A

Project Study Report

On
Title
--------------------78
Submitted In Partial Fulfillment For The Award Of
Degree Of
Master of Business Administration

SUBMITTED BY-

Pravendra Singh
Sisodia
MBA 3RD Semester
Executive

Guided byDr. Pushpkant

Shakdwipee

FACULTY OF MANAGEMENT STUDIES PACIFIC

ACADEMY OF HIGHER EDUCATION & RESEARCH
UNIVERSITY,UDAIPUR

PREFACE
Skill development is gradually acquiring a central space in public policy and action. One
need not overstate the advantages of skilling the youth for employability .Any
investment on the youth has a longer pay back for the country and therefore, needs
urgent attention and investments.
The government of India launched a placement linked skill development scheme, to be
implemented through the MINISTRY OF RURAL DEVELOPMENT (MORD) .The
scheme has now gained traction and through the this scheme alone. 5696 youth have
been trained and placed in all over country.
One of the key elements of the scheme is the process of Mobilization. The youth have
several questions, all of which cannot be addressed in a short period of time. So the
government has prepared FAQ manual for addressing the concerns and questions of
the youth and their parents /guardians.
This document will be useful for the PIAs, the district skill development officers and
those who are in the process of mobilizing the youth.

ACKNOWLEDGEMENT

I express my sincere thanks to my project guide Dr. Pushpkant Shakdwipee and

my center manager Mr Naveen Chohan, for guiding me right for the
inception till the successful completion of the project .I sincerely
acknowledge them for extending their valuable guidance, support for
literature, critical reviews of project and the report and above all the moral
support they had provided me.

Pravendra Singh Sisodia

CHAPTER-1
INTRODUCTION
Our Prime Minister Narendra Modi Launch SKILL INDIA Campaign on 15th
July, 2015.On the occasion of the first ever World Youth Skills Day on 15 th July
2015, the Ministry of Skill Development and Entrepreneurship (MSDE) will
launch the SKILL INDIA Campaign.
The main goal is to create opportunities, space and scope for the development
of the talents of the Indian youth and to develop more of those sectors which
have already been put under skill development for the last so many years and
also to identify new sectors for skill development. The new program aims at
providing training and skill development to 500 million youth of our country by
2020, covering each and every village. Various schemes are also proposed to
achieve this objective.

Features Of Skill India

The emphasis is to skill

the youths in such a way
so that they
get employment and also
improve entrepreneurship.
Provides training, support
and guidance for all
occupations that were of
traditional type like
carpenters, cobblers,
welders, blacksmiths,
masons, nurses, tailors, weavers etc.
More emphasis will be given on new areas like real estate, construction,
transportation, textile, gem industry, jewelry designing, banking, tourism and
various other sectors, where skill development is inadequate or nil.
The training program would be on the lines of international level so that the
youths of our country can not only meet the domestic demands but also of
other countries like the US, Japan, China, Germany, Russia and those in the
West Asia.
Another remarkable feature of the Skill India program would be to create a
hallmark called Rural India Skill, so as to standardize and certify the training
process.
Tailor-made, need-based program would be initiated for specific age groups
which can be like language and communication skills, life and positive thinking
skills, personality development skills, management skills, behavioral skills,
including job and employability skills.

The course methodology of Skill India would be innovative, which would

include games, group discussions, brainstorming sessions, practical
experiences, case studies etc.

INITIATIVES

Various initiatives under this campaign are:

National Skill Development Mission
National Policy for Skill Development and Entrepreneurship, 2015
Pradhan Mantri Kaushal Vikas Yojana (PMKVY)
Skill Loan scheme
Rural India Skill

Partnership Concept
UK has entered into a partnership with India under this program. Virtual
partnerships will be initiated at the school level to enable young people of either
country to experience the school system of the other country and develop an
understanding of the culture, traditions and social and family systems. A
commitment to achieve mutual recognition of UK and Indian qualifications was
made.

How is it different from the previous skill development policies?

Its not that we do not have any skill development program already. The
Government of India has always considered skill development as a national
priority. It is just that since the ministry is new, the approach taken for skill
development is also new. Earlier, the emphasis was on traditional jobs. But this
time, all kinds of jobs will be given equal emphasis. Earlier, the responsibility
was divided among various ministries, but this time, these are being clubbed
together. The ministry of skill development and entrepreneurship will be the
principal ministry which is going to coordinate with other ministries and
organizations.
According to NaMo, Skill India wont be just a program but a movement. Here,
youth who are jobless, college and school dropouts, along with the educated
ones, from rural and urban areas, all will be given value addition. The new
ministry will be the certifying agency. Certificates will be issued to those who
complete a particular skill or program and this certificate has to be recognized
by all public and private agencies and entities, including overseas
organizations. Skill India is a program for the entire nation.
Advantages of Skill India

The idea is to raise confidence, improve productivity and give direction through
proper skill development. Skill development will enable the youths to get bluecollar jobs. Development of skills, at an young age, right at the school level, is
very essential to channelize them for proper job opportunities. There should be
a balanced growth in all the sectors and all jobs should be given equal
importance. Every job aspirant would be given training in soft skills to lead a
proper and decent life. Skill development would reach the rural and remote
areas also. Corporate educational institutions, non-government organizations,
Government, academic institutions, and society would help in the development
of skills of the youths so that better results are achieved in the shortest time
possible Services and market information

WHAT IS PMKVY?
Approved for another four years (2016-2020) to benefit 10 million
youth
Allocated Budget 12,000 Crores
Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is the flagship scheme of the
Ministry of Skill Development & Entrepreneurship (MSDE). The objective of this
Skill Certification Scheme is to enable a large number of Indian youth to take up
industry-relevant skill training that will help them in securing a better livelihood.
Individuals with prior learning experience or skills will also be assessed and
certified under Recognition of Prior Learning (RPL).

