1. There is a significant skill gap in India between the skills possessed by students and graduates and those required by employers. This is due to shortcomings in both the education system and quality of skills training programs. 2. Several reports highlight India's need to develop skills for over 12 million new entrants to the workforce each year in order to sustain economic growth targets. Key sectors like manufacturing, infrastructure and services will require skilled workers in large numbers. 3. The paper recommends reforms to the education and skills training system including improving standards, increasing access to skills development programs, and better aligning training outcomes with job market needs. It emphasizes the importance of closing India's demand-supply gap for skilled professionals.

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3. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
3
Minimally Educated / Requiring Modular Skills (50%)
Figure 3. Skill pyramid source: [5].
Table 1. Number of students enrolling at various levels in education sector: source: [5].
The demand supply gap is not only in terms of numbers i.e. not only because of lesser number of
educational institutions in the country but also because of the skill gap in the existing students i.e.
students lag in the skills expected by the recruiters even after having the requisite qualification.
Prasad and Satish (2014) state that deteriorating quality of education in India is a big concern where
reforms are needed. There is a saying now “B.Tech is the new B.Sc. and MBA is the new BA”. This also
raises the issues of employability. There are weaknesses in the AICTE (the regulator) also which needs to
be reformed.
There is a gap between the knowledge, skills and qualities that university graduates possess and
which is required by prospective employers. This gap exists due to the differences in the perceptions
between industry leaders and academicians as highlighted in Nicholson and Cushman’s (2000) study.
They found that industry respondents believed that strong effective skills such as “leadership” and
“decision making” were the most desirable characteristics for future executives, while academicians
favored interpersonal effective competencies and ranked cognitive skills higher than skills in the other
groups.
Category Sub-Category No. of such Institutions
School education Pre-Primary Schools
Primary Schools
Middle Schools
High and High Secondary
67157
7,72,568
288493
159708
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Private ITC
2076
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College Education Central University
State University
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Research Institutions
Art , Science & Commerce Colleges
20
216
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13
140
11698
Technical & Professional Engg. Tech. & Arch. Colleges 1562
Highly Skilled (5%)
College Educated ( 20
Vocationally Skilled (25%)
Total: 500 million

4. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
4
Figure 4. Illustrative human resource requirements across selected sectors till 2022: source: [5].
According to ICRA report ( August 2010 ) with 12 million persons expected to join the workforce
every year and existing skill development capacity of 3.4 million India has to enhance the skilling and
technical education capacity to about 15 million.. As per the 11th 5 year plan the following sectors are
expected to drive the growth of the economy as well as play a significant role in employment –1. Auto
and Auto Industries 2. Building and Construction Materials 3. Building and Construction 4. Real Estate
Services 5. Electronics and IT Hardware 6. Education and Skill Development Services 7. Food Processing
8. Gems and Jewellery 9. Healthcare 10.Textiles 11.Leather and Leather Goods 12. Organized Retail 13.
Tourism and Hospitality 14. Transportation and Logistics 15. Media and Entertainment 16. BFSI 17.
Chemicals and Pharmaceuticals 18. Furniture and Furnishings 19. IT 20. ITES
Table 2. Key skills in demand in selected sectors (illustrative): source: [5] & NSDC.
Sector Key Skills in Demand
Textiles & Clothing Power loom operators , Apparel Manufacturing , Fashion Design ,
QA , Knitwear Manufacturing , Sewing Machine Operators
Building & Construction Industry Crane Operators, Electricians, Welders, Masons, Plumbers,
Carpenters, Painters etc.
Auto and Auto Components Auto OEM’s , Auto Component Manufacturers , Drivers , Sales ,
Servicing , Repair , Financial Services sales , Insurers / Values
Organized Retail Shop floor executives , back-store operations , merchandising
Banking , Financial Services , and Insurance Financial Intermediaries ( including Direct Selling Agents ) ,
Banking and Insurance ( including agents ) , NBFC , Mutual Funds
Gems & Jewellery Jewellery Fabrication , Grading , Faceting , Polishing , Cutting
IT & ITES IT-Software testing , Maintenance and Application Development ,
End to End Solutions , Infrastructure Management , Testing etc.
ITES- BPO , KPO-Legal , Medical , STM , Analytics and Research
Leather & Leather Goods Training , Cutting , Clicking , Stitching , Lasting , Finishing
Furniture and Furnishings Carpenters , Operators engaged in stitching , Sewing , Stuffing
Electronics & IT Hardware Computers , Telecom , and Consumer Electronics Manufacturing ,
Sales , Servicing / After Sales Support of electronics goods , High
Tech
Tourism and Hospitality Services Front office staff , F & B Services and Kitchen and Housekeeping
staff , Ticketing & sales , Tour Guides
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Textiles & Clothing
Current Employment ( in Mn ) in 2008 Employment by 2022 (in Mn )
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8. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
8
The remaining 60% had some skill development initiatives in the institute but there was no input
from customers (i.e. recruiters etc.). In this era of customer centric culture the above fact clearly
advocates that institutions need to re look their skill development strategy.
3. Objectives, Key Performance Indicators and Results for an Educational Institute
The objectives of an educational institution are primarily
1. Spreading knowledge and developing knowledge resource.
2. Helping students realize their goals and then supporting them by supplying talent to the best
recruiters / best higher educational institutes.
3. Developing realistic ideas /working models through industrial support and promoting research in
unexplored areas.
4. Grooming talent (technical, cultural i.e. .acting, dancing, singing skills) by providing platforms and
trainings (on job and others).
5. Developing a sense of ownership towards the society in students and contributing towards social
causes wherever possible
6. Providing world class infrastructure to the students for their complete and thorough education and
relevant activities.
Performance is based on the attainment of objectives. Hence, the KPI’s are based on the main
objectives of an educational institute. The key performance indicators for an educational institution are -
1. Number of students recruited – fulfillment of recruitment criteria
2. Faculty Expertise (Knowledge and expertise) - Faculty training, TEQIP attended.
3. Number of students selected for further education – Knowhow of subject
4. Number of students filing patents (Application of knowledge) – Research and innovation
5. Number of awards (Performance in fests – Cultural / Technical talents)
6. Number of Trainings conducted/ students trained /Number of Collaborations with different industries
/ scholarships awarded to students as a joint initiative of industry and institute
7. Number of acts of social welfare, (contribution towards society) Good deeds, Number of cases
against students, faculties for failing to abide by laws.
The key to all these indicators is skill development and hence it is of high importance not only for an
educational institute but also for the students, recruiters and the entire nation.
4. Quality Function Deployment in an Educational Institution
As per the Survey for Skill Development 67 % of the respondents felt that students are the customers of
the educational services of the institute. We listed down the main customer requirements from student
perspective and did Quality Function Deployment as given in Besterfield (2009). Quality Function
Deployment is a tool to know the customer requirements and then finding about what is technically
required to fulfill these and then finding out the relationship between the technical requirements and
customer requirements. After this the customer and technical requirement fulfillment is compared for
competitors to find out where we stand and what we can benchmark.
As in Quality Function Deployment for a product we take customer requirements in advance here the
institute has to take requirements not only from the students but also from the recruiters who are the
customers of the skills that the students inculcate during their educational journey .
Refer annexure 1 for the QFD Diagram: Proposed QFD for an Educational Institution.
Responsible – Cross Functional Team of Institute or Organization
Why – To fulfill the expectations of the customers more appropriately
When - During the establishment of the institute
What – Quality Function Deployment
The QFD here compares 5 MBA colleges (names are not disclosed) on demanded quality or
Customer Requirements and states following conclusions:
1. College 5 is to be benchmarked for faculty development and recruitment strategy.
2. College 1 has the best infrastructure and other colleges can find out where is the gap and bridge that
gap.
3. In the eyes of the students, parents College 5 provides best platforms to develop skills
4. College 4 has produced the most ethical students and has set standards which others can also follow.

