment found on the job, 6% people think rarely, 10% people think almost never that equipment used in
training is similar to the equipment found on the job.
Q20.Employees who uses their training is given preference for new assignments.

Percentag
Criteria frequency
e

Most of the time 16 32%

Often 14 28%

Sometimes 11 22%

Rarely 3 6%

Almost never 6 12%

Analysis: In above graph 32% respondents said most of the time that training is given preference for new
assignments, 28% respondents said often that training is given preference for new assignments, 22%
respondents said sometimes, 6% respondents said rarely, 12% respondents said almost never that rarely.

 Q21. The effectiveness of training in overall development of skills of workforce.

Criteria frequency Percentage

Most of the time 16 32%

Often 15 30%

Sometimes 11 22%

Rarely 5 10%

Almost never 3 6%

 Analysis: In above pie graph 32% people said most of  the time that effectiveness of training in overall
development of skills of workforce, 30% people said often that effectiveness of training in overall
development of skills of workforce, 22% people said sometimes, 10% people said rarely that effectiveness of
training in overall development of skills of workforce and left 6% people said almost never that effectiveness
of training in overall development of skills of workforce.

Q22. Do you satisfied with the T&D policies currently being used in the UEI global.

Criteria Frequency Percentage

Very Satisfied 15 30%

Satisfied 14 28%

Neutral 13 26%

Not Satisfied 5 10%

Strongly Not Satisfied 3 6%

Analysis: In above graph 30%people very satisfied with the T&D policies currently being used in the UEI
global, 28% people satisfied with the T&D policies currently being used in the UEI global, 26% people neutral
with that, 10% people not satisfied with the T&D policies currently being used in the UEI global left 6%
people strongly not satisfied with the T&D policies currently being used in the UEI global.

Q23. Do you aware employees T&D process being used in the organization?

Percentag
Criteria Frequency
e

Yes 25 50%

No 10 20%

Can’t say 15 30%

 
Analysis: As per graph 50% people said yes aware employees T&D process being used in the organization,
20% people said no aware employees T&D process being used in the organization left 30% people can’t say
about this.

Q24.  What are the factors that generally matter in the selection for training and development?

Criteria Frequency Percentage

Depth of knowledge in
20 40%
particular jobs to be filled

background of training for

15 30%
assessing their capability

No. of persons to be trained

10 20%
and development

Consideration of facilities by
the way od cost, time and 5 10%
equipment

  

Analysis: 40% respondents said Depth of knowledge in particular jobs to be filled the factors that generally
matter in the selection for training and development, 30% respondents said background of training for
assessing their capability the factors that generally matter in the selection for training and development, 20%
respondents said No. of persons to be trained and development the factors that generally matter in the selection
for training and development and other 10% respondents said Consideration of facilities by the way od cost,
time and equipment the factors that generally matter in the selection for training and development.

Q25.  Finally do you think that training is very important factor for any organization?

Percentag
Criteria Frequency
e

Most of the time 14 28%

Often 15 30%

Sometimes 10 20%
 Rarely 7 14%

Almost never 4 8%

Analysis: In above graph 28% people think most of the time that training is very important factor for any
organization, 30% people think often that that training is very important factor for any organization, 20%
people think sometimes that training is very important factor for any organization, 14% people think rarely left
8% people think almost never that training is very important factor for any organization.

CHAPTER – 6
FINDINGS OF THE STUDY

1. As per fi ndings 30% people said working for UEI global less than 1 year, 16%
people said working for UEI global 1-3 years, 20% people said working for UEI
global 3-5 years, 24% people said working for UEI global 5 years and other 10%
people said above 5 years.

2. 50% respondents said yes new subject training is benefi cial in the UEI global
Staff , 40% respondents said new subject training is not benefi cial in the UEI
global Staff and other left 10% respondents can’t say about this.

3. 40% people said method is used inducti on training, 22% people said On the job
training method is used, 10% people said Off the job training,8% people said
apprenti ceship training is used, 16% people said refresher method of training
is used and 4% people said vesti bule method of training is used.

4. As per fi ndings 30% people said aft er 1 month frequently the quality full
training programme is organized by the UEI global, 24% people said aft er 3
month frequently the quality full training programme is organized by the UEI
global.

5. 40% respondents said training is essenti al for as a method, 20% respondents

said training is essenti al for junior staff , 24% respondents said training is
 essenti al for proposal from head offi ce and 16% respondents said training is
essenti al for regular interval.

6. As per fi ndings 34% people said under 1 month the training period generally is
taken by your organizati on, 32% people said 1-3 months the training period
generally is taken by your organizati on.

7. 36% respondents said the organizati on training is given by your organizati on,
40% respondents said outside training is given by your organizati on, left 24%
respondents said under specialized or place training is given by your
organizati on.

8. As per fi ndings 48% people said top management responsibility of training may
be shared in your organizati on, 24% people said personnel department
responsibility of training may be shared in your organizati on.

9. 20% people highly agree that good quality of Training helps to Increase the
effi ciency the various department employees, 36% people agree with that, 20%
people neutral that good quality of Training helps to Increase the effi ciency
the various department employees.

10. As per fi ndings 28% people highly agree that Training helps to increase basic
knowledge and skill and Awareness of responsibility of all department
employees at UEI global, 32% people agree that Training helps to increase
basic knowledge and skill and Awareness of responsibility of all department
employees at UEI global, 16% people neutral with that, 10% people highly
disagree that Training helps to increase basic knowledge and skill and
Awareness of responsibility of all department employees at UEI global while
left % people disagree that Training helps to increase basic knowledge and skill
and Awareness of responsibility of all department employees at UEI global.

11. 24% respondents highly agree that quality of training increased producti vity &
less wastage.

12. As per fi ndings 30% people said greater responsibility derive from training
techniques.
13. 40% respondents said depth of knowledge in parti cular jobs to be fi eld factors
that generally matt er in the selecti on for good training, 30% respondents said
Background of training for assessing their capability factors that generally
matt er in the selecti on for good training..

14. As per fi ndings 46% respondents said good training program overall in last one
year, 36% respondents said fair training program overall in last one year and
other left 18% respondents said poor.

15. 30% people highly agree that the training helps to identi fy the strength and
weakness of the all department employees.

16. As per fi ndings 24% people highly agree that quality of training program is
helpful in reducing grievance among the all department employees, 3% people
agree with above statement, 24% people neutral that quality of training
program is helpful in reducing grievance among the all department employees,
14% people highly disagree that quality of training program is helpful in
reducing grievance among the all department employees and other 8% people
disagree with that.