Key Components of the Scheme:

1. Short Term Training
The Short Term Training imparted at PMKVY Training Centres (TCs) is
expected to benefit candidates of Indian nationality who are either
school/college dropouts or unemployed. Apart from providing training according
to the National Skills Qualification Framework (NSQF), TCs shall also impart
training in Soft Skills, Entrepreneurship, Financial and Digital Literacy. Duration
of the training varies per job role, ranging between 150 and 300 hours. Upon
successful completion of their assessment, candidates shall be provided
placement assistance by Training Partners (TPs). Under PMKVY, the entire
training and assessment fees are paid by the Government. Payouts shall be
provided to the TPs in alignment with the Common Norms. Trainings imparted
under the Short Term Training component of the Scheme shall be NSQF Level 5
and below.
2. Recognition of Prior Learning
Individuals with prior learning experience or skills shall be assessed and

certified under the Recognition of Prior Learning (RPL) component of the

Scheme. RPL aims to align the competencies of the unregulated workforce of
the country to the NSQF. Project Implementing Agencies (PIAs), such as
Sector Skill Councils (SSCs) or any other agencies designated by
MSDE/NSDC, shall be incentivized to implement RPL projects in any of the
three Project Types (RPL Camps, RPL at Employers Premises and RPL
centers). To address knowledge gaps, PIAs may offer Bridge Courses to RPL
candidates.
3. Special Projects
The Special Projects component of PMKVY envisages the creation of a
platform that will facilitate trainings in special areas and/or premises of
Government bodies, Corporates or Industry bodies, and trainings in special job
roles not defined under the available Qualification Packs (QPs)/National
Occupational Standards (NOSs). Special Projects are projects that require
some deviation from the terms and conditions of Short Term Training under

PMKVY for any stakeholder. A proposing stakeholder can be either Government

Institutions of Central and State Government(s)/Autonomous Body/Statutory
Body or any other equivalent body or corporates who desire to provide training
to candidates.
4. Kaushal and Rozgar Mela
Social and community mobilization is extremely critical for the success of
PMKVY. Active participation of the community ensures transparency and
accountability, and helps in leveraging the cumulative knowledge of the
community for better functioning. In line with this, PMKVY assigns special
importance to the involvement of the target beneficiaries through a defined
mobilization process. TPs shall conduct Kaushal and Rozgar Melas every six
months with press/media coverage; they are also required to participate actively
in National Career Service Melas and on-ground activities.

5. Placement Guidelines
PMKVY envisages to link the aptitude, aspiration, and knowledge of the skilled
workforce it creates with employment opportunities and demands in the market.
Every effort thereby needs to be made by the PMKVY TCs to provide placement
opportunities to candidates, trained and certified under the Scheme. TPs shall
also provide support to entrepreneurship development.
6. Monitoring Guidelines
To ensure that high standards of quality are maintained by PMKVY TCs, NSDC
and empaneled Inspection Agencies shall use various methodologies, such as
self-audit reporting, call validations, surprise visits, and monitoring through the
Skills Development Management System (SDMS). These methodologies
shall be enhanced with the engagement of latest technologies.
The scheme will be implemented through the National Skill Development
Corporation (NSDC).
7. Identification
Individuals with prior learning experience or skills shall be assessed and
certified under the Recognition of Prior Learning (RPL) component of the
Scheme. RPL aims to align the competencies of the unregulated workforce of
the country to the NSQF.
8. National Occupational Standards (NOSs)
Special Projects are projects that require some deviation from the terms and
conditions of Short Term Training under PMKVY for any stakeholder. A
proposing stakeholder can be Government Institutions of Central and State
Government(s)/Autonomous Body/Statutory Body or any other equivalent body
or corporates who desire to provide training to candidates.
9. Payout
Under PMKVY, the entire training and assessment fees are paid by the
Government. Payouts shall be provided to the TPs in alignment with the
Common Norms. Trainings imparted under the Short Term Training component
of the Scheme shall be NSQF Level 5 and below.
10. Opportunity
The idea is to raise confidence, improve productivity and give direction through
proper skill development. Skill development will enable the youths to get bluecollar jobs. Development of skills, at an young age, right at the school level, is
very essential to channelize them for proper job opportunities. There should be
a balanced growth in all the sectors and all jobs should be given equal
importance. Every job aspirant would be given training in soft skills to lead a
proper and decent life.

CHAPTER-2

MARKET INFORMATION

Mobilization.in general to assemble or marshal (armed forces, military reserves,

or civilian persons of military age) into readiness for active service. Or to
organize or adapt (industries, transportation facilities, etc.) for service to the
government in time of war.
Marketing has changed more in the last two years than in the last fifty. This is
the sentiment expressed nearly universally by marketing executives. Keeping
up is getting harder as change keeps coming. Chaos is becoming the norm for
marketers who havent evolved their skill sets to get ahead. And that leads to
less effective marketing.
As there are lot of nuts and bolts are there to promote the skill india scheme
,are the specialists are there to help in promoting this mission as for the welfare
of the society and the country .Some of the marketing sources used by the
mobilizers in the skill development program are as follows.
There are
two
sources of
information
from where
data for
marketing
research
can be
obtained.

(A)
Internal
Sources:
These refer
to the sources of information within the organisation. In certain cases internal
sources are indispensable without which the researcher cannot obtain desired
results. Internal sources include accounting information old mobilizers reports,
statistics in relation to advertisement expenditure, transportation costs etc.
Information from internal sources is easily available and no financial burden is
involved in gathering the information.

(B) External Sources:

In order to study marketing problems in detail the need of external sources of
marketing research arises. External sources are of immense importance and
utility in case where research needs detailed and thorough investigation.
External sources data can be divided with two categories (a) Primary data (b)
Secondary data.

Primary Data:
This refers to the information collected by the researcher from original sources.
It is not a published data; it has to be gathered by the researcher himself by
tapping various resources. Primary data is usually collected for specific
purposes.
The main sources from where primary data can be obtained are (a)
Panhchayat (b) Gram Sewak (c) Direct from peoples. It is a very slow
process of collecting data and involves huge costs. But results obtained from
this data are original and tend to be more accurate and reliable.
These sources are explained below:

Panchayat: - generally the mobilizers used to visit each and every

panchayat of the district and
the sarpanch or the head of
the village gathers all the
people or the student ,then
after these mobilizers used to
provide intel about the scheme.

Gram Sewak:- The

incumbent shall work under

the direct supervision of
concerned PROGRAMME
OFFICER and he has to follow
the each and Avery guidelines
of the concerned officer, so it is
the duty of him that he should
maintain the list of unemployed people or the people who are not been aware
of such scheme so. The officials of this scheme make them aware about all
the benefits of such skill development program.

Schools: - The mobilizers directly concern with the principal of the school
and tell them about the scheme and the principal or the teachers convey and
influence them to these development program.

Secondary data
Secondary data refers to data that was collected by someone other than the
user. Common sources of secondary data for social science include censuses,
information collected by government departments, organizational records and
data that was originally collected for other research purposes Primary data, by
contrast, are collected by the investigator conducting the research.

Secondary data analysis can save time that would otherwise be spent collecting
data and, particularly in the case of quantitative data, can provide larger and
higher-quality databases that would be unfeasible for any individual researcher
to collect on their own. In addition, analysts of social and economic change
consider secondary data essential, since it is impossible to conduct a new
survey that can adequately capture past change and/or developments.
However, secondary data analysis can be less useful in marketing research, as
data may be outdated or inaccurate.

Old student- The most common way to collect the Intel is through the old
student .as the trainers used to contact or influence the student to bring their
friends, relatives etc. so to become the part of skill development program.

Calling-today the BPOS sector are emerging a lot ,so the government ties
up with some BPOs whose work is to make call to the students from the
various school ,colleges, institutions etc .and tell them about the scheme of
skill development.

Mouth Marketing- generally after the completion of the training program

the students are allotted to various company or to the shops .so they also tell
there fellow mates or the friends and relatives about such program and they
used to join such program.

Internet-Now after the launch of the JIO 4G the internet facility is available
to various or to all people or previously didnt able to afford net .so through
the help of internet and social media these programs are been marketed a lot
for the beneficial of the uneducated persons and the children

Television- it is the best source of marketing as the government is

telecasting there schemes on the t.v so that the person who cant operate
mobile or internet can avail these government schemes and make in skillful
and contribute towards the nation.

Posters, banners,
newspaper-Another best
source of marketing is to print
the scheme on the poster
.banner and on the
newspapers so that they can
circulate in whole city and
village and in the remote
areas so that people and
children can join or be aware
of the skill development
programs.

CHAPTER-3

RAJASTHAN SKILL & LIVELIHOODS DEVELOPMENT

CORPORATION (RSLDC)
Rajasthan is the first state in India to establish a mission for
livelihoods, in September 2004, in order to address the
challenges of unemployment and ensuring gainful and
sustainable employment by formulating appropriate and
innovative strategies for the poor and vulnerable people. In
view of the importance regarding skill development for enhancing
employability of working population, Rajasthan Mission on Skill and Livelihoods,
in 2009-10, formulated specific action plans to provide further impetus to the
Skill Trainings. The Mission was incorporated as Section 25 Company (Not for
Profit) on 17thAugust, 2010 and the Chief Secretary was appointed as the
Chairman. Post budget announcement in 2011-12, the cabinet approved its
conversion as corporation in Nov, 2011 and May, 2012 it was converted into
corporation. RSLDC currently operates by employing multipronged strategies to
engage stakeholders from industries, training institutes, education sector,
associations and government bodies with more than 200 active Skill
Development Centers Some of the undergoing yojnas of RSLDC.

VISION
RSLDC provides funding to build scalable, for-profit vocational training
initiatives. Its mandate is also to enable support systems such as quality
assurance, information systems and train the trainer academies either directly
or through partnerships. RSLDC acts as a catalyst in skill development by
providing funding to enterprises, companies and organizations that provide skill
training. It will also develop appropriate models to enhance, support and
coordinate private sector initiatives. The differentiated focus for the 21 sectors

under RSLDC's purview and its understanding of their viability will make every
sector attractive to private investment.