17. 34% people think most of the ti me that organisati on has a training and
development policy applicable to all employees, 28% people think oft en that
organisati on has a training and development policy applicable to all
employees, 24% people think someti mes.

18. As per fi ndings 36% respondents said most of the ti me Supervisors tells
employees whether they are doing their job as per the training imparted or
not, 24% respondents said oft en that Supervisors tells employees whether they
are doing their job as per the training imparted or not, 20% respondents said
someti mes that Supervisors tells employees whether they are doing their job
as per the training imparted or not, 12% respondents said rarely, 8%
respondents said almost never that Supervisors tells employees whether they
are doing their job as per the training imparted or not.
 19. 28% people think most of the ti me that equipment used in training is similar to
the equipment found on the job, 24% people think oft en that equipment used
in training is similar to the equipment found on the job, 32% people think
someti me that equipment used in training is similar to the equipment found on
the job, 6% people think rarely, 10% people think almost never that equipment
used in training is similar to the equipment found on the job.

20. As per fi ndings 32% respondents said most of the ti me that training is given
preference for new assignments, 28% respondents said oft en that training is
given preference for new assignments, 22% respondents said someti mes, 6%
respondents said rarely, 12% respondents said almost never that rarely.

21. 32% people said most of the ti me that eff ecti veness of training in overall
development of skills of workforce, 30% people said oft en that eff ecti veness of
training in overall development of skills of workforce, 22% people said
someti mes, 10% people said rarely that eff ecti veness of training in overall
development of skills of workforce and left 6% people said almost never that
eff ecti veness of training in overall development of skills of workforce.

22. 30%people very sati sfi ed with the T&D policies currently being used in the UEI
global, 28% people sati sfi ed with the T&D policies currently being used in the
UEI global, 26% people neutral.

CHAPTER – 7
RECOMMENDAITON

To the Training Department:

 There should be more focus by the training department on TNA.

 Eff ecti ve way of organizing a training programme largely depends on the
eff ecti veness of the training department. Hence, the training department must take
adequate care on training.

 The training department must facilitate 360 degree approach by planning a

role of mentor among trainees-trainer-top-management.

 Return on investment (ROI) i.e. expenditure on training must be encased by

the organizati on through visible benefi ts.

 Training should be given according to the job profi le of the employees i.e.
managers should be made to att end more of team-oriented workshops since they are
required to work in teams. Whereas an offi cer level employee needs to enhance his
computer skills. Hence training programmes have to be designed accordingly.

 Rather than just investi ng money on various training programmes, UEI global
should also concentrate on regular training evaluati on.

 Training modules for the diff erent departments may be modifi ed so that
respecti ve employee can understand the relati ve subjects easily.

 In designing training module for control of wastage for employees of diff erent
departments, more att enti on should be paid to establish link between their diff erent
working habits and faulty atti tudes with the text of wastage control.

 The training programmes mainly follow lecture and demonstrati on methods.

Based on the fi ndings, it can be suggested that during training, trainer can use multi -
media modes of presentati on extensively so that the visual eff ect can provide specifi c
guidelines to understand diff erent mistakes as well as how to correct them.

 Some Informati on Educati on and Communicati on (IEC) modes of sti mulati ng

messages can be arranged in the workshops being conducted.

To the Employees:

 Employees should take training more seriously for the individual development
as well as organizati onal development.
 Employees should feel that training is the only way in which they can sharpen
their knowledge and acquire more knowledge by means of learning.

 Every employee should feel that training is expensive on the part of

management. Simultaneously they spend their ti me, energy. Hence they must add
value to their functi onal capabiliti es.

 Employees need to be consulted to their superiors before att ending the

training programme to classify their doubts.

 Employee should develop positi ve atti tude on training.

 Trainers, in order to develop self-confi dence in trainees, can arrange some

modes of counseling to the anxious workers.

 Also, whenever diffi culti es arise in such eff orts more re-training programmes
may be organized by UEI global.

 In considering the training impact on both awareness and company

performance, it can be recommended that these training programmes should spread
across all categories of employees in diff erent departments of the company.

 Language is the major problem in understanding the training inputs. There are
diff erent linguisti c communiti es among the trainees. So, multi lingual study material
will be useful if given to the trainees. Some trainees also reported that the pictures
and diagrams in the study material are diffi cult to understand.

 Adequate training aids are vital for the disseminati on of training inputs. It is
observed that there are few training aids in the classroom. Therefore, arrangement of
projector, LCD etc. should must be done before any training programmes.

 Since a few employees felt that the training they have undergone in the last
two years didn’t help them at all, a feedback session should be made mandatory aft er
every training session, in order to ascertain whether the above idea behind the
training programmes have been accomplished or not.

 Every now and then the employees should be encouraged to identi fy their own
training needs which would enhance employee morale and also shift the burden from
the superior to the employee himself.
 Suitable study material in lucid form may be developed and distributed which
can be understood by all, even by self reading.

 It is also recommended that if the company is interested to train all their

employees, then the company should have well furnished class room with all training
aids like relati vely bigger white board, overhead projector, LCD projector and
computer, fi lm strips etc. so that presentati on of training inputs will be more
appealing to the trainees.

 Study also suggests that there could be certain diffi culti es among employees to
understand how to correct their errors.

 Another possibility could be resistance to change possibly due to some

temperamental factors. Also, they could have felt diffi culty to be self-confi dent in
correcti ng their mistake.

 Group discussion method was also followed while conducti ng the training
programmes so that the trainees can share their ideas with each other based on the
training inputs. Sti ll 39% trainees reported that they felt diffi culty to share their
ideas.

To the Management:

 Training need assessment is the selecti on process for sponsoring training

programmes. Hence, the process should be unbiased and made transparent based an
actual need.

 The organizati on should develop training of trainers (TOT) aft er criti cal
analysis of various inputs of the trainers for conducti ng the training programme in an
effi cient way.

 Inadequate or lack of infrastructure faciliti es someti mes creates problems for

conducti ng training programme through in house. Hence adequate support must be
given to develop right kind of infrastructure to conduct training programme.
 There should be close inter-acti on of the training catalyst and the trainees in a
periodical interval so as to make the training inputs more eff ecti ve.

 Industry specifi c study material may be prepared and distributed among the
parti cipants, which may help them to correct their mistakes, if any.

 In the group discussion, leaders play criti cal role in developing involvement
among the group members. Therefore, during the group discussion, trainers may give
adequate advice to the group leader if they failed to develop involvement among the
group members.

 The study material already available with the Board in languages other than
Hindi and English should be used. Pictorial presentati on should be much appealing so
that the trainees can relate easily with the real life events.

CHAPTER – 8
CONCLUSION

The following conclusions are drawn from the above findings.

Training to the employees is very use full in UEI Global. It will help the employees for the up gradation of
their knowledge levels & also for the carrier up gradation. Apprentice ship timing & the Induction timing is
used as most popular method of imparting training to the employees company. Other methods which are used
are on the job training, off the job training and refresher modules.

UAI Global in most of the cases the training is given to the fresher as well as existing employees. Secondly
training is given to the employees with due promotion. It is evident from the study that 48% respondent agree
that training is use full to them.  The study reveals that majority of the respondents on most of the factors
detailed in the questionnaire have responded positively by ranking strongly agree and agree too many of the
statements and variables. Hence, it is opined that the overall climate on training are very important factor in
company. Adequate importance is given to both the aspects of the training i.e. functional and developmental.
However, more training on multi-skilling, on the job, computer based training are essential on functional
aspect, because of rapid change in technology and the work culture. The impact of training as a key input for
developing the employees ultimately leading to organization excellence is duly conceived and all efforts are
made to measure the effectiveness.

REFERENCES

1. Lippert, R et. al (2001): “Using diff erent evaluati on looks to assess a regional
internet in service training”, Internati onal Journal of Instructi onal Media”,
28(3), 237-249.

2. Lynton, Rolf P. and Pareek Udai (2000) : “Training for Organizati onal
Transformati on, Part 1, Sage Publicati ons, New Delhi.

3. Mirza, S. Saiyadain (1987) : “Training Functi ons in India”, I.J.T.D., Vol. XVII,
issue 2, March-April 1987, PP. 3-12.

4. Padhi, Nayantara and Rati kana Dash (2007) : “Evaluati ng Training Eff ecti veness
: An Empirical Study”, I.J.T.D., Vol. XXXVII, issue 1, Jan.-March (2007), PP. 23-
26.

5. Sodhi, J.S. and Kohli, K.D. (1987) : “Training of Workers in Public Sector
Enterprises”, I.J.T.D., Vol. XVII, issue 2, March-April 1987, PP. 24-28.

6. Srimannarayana, M. (2006) : “Training Trends in India”, I.J.T.D., Vol. XXXII,

issue 2, April- June 2006, PP. 41-56.

7. MILLER, Janice A. and Diana M. OSINSKI, “Training Needs Assessment”,

JulY2002, htt p://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf

8. Evidence-Based Training Methods, By Ruth Colvin Clark

9. Strategic Human Resource Management: An Indian Perspecti ve:By Sharm,

Anuradha & Khandekar, Aradhana

10. Approaches to Training and Development:  Dugan Laird , Sharon S. Naquin

 11. htt p://www.uei-global.com/

APPENDIX

 QUESTIONNAIRE

Dear respondent,

I am conducting a survey on “A STUDY ON TRAINING AND DEVELOPMENT AT UEI

GLOBAL”. Kindly help me in my survey by filling this questionnaire.

NAME                                                        :

AGE                                                            :
MARTIAL STATUS                                  :
EDUCATIONAL QUALIFICATION       :

DESIGNATION                                        :

CONTACT NO                                          :
Q1. How long have you been working for UEI global?

1. Less than 1 year

2. 1-3 years

3. 3-5 year’s

4. 5 years

5. Above 5 years

Q2. Do you think new subject training is beneficial in the UEI global Staff?

1. Yes

2. No

3. Can’t day

Q3. Which method of training is used?

 1. Inducti on training

2. On the job training

3. Off the job training

4. Apprenti ceship training

5. Refresher

6. Vesti bule

Q4.  How frequently the quality full training programme is organized by the UEI global?

1. Aft er 1 month

2. Aft er 3 months

3. Aft er 6 months

4. Aft er 1 year

5. Someti mes

Q5.  For what purpose training is essential?

1. As a method

2. When junior staff ask

3. Proposal from head offi ce

4. Regular interval

Q6.   What is the training period generally is taken by your organization?

1. Under 1 month

2. 1-3 months

3. 3-6 months

4. Below 12months

 
Q7. Where the training is given by your organization?

1. In the organizati on itself

2. Outside the organizati on

3. Under specialized person or place

Q8.  With whom the responsibility of training may be shared in your organization?

1. Top management

2. Personnel department

3. supervisor

4. clerk

Q9.  A good quality of Training helps to Increase the efficiency the various department employees.
(Please rate it)

1. Highly Agree

2. Agree

3. Neutral

4. Highly disagree

5. Disagree

 Q10. Training helps to increase basic knowledge and skill and Awareness of responsibility of all
department employees at UEI global.

1. Highly Agree

2. Agree

3. Neutral
 4. Highly disagree

5. Disagree

Q11.  Do you agree quality of training increased productivity & less wastage?

1. Highly Agree

2. Agree

3. Neutral

4. Highly disagree

5. Disagree

Q12. What benefit do you derive from training techniques?

1. Greater responsibility

2. Improves workmanship

3. Level of moti vati on

4. Sense of belongingness

5. Growth and development

Q13.  What are the factors that generally matter in the selection for good training?

1. Depth of knowledge in parti cular jobs to be fi lled.

2. Background of training for assessing their capability.

3. of persons to be trained and development.

4. Considerati on of faciliti es by the way of cost, ti me and equipment.

 
 

Q14. How do you rate training program overall in last one year?

1. Good

2. Fair

3. Poor

Q15.Do you feel that the training helps to identify the strength and weakness of the all department
employees?

1. Highly Agree

2. Agree

3. Neutral

4. Highly disagree

5. Disagree

Q16 “The quality of training program is helpful in reducing grievance among the all department
employees” Do you agree above statement?

1. Highly Agree

2. Agree

3. Neutral

4. Highly disagree

5. Disagree

Q17. Your organization has a training and development policy applicable to all employees.

1. Most of the ti me
 2. Oft en

3. Someti mes

4. Rarely

5. Almost never

Q18.Supervisors tells employees whether they are doing their job as per the training imparted or not.

1. Most of the ti me

2. Oft en

3. Someti mes

4. Rarely

5. Almost never

Q19.The equipment used in training is similar to the equipment found on the job.

1. Most of the ti me

2. Oft en

3. Someti mes

4. Rarely

5. Almost never 

Q20.Employees who uses their training is given preference for new assignments.

1. Most of the ti me

2. Oft en

3. Someti mes
 4. Rarely

5. Almost never

Q21. The effectiveness of training in overall development of skills of workforce.

1. Most of the ti me

2. Oft en

3. Someti mes

4. Rarely

5. Almost never

Q22. Do you satisfied with the T&D policies currently being used in the UEI global.