OBJECTIVE

To propose a structured and pragmatic solution to address the lack of relevant

skills amongst the current and potential workforce of India.

To deliver a structured, sustainable and scalable framework to impart skills to the

unemployed, underemployed, uncertified and un-benchmarked workers.

To dovetail into a larger national framework of human resource development to

meet the dynamic needs of industry and the economy.

DDU-GKY
Vision: Transform rural poor youth into an economically
independent and globally relevant workforce

The Ministry of Rural Development (MoRD) announced the Deen Dayal

Upadhyaya Grameen Kaushalya Yojana (DDU-GKY) Antyodaya Diwas, on
25th September 2014. DDU-GKY is a part of the National Rural Livelihood
Mission (NRLM), tasked with the dual objectives of adding diversity to the
incomes of rural poor families and cater to the career aspirations of rural youth .
DDU-GKY is uniquely focused on rural youth between the ages of 15 and 35
years from poor families. As a part of the Skill India campaign, it plays an
instrumental role in supporting the social and economic programs of the
government like the Make In India, Digital India, Smart Cities and Start-Up
India, Stand-Up India campaigns. Over 180 million or 69% of the countrys
youth population between the ages of 18 and 34 years, live in its rural areas. Of
these, the bottom of the pyramid youth from poor families with no or marginal
employment number about 55 million. The National Policy for Skill Development
& Entrepreneurship 2015 has identified a skills gap of 109.73 million in 24 key
sectors by the year 2022. This number cannot be achieved without addressing
the BoP 55 million from rural India. Also, a FICCI and Ernst Young study

published in 2013 identified a shortage of over 47 million skilled workers across

the globe by 2020. This presents an unprecedented opportunity for India to train
its BoP youth population and place them in jobs across the world and realize its
demographic dividend. It aims to target youth, under the age group of 1535
years. A corpus of Rs 1,500 crore and is aimed at enhancing the employability
of rural youth. Under this program, disbursements would be made through a
digital voucher directly into the students bank account as part of the
governments skill development initiative.

DDU-GKY takes pride in its partners and their ability to add value. Innovation
from partners is encouraged to build scale and capacity its unique
implementation structure involves partners, who are by nature, committed to
changing lives and are experts in their areas, they form a part of the Skilling
Ecosystem integrated by DDU-GKY. Partners are supported through
investment, capacity building,
Strategies for retention, linkages to international placement and technology
support for training purposes.
DDU-GKY is present in 21 States and UTs, across 568 districts, impacting youth
from over 6,215 blocks. It currently has over 690 projects being implemented by
over 300 partners, in more than 330 trades from 82 industry sectors. Over 2.7
Lakh candidates have been trained and over 1.34 Lakh candidates have been
placed in jobs so in the course of the last financial year. From 2012, DDU-GKY
has so far committed an investment of more than INR 5,600 Crores, impacting
rural youth pan-India.

Key features of DDU-GKY

Multi-Partner Approach:
DDU-GKY is mindful that it must engage the support of multiple partners to
ensure success and maximize on the investment made in time and resources.
In order to energize and build mass support as well as create awareness
amongst the rural youth, The DDU-GKY projects are market linked and
implemented in PPP mode. The involvement and partnership between civil
society organizations, Educational institutions, apex skill partners and regulating
organizations, the Government and Private organizations, ensures that DDUGKY can leverage on the strengths of all and achieve transformative change.

Curriculum framing and assessment support is through NCVT (National

Council on Vocational Training) or SSCs (Sector Skills Councils). Industry
partnerships allow access to new technology and on the job training. There are
dedicated training hours for soft skills, spoken English and basic computers, in
residential as well as non-residential well equipped campuses, with adequate
technology as per industry standards. To know more about NCVT, to know
more about SSC,
Our team makes unrelenting efforts to make sure that we can achieve a
minimum placement of 70% of the project target of all trainees, through the
support of our training partners and employer engagement. With a minimum
recommended monthly salary of INR 6,000/- (varying based on training
acquired).

Focus on sustainability:
Industry interactions have emphasized the need for training in soft skills, team
working etc., as more important than domain skills, which they learn on the job.
To ensure that candidates can perform in their work areas as well as assimilate
into the organization and society, DDU-GKY has mandated a minimum of 160
hours of training in soft skills, function English and computer literacy.
Additionally, a finishing module called Work Readiness training is suggested to
ensure that trained candidates hit the ground running wherever they join.
A retention strategy is just as important to us and we have put in place
mechanisms to track performance post placement, salary top-ups to candidates
through DBT, incentives to training partners for achievement of outcomes in
retention & progression and a framework for the establishment and operations
of a migration support center.
Benefits to candidates are in the form of free training, free uniform, free course
material, free lodging and board in case of residential programs,
reimbursements of expenses in non-residential programs, post placement
salary top-ups every month for 2-6 months depending on location of placement
and placement for at least 70% of all trained with a minimum salary of Rs.
6,000/- per month (as cost to company).

Quality Assurance Framework:

Introducing predictability in government process by defining minimum service

level benchmarks and standards, controls & audits, defaults and remedial
actions to reduce Inspector Raj in an all pervasive quality assurance framework
comprising of the Guidelines & Standard Operating Procedures (SOPs). The
high point of the framework is inclusion and self-regulation, with assigned role
and responsibilities for Q-Teams within the PIAs.
Additionally, transparency and accountability is fostered through the end-to-end
implementation of Public Financial Management System (PFMS) as the channel
for fund disbursals and audits. This allows DDU-GKY to invest in capacity
building of the private sector, front-loading 25% of the training costs so that
PIAs are not constrained to invest in quality training centers. Our team makes
unrelenting efforts to make sure that we can achieve a minimum placement of
70% of the project target of all trainees, through the support of our training
partners and employer engagement. With a minimum recommended monthly
salary of INR 6,000/- (varying based on training acquired).
DDU-GKY takes pride in its partners and their ability to add value. Innovation
from partners is encouraged to build scale and capacity its unique
implementation structure involves partners, who are by nature, committed to
changing lives and are experts in their areas, they form a part of the Skilling
Ecosystem integrated by DDU-GKY. Partners are supported through
investment, capacity building,

Employing Technology in implementation:

We understand the global and local importance of exposure to technology, and
how it not only unites us, but also makes providing training and the monitoring
and implementation of projects seamless. DDU-GKY through its training
partners has employed the following

A Geo-Tagged Time Stamped Biometric Attendance Record: similar to

what the candidates will eventually find in most organizations. This
serves a dual purpose of being a monitoring tool, and also it also making
candidates familiar with modern technology.

Provision of a Tablet PC per candidate at the training center. This

enables candidates to learn at their own pace.

Presence of Computer Labs and e-Learning at Training Centers, to

ensure that all candidates have access to a wider curricula and adequate
learning opportunities.

In addition, DDU-GKY as part of its management process and MIS

requirements ensures that all Training partners invest in IT infrastructure
and is working on a nation-wide network for sharing real-time
performance data, meaningful graduate and financial information and
creating a strong independent Placement Initiative.

The impact that technology has had on todays schools

has been quite significant. This widespread adoption of
technology has completely changed how teachers teach
and students learn. Teachers are learning how to teach
with emerging technologies (tablets, iPads, Smart Boards, digital
cameras, computers), while students are using advanced technology to
shape how they learn. By embracing and integrating technology in the
classroom, we are setting our students up for a successful life outside of
school. Here are a few benefits of using it.

CHAPTER-4
ORAGANISATONAL STRUCTURE OF RSLDC

S.N
O

LIST OF CHAIRPERSON
NAME OF
DESIGNATION
OFFICERS

Shri CS Rajan (IAS)

SMT. Veenu
Gupta(IAS)
Shri P.S. Mehra(IAS)

3
4

5
6

Shri Shailendra
Kumar Agarwal(IAS)
Shri Rajeev Singh
Thakur(IAS)
Shri Hokam Singh
Thakur(IAS)

Chief Secretary, Govt. of

Rajasthan, Jaipur
Principal Secretary,Department
of Industries
Principal Secretary,
Department of Finance
Principal
Secretary,Department Of
Transport
Secretary, Department
of Rural Development
Secretary, Department of
Uraban Development

KEY OFFICIALS OF RSLDC

S.NO

NAME OF OFFICERS

DESIGNATION

Shri Krishna Kunal(IAS)

2
3
4
5
6

Shri Ushapati Joshi

Shri Vishwas Pareek
Shri Ravi Shanker
Shri Sunil Soni
Shri Naveen Sharma

7
8

Dr. A. K. Sacheti
Ms. Pooja Khandelwal

Commissioner, DSEE
& MD, RSLDC
General Manager
General Manager
General Manager
Chief Account Officer
Human Resource
Manager
Project Advisor
Apro

DEPARTMENT AND DIVISION STRUCTURE

RSLDC,UDAIPUR(RAJ.)
CADRE 1
CHIEF
(STATE LEVEL
CHAIRMAN)
Mr. Arun
Sharma

CHIEF
ASSISTANT
(Mrs. Yashi
Menaria)

CENTER
MANAGER

DUTYS

APPOINTED

Focuses on
market positioning
through longrange strategic
planning.
Head of
recruitment and
selection
committee
Assign the fund
Auditor
Hes the assistant
of the chairperson
and usually help
him to take the
managerial
decision and
framing the plan
and policies.
These are the head
of the center ,they

1
(At every Center)

(Mr. Naveen
Chohan)

CADRE 2
TRAINERS
1.Arvind Singh
2.Rudra
Vashista
3.Shivraaj Jain
4.Pravin Singh

CADRE 3
LDC /OFFICE
ASSITANT
Pravendra
Singh Sisodia

CADRE 4
MOBILIZERS
1)Kishan Lal
Regar
2) Udal Singh

CADRE 5
PEONS
Dal Chand

are appointed in
different citys of
the state where
they has to manage
all the activities
relating to center .
They are the most
efficient and
important people
on the center as
they used to train
the student and
provide valuable
knowledge to the
students and
learners.

Minimum 4
OR
(Depend on
courses offered)
&
(Soft Skill Trainer
-1)

These are those

who used to
maintain every
record(offline and
online) of the
center and of the
students. LDCs are
appointed and
recruited by
MORD(Ministry of
Rural
Development)

Min-Max
3-5

They are the lifeline

of the development
Program as they
bring the student
from the remote
areas for training
purpose and also
help in marketing
the scheme to door
to door and to
every person.