1. Very Sati sfi ed

2. Sati sfi ed

3. Neutral

4. Not Sati sfi ed

5. Strongly Not Sati sfi ed

Q23. Do you aware employees T&D process being used in the organization?

1. Yes

2. No

3. Can’t say

Q24.  What are the factors that generally matter in the selection for training and development?

1. Depth of knowledge in parti cular jobs to be fi lled.

2. Background of training for assessing their capability.

 3. of persons to be trained and development.

4. Considerati on of faciliti es by the way of cost, ti me and equipment.

Q25.  Finally do you think that training is very important factor for any organization?

1. Most of the ti me

2. Oft en

3. Someti mes

4. Rarely

5. Almost never

==============================Thank You========================
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P ROJ E CT SYN OP SIS    (5 )   BCA P ro je ct Syn op sis Ide a    (6 )   BCA P ROJ E CT SY N OP SIS SA MP LE
SMU    (1 )  b ca syn o p sis    (11 )   BCA Syno p sis fo r SMU    (3 )  BCA Syn op sis Gu id e lin e s 20 16    (6 )  
BT E CH    (16 )   b te ch pr o je ct    (4 )   BT E CH P ROJ E CT SY N OP SIS    (4 )  b te ch syn o p sis    (4 )  b te ch
syn op sis p ro je ct    (4 )  BUY IE E E M.T e ch . B.T e ch . P ro je cts    (1 )  C LE V E L    (17 )   COMP UT E R
SCIE N CE    (3 1 )   D aksh in a Bh ar at Hin d i P r ach ar Sab ha Ch en n ai M.e d Syn o p sis and Pr o je ct
Re p or t    (1 )  D aksh in a Bh ar at Hin d i P r ach ar Sab ha Ch en n ai P sych olo gy Syn op sis an d P ro je ct
Re p or t    (1 )  D OE A CC    (1 9 )  D OE A CC P ro je ct    (4 )  D OE A CC P ro je ct Syn op sis    (3 )  
E LE CT RICA L    (11 )   E LE CT RON ICS AN D COMM UN ICA T ION    (12 )   FINA N CE    (3 2 )   fi n an ce
p ro je ct    (2 )  Fr e e B.te ch P r o je ct re p or t T itle s    (3 )   FRE E D OWN LOAD IGN OU MT M RE P ORT
A ND SY N OP SIS    (1 )  FRE E D OWN LOA D MT M P ROJ E CT SY N OPSIS    (1 )  FRE E IGN OU PGD FSQM
T IT LE S FOR P ROJ E CT SYN OP SIS    (1 )   Fre e M.te ch P ro je ct r ep o r t T itle s    (1 )  FRE E MBA P ROJ E CT
RE P ORT T IT LE    (16 )   FRE E MBA P ROJ RCT RE P ORT T IT LE S    (2 8 )   FRE E P GD FSQM P ROJ E CT
RE P ORT    (1 )   FRE E P GD IS P ROJ E CT RE P ORT    (1 )   Fre e Sam p le D o wn lo ad    (42 )   Fre e Sam p le
d o wnlo ad f or He alth Car e Man age m e n t Pr o je ct    (3 )   Fre e Sam p le d o wn lo ad f or He alth Car e
Man age m en t Syn op sis    (3 )   FRE E SA MP LE DOWN LOA D FOR IGN OU P GD FSQM TIT LE S    (1 )  Fr e e
Sam ple do wn lo ad fo r In fo r m ati o n Te chn o lo gy (IT ) Pr o je ct    (6 )   Fre e Sam p le d o wn lo ad f or
Inf o r m ati o n T e chn o lo gy (IT ) Syn o p sis    (6 )  FRE E SA MP LE D OWN LOAD FOR LIBRA RY T IT LE    (1 ) 
Fr e e Samp le do wn load fo r Op e rati on P ro je ct    (5 )  Fr e e Samp le do wn lo ad fo r Op e r ati o n
Syn op sis    (5 )   FRE E SA MP LE DOWN LOA D FOR P GDFSQM T IT LE S    (1 )   FRE E SA MP LE DOWN LOA D
FOR P GD IS    (1 )  Fr e e Samp le do wn lo ad fo r P r oje ct Man age m en t (P M) Pr o je ct    (6 )  Fr e e
Sam ple do wn lo ad fo r P r o je ct Manage m en t (P M) Syno p sis    (6 )  FRE E T IT LE S OF PGD IS    (1 ) 
GUID E LIN E FRE E SA MP LE    (1 3 )  GUID E LIN E FRE E SA MP LE D OWN LOA D    (4 7 )   He alth Car e
Man age m en t P ro je ct with Gu id e line s    (3 )   He alth Car e Man age m e n t Syn o p sis & P ro je ct with
Gu id e lin e fr e e Samp le    (3 )   He alth Car e Man age m e n t Syn o p sis with Gu id e lin e s    (3 )   He alth
Car e Man age m e n t Title s    (3 )  He alth car e Manage m en t Pr o je ct WIT H GUIDE LIN E    (5 )  HR
T IT LE S    (2 )  HUMA N RE SOURCE MA N A GE ME NT    (3 5 )   IE E E    (1 7 )   IGN OU    (68 )   IGN OU
B.A (Hu m an En vir on m e n t) A HE 01 Syn op sis and Pr o je ct Rep o r t Fo rm at    (1 )  IGN OU B.T E CH
p ro je ct    (3 )  IGN OU B.T E CH SY N OP SIS    (4 )  ign ou bca    (3 )   ign o u b ca f r ee fo r m at    (7 )   ign o u
b ca fr ee pr o je ct    (6 )   ign o u b ca f r ee pr o je ct r ep o r t    (7 )   ign o u b ca f r ee syno p sis re po r t    (6 ) 
ign ou bca pr o je ct    (8 )   IGN OU BCA Pr o je ct & Syno p sis    (6 )  ign ou bca pr o je ct and
syn op sis    (5 )   IGN OU BCA P ROJ E CT REP ORT FORMA T A ND SA MP LE    (1 )  ign ou bca pr o je cts    (5 ) 