At every Center
3

At every Center
2

Meghwal

CHAPTER-5
DEPARTMENTATION

Office assistant/LDC
An office assistant requires little formal education. Learn about the training, job
duties and requirements to see if this is the right career for you. The duties of an
office assistant vary widely from employer to employer, often based on any

specializations that the assistant has, how much work experience they possess,
or what industry they are working with.
Office assistants' job duties usually include tasks like typing, filing, taking
inventory, keeping records and sorting checks. They may also prepare
documents, process mail and answer telephones. They can seek employment
in specialized fields that match their interests, such as education, finance, law,
medicine, technology and government. Industry-specific training may be
necessary for advancement or initial employment in a targeted field.

Job Duties
Some office assistants perform data entry and payroll tracking. Assistants might
also work with salespeople, deal with customer complaints and answer
questions about business services. While office assistants may perform many of
the same job duties on a
daily basis, some
responsibilities can change
from day to day according to
the needs of the employer.
Most office assistant jobs
entail using a variety of
office equipment, such as
fax machines, printers and
copiers, as well as
computers and business
software. According to the
U.S. Bureau of Labor Statistics, office assistants and secretaries are
increasingly required to continue their education or take courses in technology
as new advancements and office procedures evolve.
Office assistants' duties and levels of responsibility can be dictated by their work
experience. Entry-level assistants may not be expected to make independent
decisions and might only follow predefined procedures. Office assistants in
supervisory positions, on the other hand, make many decisions. Supervisor
duties often include training and evaluating entry-level staff, planning schedules
and assigning work for office personnel. Office assistant supervisors could have
other responsibilities, like updating office methods and work procedures. Some
of them are listed below-

1) Collect, count, and disburse money, do basic bookkeeping and complete

banking transactions.
2) Communicate with customers, employees, and other individuals to answer
questions, disseminate or explain information, take orders and address
complaints.
3) Answer telephones, direct calls and take messages.
4) Compile, copy, sort, and file records of office activities, business
transactions, and other activities.
5) Complete and mail bills, contracts, policies, invoices, or checks.
6) Operate office machines, such as photocopiers and scanners, facsimile
machines, voice mail systems and personal computers.
I Pravendra Singh Sisodia was recruited as LDC/OFFICE ASSISTANT
(Cadre 3) on 7th of October 2015 by the MORD (Ministry of Rural
Development).

CHAPTER-6
REPORTING
Center Manger-person who has control or direction of an institution,
business, etc., or of a part, division, or phase of it .Or a person who controls and
manipulates resources and expenditures, as of a household.

Planning: This step involves mapping out exactly how to achieve a

particular goal. Say, for example, that the organization's goal is to improve
company sales. The manager first needs to decide which steps are necessary
to accomplish that goal. These steps may include increasing advertising,
inventory, and sales staff. These necessary steps are developed into a plan.
When the plan is in place, the manager can follow it to accomplish the goal of
improving company sales.

Organizing: After a plan is in place, a manager needs to organize her team

and materials according to her plan.
Assigning work and granting authority
are two important elements of
organizing.

Staffing: After a manager discerns

his area's needs, he may decide to
beef up his staffing by recruiting,
selecting, training, and developing
employees. A manager in a large
organization often works with the
company's human resources
department to accomplish this goal.

Leading: A manager needs to do

more than just plan, organize, and
staff her team to achieve a goal. She
must also lead. Leading involves motivating, communicating, guiding, and
encouraging. It requires the manager to coach, assist, and problem solve with
employees.

Controlling: After the other elements are in place, a manager's job is not
finished. He needs to continuously check results against goals and take any
corrective actions necessary to make sure that his area's plans remain on
track.

Roles performed by managers

A manager wears many hats. Not only is a manager a team leader, but he or
she is also a planner, organizer, cheerleader, coach, problem solver, and
decision maker all rolled into one. And these are just a few of a manager's
roles.
In addition, managers' schedules are usually jampacked. Whether they're busy
with employee meetings, unexpected problems, or strategy sessions, managers
often find little spare time on their calendars. (And that doesn't even include
responding to email!)
In his classic book, The Nature of Managerial Work, Henry Mintzberg describes
a set of ten roles that a manager fills. These roles fall into three categories:

Interpersonal: This role involves human interaction.

Informational: This role involves the sharing and analyzing of information.

Decisional: This role involves decision making.

TRAITS OF MANAGERS
Not everyone can be a manager. Certain skills, or abilities to translate
knowledge into action that results in desired performance, are required to help
other employees become more productive. These skills fall under the following
categories:

Technical: This skill requires the ability to use a special proficiency or

expertise to perform particular tasks. Accountants, engineers, market
researchers, and computer scientists, as examples, possess technical skills.
Managers acquire these skills initially through formal education and then
further develop them through training and job experience. Technical skills are
most important at lower levels of management.

Human: This skill demonstrates the ability to work well in cooperation with
others. Human skills emerge in the workplace as a spirit of trust, enthusiasm,
and genuine involvement in interpersonal relationships. A manager with good

human skills has a high degree of selfawareness and a capacity to

understand or empathize with the feelings of others. Some managers are
naturally born with great human skills, while others improve their skills through
classes or experience. No matter how human skills are acquired, they're
critical for all managers because of the highly interpersonal nature of
managerial work.

Conceptual: This skill calls for the ability to think analytically. Analytical
skills enable managers to break down problems into smaller parts, to see the
relations among the parts, and to recognize the implications of any one
problem for others. As managers assume everhigher responsibilities in
organizations, they must deal with more ambiguous problems that have long
term consequences. Again, managers may acquire these skills initially through
formal education and then further develop them by training and job
experience. The higher the management level, the more important conceptual
skills become.
Although all three categories contain skills essential for managers, their relative
importance tends to vary by level of managerial responsibility.
Business and management educators are increasingly interested in helping
people acquire technical, human, and conceptual skills, and develop specific
competencies, or specialized skills, that contribute to high performance in a
management job. Following are some of the skills and personal characteristics
that the American Assembly of Collegiate Schools of Business (AACSB) is
urging business schools to help their students develop.

Leadership ability to influence others to perform tasks

Selfobjectivity ability to evaluate yourself realistically

Analytic thinking ability to interpret and explain patterns in information

Behavioral flexibility ability to modify personal behavior to react

objectively rather than subjectively to accomplish organizational goals

Oral communication ability to express ideas clearly in words

Written communication ability to express ideas clearly in writing

Personal impact ability to create a good impression and instill confidence

Resistance to stress ability to perform under stressful conditions

Tolerance for uncertainty ability to perform in ambiguous situations

CHAPTER-7
PEER TO PEER RELATIONSHIP IN DEPARMENT
Where Im working there is good relationship and harmony of work as there is a
smooth flow of information and resources between superior to subordinate and
vice versa. But for the good relations there must be proper communication
between each and every person around the center and Effective peer-to-peer
communication affects the workplace in a variety of ways, including employees'
engagement, morale and satisfaction as well as the company's overall success.
Here are a few rules for more effective peer-to-peer communication:

1. Make building relationships a priority.

A Tiny HR study, released last year, analyzing some 200,000 responses from
more than 500 organizations, found peer relationships and camaraderie are
significant factors in spurring employees to go the extra mile at work.
Teach employees to be open and willing to change their behavior and
communication preferences to accommodate others. Model respectful
communication techniques that employees can learn from, and if conflicts or
misinterpretations arise, be the first to seek a resolution.

2. Say something at the right moment.

Timing is key in effective communication. Why? A study published online last
April in the journal of Psychological Science found the longer rewards are
delayed, the more they're devalued.

If employee recognition is delayed, it might not have as big an impact. If staffers

receive feedback requesting a change too late, the comments might not be as
relevant and making a late modification might not be as helpful to the team.
Motivate employees to speak up and recognize one another immediately if
communication or recognition is warranted. Give them the tools needed to do
so.

3. Use the right medium.

For employees to successfully communicate with one another, they need the
right tools. The TinyHR study found that 44 percent of employees offer peer-topeer recognition when they have an easy tool to use.
Set up an instant messaging or a recognition platform to encourage employees
to communicate and acknowledge one another more often. Notice which
employees are motivated by written recognition and those who value tangible
rewards. Let peers commend one another either way, at their discretion.

4. Prompt understanding.
A study by Root that analyzed the responses of more than 1,000 U.S.
employees found that the majority of them expressed having had a tough time
collaborating for reasons, ranging from gaps in leadership and training to
competencies in teamwork and accountability. Only 27 percent reported
that when working with another group they can strongly depend on outsiders'
meeting their obligations. This could arise due to a gap in understanding or
employees' perception that
others are not as highly
trained or competent at their
jobs.
To help employees better
understand one another,
arrange for collaborative
projects,
whereby communication
and understanding are
essential for successful
completion. Assigning more
tasks that require effective
teamwork gives employees
the opportunity to
demonstrate their skills to
one another, learn and

narrow the gap in mutual understanding about their individual roles in the
workplace.
An employee should take the time to fully understand another staffer's point of
view before making a rash judgement or accusation.
If your organization allows for this, let employees swap roles or cross-train and
perform another function for a day to gain a better appreciation of how people
need to work together.

5. Promote honesty and straightforward behavior.

A study analyzing the responses of more than 550 participants, published in
the Journal of Trust Research, measured the relationship between workplace
trust and turnover. Employees who trusted their co-workers, especially their
leaders, were less likely to harbor the intention of leaving their organization,
according to the study.
Trust doesnt thrive in environments where people omit important information
and beat around the bush. Teach employees to express themselves honestly
and straightforwardly. The sooner employees can express their points, the more
they will avoid cumbersome misunderstandings.

6. Aim to encourage.
Roots survey also revealed that more than 54 percent of the employees
surveyed have experienced frustration and discouragement in the office. When
employees feel discouraged, they find it more difficult to solve problems, make
decisions and enjoy their jobs -- ultimately leading to demised productivity and
higher turnover.
Whenever employees communicate or give feedback to one another, ensure
that they do so in a positive, constructive way. The aim always should be
to encourage employees, never to tear down others by hammering at flaws.
Serve as a role model for encouraging others. Respond to mistakes with a
willingness to help and make employees feel they have the competence and
skills to try again.

REALATION BETWEEN BOSS AND SUBORDINATE

In my office there is good relation between the employees and subordinates .
we had seen in many offices there is a biasness between the employer and
employee so there are some reasons of such biasness which are as follows

Understanding the boss

managing the boss requires that you gain an understanding of the boss and
his/ her own context, as well as your own situation.
At a minimum you need to appreciate your boss's goals and pressures as well
as his or her strengths and weaknesses. Such as what are the boss's
organizational and personal goals and objectives? What are the pressures?
What are your boss's long suits and blind spots? What is his preferred style of
working? Does s/he like to get information through memos, formal meetings or
phone calls? Does s/he thrive on conflict or try to minimize it?
Without this information, a manager is flying blind when dealing with the boss
and unnecessary conflicts, misunderstandings and problems are inevitable.