ign o u b ca r e po r t    (5 )  ign ou bca r ep o r t gu ide lin e s    (5 )  ign ou bca syn op sis    (1 0 )   ign ou bca
syn op sis and pr o je ct    (6 )   IGN OU LIBRA RY    (1 )  IGN OU LIBRA RY T IT LE S    (1 )   IGN OU
M.A (E CON OM ICS) ME CP - 1 01 SY N OP SIS    (1 )  IGN OU M.A (P SY CHOLOGY ) MA P C SY N OP SIS
P ROJ E CT    (1 )   IGN OU M.T E CH P r oje cts    (3 )   IGN OU M.T E CH SY N OP SIS    (3 )   IGN OU MA
P SY CHOLOGY SYN OP SIS    (1 )   IGN OU MA P C MP CE 01 6 P ROJ E CT RE P ORT    (1 )   IGN OU MA P C
MP CE 0 1 6 SYN OP SIS FORMA T    (1 )  IGN OU MA P C0 1 6 SYN OP SIS    (1 )   IGN OU MBA OP E RA T ION
P ROJ E CT RE P ORT    (2 )   IGN OU MBA OP E RA T ION SY N OP SIS SA MP LE    (2 )  IGN OU MBA
P ROJ E CT    (9 )   IGN OU MBA P ROJ E CT an d SYN OP SIS    (1 0 )   IGN OU MBA SY N OP SIS    (9 )  ign ou m ca
f re e fo r m at    (4 )   ign o u m ca fr e e p ro je ct    (6 )  ign ou m ca f re e pr o je ct re p o r t    (7 )   ign o u m ca
f re e syno p sis r e po r t    (7 )  ign ou m ca p ro je ct    (8 )  ign ou m ca p ro je ct and syn op sis    (6 )   IGN OU
MCA Pr o je ct Gu id elin e s 2 01 6    (3 )  IGN OU MCA P ROJ E CT RE P ORT SA MP LE    (1 )  IGN OU MCA
P ROJ E CT SYN OP SIS    (1 )   ign o u m ca re p o r t    (5 )   ign o u m ca re p o r t gu ide line s    (7 )  ign ou m ca
syn op sis    (7 )   IGN OU PGDD M SY N OP SIS SA MP LE    (3 )   IGN OU PGDD M(P OST GRA D UT E DIP LOMA
IN DISA ST E R MA N A GE ME N T ) SY N OP SIS P ROJ E CT RE P ORT FORMA T    (1 )   IGN OU PGD E T P ROJ E CT
RE P ORT SA MP LE    (2 )  IGN OU P GD E T P ROJ E CT SY N OP SIS SA MP LE    (1 )  IGN OU P GD FCS P ORJ E CT
RE P ORT SA MP LE    (1 )  IGN OU P GD FCS(MFC I- 0 05 ) P ROJ E CT SY N OP SIS SA MP LE    (1 )   IGN OU
P GDFSQM P ROJ E CT RE P ORT FORMA T    (1 )  IGN OU P GD FSQM P ROJ E CT SY N OP SIS SA MP LE    (1 ) 
IGN OU P GD FSQM TIT LE S    (1 )  IGN OU P GD RD RE P ORT FORMA T    (1 )   IGN OU PGD RD (ME CP - 0 01 )
SY N OP SIS FORMA T    (1 )  IGN OU P OST GRA D UA T E (P GD E T ME S0 3 5 ) SY N OP SIS P ROJ E CT RE P ORT
FORMA T    (1 )  IGN OU P OST GRA D UA T E (P GD LA N MLIP - 0 08 ) SYN OP SIS P ROJ E CT REP ORT
FORMA T    (1 )  IGN OU P ROJ E CT SYN OP SIS SA MP LE FOR BCA    (1 )  IGN OU T OURISM P ROJ E CT
SY N OP SIS    (1 )   IMT CD L    (47 )   IMT CD L P r oje ct Rep o r t    (1 )   IMT CD L Syn op sis    (1 )   IMT Hu m an
Re so u r se (HR) Pr o je ct Syn op sis Sam p le d o wn lo ad    (3 )  IMT Hu m an Re so ur se Pr o je ct Syno p sis
Id e a    (3 )  IMT MBA Fin an ce    (9 )   IMT MBA Finan ce Pr o je ct    (9 )   IMT MBA Finan ce
Syn op sis    (9 )   IMT MBA Finan ce Syn op sis WIT H GUID E LIN E    (9 )   IMT MBA HR    (10 )   IMT MBA
HR Pr o je ct    (9 )   IMT MBA HR P r o je ct WIT H GUID E LIN E    (9 )  IMT MBA HR Syno p sis    (9 )  IMT
MBA HR Syno p sis WIT H GUID E LIN E    (9 )  IMT MBA IB    (1 1 )   IMT MBA IB Pr o je ct    (10 )   IMT MBA
IB P r o je ct WIT H GUID E LIN E    (10 )   IMT MBA IB Syn op sis    (9 )   IMT MBA IB Syn op sis WIT H
GUID E LIN E    (9 )  IMT MBA In te r n ati o n al Bu sine ss (IB) P ro je ct Re p or t Gu ide line s 2 01 6-
2 01 7    (4 )  IMT MBA IT    (11 )   IMT MBA IT Pr o je ct WIT H GUID E LIN E    (1 0 )   IMT MBA IT
Syn op sis    (1 0 )   IMT MBA IT Syn op sis WIT H GUIDE LIN E    (10 )   IMT MBA Mar ke ti n g    (1 1 )   IMT
MBA Mar ke ti n g P ro je ct WIT H GUID E LINE    (9 )   IMT MBA Mar ke ti n g Syn o p sis    (10 )   IMT MBA
Mar ke ti n g Syn o p sis WIT H GUID E LINE    (9 )   IMT MBA OP E RA T ION P ROJ E CT RE P ORT    (1 )   IMT
MBA OPE RA T ION P ROJ E CT SY N OP SIS SA MP LE    (2 )   IMT MBA OP E RA T ION RE P ORT    (1 )  IMT MBA
P r oje ct & Syn op sis fo r Fin an ce    (4 )   IMT MBA P ROJ E CT IDE A S    (1 6 )   IMT MBA Pr o je ct
Man age m en t    (10 )   IMT MBA P ro je ct Man age m en t P r o je ct    (9 )   IMT MBA P ro je ct Man age m en t
P r oje ct Rep o r t    (9 )   IMT MBA P ro je ct Man agm e ne t Syn op sis & Pr o je ct Ide as    (4 )   IMT MBA
SY N OP SIS    (7 )   IMT MBA (HR) P ROJ E CT SA MP LE    (1 )  IMT MBA (H R) SYN OP SIS SA MP LE    (1 )  IMT
P ROJ E CT    (3 0 )   IMT P ROJ E CT SYN OP SIS    (2 9 )   IMT P r o je ct Syn o p sis T itle s    (2 1 )   IMT P r o je ct
Syn op sis with Gu id e lin e s 2 01 6 - 20 17    (1 9 )   im t syn op is    (1 4 )   IMT SY N OPSIS    (30 )   im t syno p sis