Understanding yourself
The boss is only one half of the relationship. You are the other half, as well as
the part you have more direct control over. Developing an effective working
relationship requires that you know your own strengths, weaknesses and
personal style. One cannot change the basic personality of oneself or one's
boss. But one can become more aware of what it is about you that impedes or
facilitates working with your boss and take actions to be more effective.
Gaining self-awareness about oneself and acting on it are difficult but not
impossible, but this could be managed by reflecting on past experiences.
Although a superior subordinate relationship is one of mutual dependence, it is
also one in which the subordinate is typically more dependent on the boss
than the other way round.
Counter-dependence (when the subordinate acts on his or her negative
feelings, in subtle or nonverbal ways, the boss sometimes does become the
enemy) & over-dependence (managers who swallow their own anger and
behave in a very compliant fashion when the boss makes what they know is a
poor decision) lead managers to hold unrealistic views of what a boss is.

Developing and managing a relationship

With a clear understanding of your boss and yourself, you can usually
establish a way of working together that fits both of you, that is characterized
by unambiguous mutual expectations.

Compatible work styles

A good working relationship with a boss accommodates differences in work
style. Subordinates can adjust their styles in response to their bosses'
preferred method of receiving information. Peter Drucker divides bosses into
"listeners" and "readers". Some bosses like to get information in a report so
that they can study it others like it better when information is presented to
them so they can ask questions. So the implications are obvious (says
Drucker) if your boss is a listener you brief him/ her in person then follow up
with a memo. If your boss is a reader you convert important items in a memo
and then discuss them.

Other adjustments can be made according to a boss's decision-making style.

Some bosses prefer to be involved in decisions and problems as they arise;
these are high involvement managers who like to keep their hands on the
pulse of the operations. Usually their needs are best satisfied if you touch
base with them on an ongoing basis. Other bosses prefer to delegate - they do
not want to be involved. They expect you to come to them with major problems
and inform them about any important changes.
Creating a compatible relationship also involves drawing on each other's
strengths and making up for each other's weaknesses.

Mutual expectations
The subordinate who passively assumes that s/he knows what the boss
expects is in for trouble. Some superiors spell out their expectations very
explicitly but most do not. And though many organizations have systems that
provide a basis for communicating expectations these systems never work
perfectly. Also between these formal reviews expectations invariably change.
Ultimately the burden falls on the subordinate to find out what the boss's
expectations are. They can be both broad (what problems the boss wishes to
be briefed about and when) as well as very specific when a particular project
should be completed and what kind of information the boss needs in the
interim).

If a boss is vague and not explicit it may be difficult to get information out of
him but effective managers find ways to do that. Some managers will draft a
detailed memo and follow up with a face-to-face discussion. Others will deal
with an inexplicit boss by initiating an ongoing series of informal discussions
about "good management" and "our objectives". Still others find useful
information more 6indirectly through those who used to work for the boss and
through formal planning systems in which the boss makes commitments to his
or own superior. Which approach you choose would depend on your
understanding of your boss's style.
Developing a workable set of mutual expectations
communicate your own
expectations to the boss,
find out if they are realistic
and influence the boss to accept
the ones that are important
to you. Being able to
influence the boss to
value your expectations
can be particularly
important if the boss is
an over achiever. Such a

also requires you to

boss will often set unrealistically high standards that need to be brought into
line with reality.

A flow of information
How much information a boss needs about what a subordinate is doing will
vary significantly depending on the boss's style, the situation he or she is in
and the confidence the boss has in the subordinate. But it is not uncommon for
a boss to need more information than the subordinate would naturally supply.
Effective managers recognize that they probably underestimate what their
bosses need to know and make sure they find ways to keep them informed
through processes that fit their styles.
Managing the flow of information upward is particularly difficult if the boss does
not like to hear about problems. Others see to it that potential problems are
communicated immediately.

Dependability and honesty

Few things are more disabling to a boss than a subordinate on whom he
cannot depend, whose work he cannot trust. No one is intentionally
undependable. A commitment to an optimistic delivery date may please a
superior in the short term but become a source of displeasure if not honored.
It's difficult for a boss to rely on a subordinate who frequently misses
deadlines.
Dishonestly is another issue. It's almost impossible for bosses to work
effectively if they cannot rely on a fairly accurate reading from their
subordinates. Because it undermines credibility, dishonestly is perhaps the
most troubling trait a subordinate can have. Without a basic level of trust a
boss feels compelled to check all of subordinates decisions, which makes it
difficult to delegate.

Good use of time and resources

The boss has limited time, energy and influence. Every request a subordinate
makes uses some of these resources so it's wise to draw on these resources
selectively. Many managers use up their boss's time over relatively trivial
issues.
No doubt some subordinates will resent that on top of all their other duties they
also need to take time and energy to manage their relationships with their
bosses. Such managers fail to realize the importance of this activity and how it
can simplify their jobs by eliminating severe problems. Effective managers
recognize that this part of their work is legitimate and know the need to
establish and manage relationships with everyone on whom they can depend
including their boss.