and pr o je ct    (2 7 )  IN DE RP RA ST HA UN IV E RSITY GURU GOBIN D SIN G (GGSIP U)    (1 4 )   In dian
Sch oo l of Bu sin e ss Man age m e n t & A d m in istr ati on (ISBM Maste r In P ub lic He alth ) Syn op sis
P r oje ct Rep o r t    (1 )   Ind ir a Gand h i N ati o n al Op en Un ive r sity – [ IGN OU] [ P GD FM] P o st-
Gr adu ate Dip lo m a in Fin an cial Man age m en t Syn op sis an d P ro je ct Re p o r t    (1 )   Inf o r mati on
T e chn o lo gy (IT ) Title s    (3 )   IN GOU BCA    (2 )   IN GOU BCA Pr o je ct    (1 )  IN GOU BCA P r o je ct
Syn op sis    (1 )   IN GOU BCA Pr o je ct Syn op sis 20 16    (1 )   IN GOU MCA    (3 )   In te rn ati on al Bu sin e ss
(IB) P ro je ct with Gu id e lin e s    (6 )   In te rn ati on al Bu sin e ss (IB) Syn op sis & Pr o je ct with
Gu id e lin e fr e e Samp le    (6 )   In te rn ati on al Bu sin e ss (IB) Syn op sis with Gu id elin e s    (6 ) 
IP HON E    (9 )   IT P r o je ct WIT H GUID E LIN E    (6 )  J 2 E E    (9 )  J aipu r Nati on al Un ive r sity (J N U J aipu r
BBA - 30 7 ) Syn op sis P ro je ct Re p or t    (1 )  J aipu r Nati on al Un ive r sity (J N U J aipu r BCA - 3 07 )
Syn op sis Pr o je ct Re po r t Fo r m at    (1 )   J aip ur N ati o nal Un ive r sity (JN U J aip u r BCA - 30 7 )
Syn op sis Pr o je ct Re po r t Fo r m at Dr aft    (1 )  J aipu r Nati on al Un ive r sity (J N U J aipu r MBA - 2 11 )
Syn op sis Pr o je ct Re po r t Fo r m at    (1 )   J aip ur N ati o nal Un ive r sity (JN U J aip u r MBA - 21 1 )
Syn op sis Pr o je ct Re po r t Fo r m at    (1 )   J aip ur N ati o nal Un ive r sity (JN U J aip u r MCA - 30 5 )
Syn op sis Pr o je ct Re po r t Fo r m at    (1 )   J aip ur N ati o nal Un ive r sity (JN U J aip u r MCA - 30 5 )
Syn op sis Pr o je ct Re po r t Fo r m at Dr aft    (1 )  J OURN A LISM    (2 )   Ku r u kshe tr a Un ive r sity B.B.A
Syn op sis an d P r o je ct Rep o r t    (1 )   Ku r u kshe tr a Un ive r sity B.C.A Syn o p sis and Pr o je ct
Re p or t    (1 )  Ku ru ksh e tr a Un ive r sity M.B.A Syn op sis an d P r o je ct Rep o r t    (1 )   Ku r u kshe tr a
Un ive r sity M.C.A Syn o p sis and Pr o je ct Re po r t    (1 )  Ku ru ksh e tr a Un ive r sity M.Sc- IT Syn op sis
and Pr o je ct Re po r t    (1 )  late st mb a pr o je ct syn o p sis ti tle s    (5 )   late st p ro je ct syn op sis
ti tle s    (6 )   LIBRA RY SCIE N CE    (7 )   M.te ch P ro je ct Gu id e line s 20 1 6- 2 01 7    (1 )  M.T e ch Pr o je ct
Id e a    (2 )  M.te ch Pr o je ct Syno p sis sam p le d o wn lo ad    (1 )  M.te ch Pr o je ct Syno p sis Title s    (2 )  
M.te ch Pr o je ct with Gu id e lin e s    (1 )  M.te ch Syn o p sis Id e a    (1 )  Mah ar sh i D ayan and
Un ive r sity(MD U) B.C.A Syn op sis and Pr o je ct Rep o r t    (1 )   Mah ar sh i Dayan an d Un ive r sity(MD U)
M.B.A Syn op sis an d P ro je ct Re p o r t    (1 )   Mah ar sh i Dayan an d Un ive r sity(MD U) M.C.A Syn op sis
and Pr o je ct Re po r t    (2 )  Mah ar sh i D ayan and Un ive r sity(MD U) M.Sc- IT Syn op sis an d P r oje ct
Re p or t    (1 )  MA N A GE ME N T    (57 )   MA RKE T IN G    (32 )   Mar ke ti n g P r oje ct WIT H GUID E LIN E    (9 ) 
MA RKE T IN G Syno p sis WIT H GUID E LIN E    (9 )  MA RKE T IN G Syno p sis WIT H GUID E LIN E FRE E
SA MP LE    (1 0 )  MBA    (4 1 )  MBA    (4 7 )  MBA Fin an ce    (6 )   MBA Finan ce Pr o je ct    (4 )   MBA
Fin an ce Pr o je ct For m at    (4 )  MBA Fin an ce P ro je ct Re p or t Gu ide line s 2 01 6- 2 01 7    (4 )  MBA
Fin an ce Pr o je ct WIT H GUIDE LIN E    (7 )   MBA Finan ce Syn op sis    (7 )  MBA Fin an ce Syno p sis
Id e a    (4 )  MBA Fin an ce T op ics    (4 )   MBA He alth Car e Man age me n t P ro je ct Re p or t Gu ide line s
2 01 6 - 20 17    (3 )   MBA He alth Car e Man age me n t P ro je ct WIT H GUID E LINE    (3 )   MBA He alth
Car e Man age m e n t Syn o p sis & P ro je ct Id e as    (3 )  MBA IB    (3 )   MBA IB Syn op sis WIT H
GUID E LIN E    (7 )  MBA In f or m ati on Te ch no lo gy (IT ) P ro je ct Re p o r t Gu ide line s 2 01 6- 2 01 7    (5 )  
MBA In f or m ati on Te ch no lo gy (IT ) Syno p sis & P r o je ct Id e as    (5 )   MBA In te rn ati on al
Bu sine ss    (6 )  m b a it    (2 )  MBA Mar ke ti n g    (5 )  MBA Mar ke ti n g P ro je ct & Syn op sis Id e as    (5 )  
MBA Mar ke ti n g P ro je ct Syn op sis Gu id e lin e s 2 01 6 - 20 17    (6 )   MBA Mar ke ti n g syn o p sis    (7 ) 
MBA MS- 10 0    (6 )  MBA Op e r ati o n Pr o je ct Rep o r t Gu id e lin e s 20 16 - 20 17    (5 )   MBA Op e rati on
Syn op sis & Pr o je ct Ide as    (6 )   MBA OP E RA T ION S P ROJ E CT    (5 )   MBA OP E RA T ION S P ROJ E CT
SY N OP SIS    (6 )   MBA OP E RA T ION S SY N OPSIS    (6 )  MBA P ROJ E CT    (8 )  MBA Pr o je ct & Syn o p sis
f or Inf o r m ati o n T e ch n o lo gy (IT )    (4 )  MBA Pr o je ct & Syn o p sis f or In te rn ati on al Bu sin e ss
(IB)    (6 )  MBA Pr o je ct & Syn o p sis f or Op er ati on    (6 )   MBA P ro je ct & Syn op sis fo r Pr o je ct
Man age m en t (P M)    (6 )   MBA P ro je ct f o r Fin an ce    (3 )  MBA Pr o je ct fo r Hu m an Re so u r ce    (3 ) 
m b a p ro je ct f or hu m an re so u r ce h r    (3 )  MBA Pr o je ct fo r In f or m ati on Te ch no lo gy (IT )    (6 )  
MBA Pr o je ct fo r Op e r ati o n    (5 )  MBA Pr o je ct fo r Pr o je ct Man agem e n t (P M)    (5 )  MBA
P ROJ E CT GUID E LIN E S 20 16    (2 7 )  MBA P ROJ E CT ID E A S    (29 )   MBA P ro je ct Man age m en t (P M)
P r oje ct Rep o r t Gu id elin e s 2 01 6 - 20 17    (6 )   MBA P ro je ct Man age m en t (P M) Syn o p sis & P ro je ct
Id e as    (6 )  MBA Pr o je ct Man age me n t Syno p sis    (7 )  MBA P ROJ E CT RE P ORT FORMA T    (26 )   MBA
P r oje ct Rep o r t Gu id elin e s 2 01 6 - 20 17    (2 0 )   MBA P ROJ E CT SY N OPSIS    (26 )   MBA P ROJ E CT
SY N OP SIS    (2 2 )  MBA Pr o je ct Syno p sis fo r Finan ce    (2 )  MBA Pr o je ct Syno p sis fo r Hu m an
Re so u r ce (HR)    (2 )   MBA P ro je ct T itle s fo r Fin an ce    (3 )   MBA P ro je cts    (11 )   mb a pr o je cts
2 01 7    (5 )  MBA Syn o p sis f or Hu m an Re sou r ce    (2 )  m b a syn op sis f or hu m an re so ur ce hr    (3 )  
MBA Syn o p sis f or Ope r ati on    (4 )   MBA Syn op sis fo r P r o je ct Man age m e n t (P M)    (3 )   MBA
SY N OP SIS ID EA S    (2 0 )  MBA T OP ICS    (10 )   MCA    (16 )   MCA P ro je ct f or Ign ou    (4 )   MCA P ro je ct
f or SMU    (4 )  MCA Pr o je ct Gu id e lin e s 2 01 6    (6 )   MCA P ROJ E CT T RA IN IN G    (1 0 )   MCA Syn o p sis
f or Igno u    (4 )  MCA Syn o p sis f or SMU    (4 )   MCA Syn op sis Gu ide lin e s 2 01 6    (7 )  MCA Syn o p sis
WIT H GUID E LINE    (8 )   MLIS    (8 )   m sc.it FRE E SA MP LE D OWN LOAD    (2 )   MT E CH    (16 )   Mte ch
p ro je ct    (2 )  MT E CH P ROJ E CT SY N OPSIS    (2 )  m te ch pr o je cts    (3 )   m te ch syn op sis    (4 ) 
MT M    (1 )   m tm pr o je ct    (1 )   MT M P ROJ E CT SYN OP SIS DOWN LOA D    (1 )  m tm syn op sis and
p ro je ct    (1 )  m tm syn op sis\    (1 )   N OU MT M    (1 )   OP E RA T ION T IT LE S    (4 )  OP E RA T ION S    (31 )  
P GDFSQM IGN OU P ROJ E CT SYN OP SIS IDE A    (1 )   P GD FSQM P ROJ E CT SYN OP SIS ID E A    (1 )  
P GDFSQM T IT LE S    (1 )   P GD IS FOR IMT    (1 )   P GD IS T IT LE S FOR IMT    (1 )   P GD IS T IT LE S FOR
P ROJ E CT RE P ORT    (1 )   P GD LA N    (10 )   P HP    (11 )   P OST GRA D UA TE D IP LOMA P ROJ E CT RE P ORT
A ND SY N OP SIS    (5 )  P OST GRAD UA T E D IP LOMA RE P ORT FORMA T    (5 )   Pr o je ct f or B.T e ch    (3 ) 
P r oje ct fo r BCA    (5 )  P r o je ct fo r Fin an ce    (3 )   pr o je ct fo r hr    (1 )  P r o je ct fo r IMT Hu m an
Re so u r se (HR)    (1 )   Pr o je ct f or In te r n ati o n al Bu sin e ss    (4 )  P r o je ct fo r M.T e ch    (1 )   Pr o je ct f or
Mar ke ti n g    (4 )   Pr o je ct f or m ca    (5 )  P r o je ct fo r Op e r ati o n    (3 )  P r o je ct Manage m en t (P M)
T itle s    (3 )   Pr o je cts A vailab le fo r BT e ch    (1 )  RISM IGN OU SY N OP SIS A ND RE P ORT    (1 )   RISM
T IT LE S    (1 )  Sand ip Un ive r sity M.B.A Syn o p sis and Pr o je ct Re po r t    (1 )  SCD L    (1 3 )   scd l
p ro je ct    (9 )  scd l pr o je ct re p or t    (9 )  SMU    (38 )   SMU BCA P ro je ct    (6 )  SMU BCA P ROJ E CT
RE P ORT SA MP LE    (2 )  SMU BCA P ROJ E CT SA MP LE    (1 )   SMU BCA P ROJ E CT SYN OP SIS    (7 )   SMU
BCA P ROJ E CT SYN OP SIS SA MP LE    (1 )  SMU BCA Pr o je ct WIT H GUID E LIN E    (6 )   SMU BCA
SY N OP SIS    (6 )   SMU BCA Syn op sis Id e a    (2 )   SMU BCA SYN OP SIS SA MP LE    (1 )  SMU BCA
SY N OP SIS WIT H GUID E LIN E    (7 )   SMU BSC (IT )    (3 )  SMU BSC (IT ) Pr o je ct WIT H GUID E LINE    (3 )  
SMU BSC (IT ) P r o je ct WIT H GUID E LIN E FRE E SA MP LE D OWN LOAD    (4 )   SMU BSC (IT )
Syn op sis    (4 )   SMU BSC (IT ) Syn op sis WIT H GUID E LIN E    (4 )   SMU FRE E P ROJ E CT SA MP LE    (10 )  
sm u h e alth car e m an age m e n t    (3 )   SMU Mar ke ti n g    (3 )  SMU Mar ke ti n g Pr o je ct    (3 )  SMU
MA RKE T IN G Syno p sis    (4 )  SMU MBA    (1 0 )   SMU MBA FINA N CE    (4 )   SMU MBA FIN AN CE
P r oje ct    (3 )  SMU MBA FINA N CE Pr o je ct WIT H GUID E LIN E    (3 )   SMU MBA FIN AN CE Syn op sis
WIT H GUID E LINE    (2 )   SMU MBA He alth car e    (4 )   SMU MBA He alth car e Manage m en t    (4 )  SMU
MBA He alth care Man agem e n t Pr o je ct    (3 )   SMU MBA He alth car e Manage m en t Syn op sis WIT H
GUID E LIN E    (3 )  SMU MBA HR    (3 )  SMU MBA HR P ro je ct    (2 )  SMU MBA HR P ro je ct WIT H
GUID E LIN E    (2 )  SMU MBA HR Syn op sis    (2 )   SMU MBA HR Syn o p sis WIT H GUID E LINE    (2 )   SMU
MBA IB    (4 )   SMU MBA IB Pr o je ct    (3 )   SMU MBA IB Pr o je ct WIT H GUIDE LIN E    (3 )  SMU MBA IB
P r oje ct WIT H GUID E LIN E FRE E SA MP LE    (3 )  SMU MBA IB Syno p sis    (3 )   SMU MBA IT    (3 )   SMU
MBA IT P ro je ct    (3 )  SMU MBA IT P r o je ct WIT H GUID E LIN E    (3 )  SMU MBA IT Syn op sis    (3 )  
SMU MBA IT Syn op sis WIT H GUIDE LIN E    (3 )   SMU MBA OP E RA T ION P ROJ E CT RE P ORT
SA MP LE    (2 )   SMU MBA OP E RA T ION P ROJ E CT SY N OP SIS SA MP LE    (2 )  SMU MBA P ROJ E CT    (6 ) 
SMU MBA Pr o je ct Man age me n t    (4 )   SMU MBA P r o je ct Manage m en t fr ee samp le
d o wnlo ad    (3 )  SMU MBA P ROJ E CT MAN A GE ME N T syn o p sis    (3 )  SMU MBA P ROJ E CT
SY N OP SIS    (9 )   smu mb a syno p sis    (7 )   smu mb a syno p sis an d p ro je ct    (7 )  SMU MBA
T ou r ism    (2 )   SMU MBA T ou r ism Syn o p sis    (2 )  SMU MBA To u r ism Syn op sis Diwn lo ad    (2 )  
SMU MCA Pr o je ct    (6 )   SMU MCA P r oje ct Gu ide line s 2 01 6    (5 )  SMU MCA Pr o je ct Re po r t
Gu id e lin e s 20 16 - 2 01 7    (4 )  SMU MCA P ROJ E CT SY N OP SIS    (7 )  SMU MCA Pr o je ct Syno p sis fr ee
sam p le Do wn lo ad    (3 )   SMU MCA P r oje ct Syn op sis f re e sam p le D o wn lo add o    (1 )  SMU MCA
P r oje ct WIT H GUID E LIN E    (6 )  SMU MCA Syn o p sis    (7 )  SMU MCA / BCA    (1 2 )   SMU MSC
(IT )    (3 )  SMU MSC (IT ) P ROJ E CT Rep o r t    (3 )   SMU MSC (IT ) Syn op sis    (3 )  SMU PGD IBO
P ROJ E CT RE P ORT FORMA T    (2 )   SMU P GD IBO SY N OP SIS SA MP LE    (2 )   SMU P ROJ E CT RE P ORT
SA MP LE    (7 )   SMU P ro je ct Syn op sis fr e e T itle s    (8 )   SMU SYN OP SIS SA MP LE    (8 )  SN U BCA
P ROJ E CT RE P ORT SA MP LE    (2 )   su m ba    (1 )   Swam i Vive kan and Su bh ar ti Un iver sity-
Me e r u t(SV SU- BCA ) Syn op sis Pr o je ct Re po r t    (1 )  Swam i V ive kan an d Sub har ti Un ive r sity-
Me e r u t(SV SU- MBA ) Syn op sis P ro je ct Re p or t    (2 )  Swam i V ive kan an d Sub har ti Un ive r sity-
Me e r u t(SV SU- MLIS) Syn op sis Pr o je ct Re po r t    (1 )  Swam i V ive kan an da Sub har ti Un ive r sity
(SV SU)M.B .A Syn op sis and Pr o je ct Rep o r t    (1 )  Sym b io sis    (16 )   SY MBIOSIS p r oje ct re po r t m b a
h r    (3 )  SY MBOISIS MBA SY N OP SIS    (6 )   Syno p sis f o r B.te ch    (4 )  Syn op sis fo r BCA    (4 )  
Syn op sis fo r Fin an ce    (3 )   syno p sis fo r h r    (2 )  Syn op sis fo r IMT Hu m an Re so u r se (HR)    (1 )  
Syn op sis fo r In te r n ati o n al Bu sine ss    (4 )   Syno p sis f o r M.T e ch    (2 )   Syno p sis f o r
Mar ke ti n g    (4 )   Syno p sis f o r m ca    (1 )   Syno p sis f o r Op er ati on    (3 )   Syno p sis Id e a f or Hu m an
Re so u r ce (HR)    (2 )   SYST E M IT    (3 6 )  T OURISM    (6 )   Un cate go r iz ed    (3 5 )   Un ive r sity Of
P e tr o le u m A nd En e r gy Stud ie s( UPE S) M.B.A    (1 )  Un ive r sity Of P e tr o leu m An d En e r gy
Stu d ie s( UP E S) M.B.A    (1 )   Unive r sity Of Pe tr o le um A nd E n er gy Stu d ie s( UP E S) M.B.A
Syn op sis an d P r o je ct Rep o r t    (1 )   UP ES MBA SY N OPSIS    (2 )  UP T E CH UT T A R P RA D E SH
T E CHN ICA L UN IV E RSITY    (7 )   Y ash wan tr ao Ch avan Mah ar ash tr a Op e n Un iver sity
(Y CMOU) M. B.A Syn o p sis and Pr o je ct Re po r t    (1 )  Y ash wan tr ao Ch avan Mah ar ash tr a Op en
Un ive r sity(Y CMOU- MBA ) Syno p sis Pr o je ct Rep o r t    (1 )  

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