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ands 5 types
ale of 5 where
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hrough the foll
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knowing wha
ch only we ca
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be saved from
out the directi
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d to determin
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the cost of tr
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assess compet
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ANQ Congres
10
ill Developm
een skill devel
e directly prop
l developmen
on which con
on here is how
average of com
of skills S1,
e 0 represents
S1+S2+S3+S4
lowing activit
iscussions, bra
at to develop
an define our s
matrix or com
m the sudden
ion in which
The level of c
ne the compet
ployee who is
raining of the
l be lost in the
tencies can eff
ntrepreneurial
ss, Taipei, Sep
ment Metric
lopment and s
portional to e
nt already with
ntribute to ski
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mpetency lev
S2, S3, S4, a
not knowing
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ainstorming et
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mpetency map
pressure to p
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competency re
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fectively hire
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ptember 23-24
and Compe
alability quoti
each other. As
hin the institu
ill developme
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and 5 represe
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uch is a super
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etency Mapp
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Salability Qu
ills specified
S1, S2, S3,
ents proficien
type.
rficial term b
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dents at the in
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by the
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nt for a
(1)
ecause
nstitute
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lability
rmance
sess in
will be
ice, for
known

11. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
11
Figure 15. SIPOC diagram for skill development.
This is one of the few ways in which companies can gain competitive edge over each other. In this
slowing economy where so many companies are fighting for limited resources and talent, it is very
important for organizations to incessantly reassess their competencies, update it and have the courage to
make the necessary changes. It is equally imperative for a firm to define a set of core competencies which
corresponds with its key market differentiators. This is where competency mapping plays a key role.
Suppliers
Man - Coaching Institutes ,
Institutes where student
attained prior qualification ,
Institutes where faculties
attained their final degree
Machine Suppliers , agents
,sellers
Man - List of student volunteers handling
individual events
Environment - Conducive as per number
of participants for individual events
Machine- Loud speaker , Computer etc
and other equipments as per the
requirement of event
Method - League / knock out for specific
events as per participation ,Training
sessions and preparatory coaching
wherever required , SWOT of internal
students for various events for better
results
Material- List of similar events , previous
year schedules , Sponsor contacts ,
Institute contacts , awards , Budget Sheet
, Training feedback form , Student Skill
Mapping , documents for enrollment
Input
Man - Knowledge resource (Faculty
knowledge)( intangible )- competency
mapping , Students with required
qualifications and skills
Material- Course handouts , Course work
material , Books , Student Feedback
Questionnaire , Exam questionnaires
Machine - Computer , laptops , projectors
, air conditioners ( if required ) ,fans
,tubelights , mikes etc
Method - Classroom Teaching , Group
Discussion or any other as applicable
Environment - Conducive noise free
environment to learn and study
Man -Trainers with high
calibre
Process
Teaching
Material -Skill Mapping
Output
Man -Students with required
qualifications and skills ,
Faculty with more experience
Method - Student feedback
for improvement in
infrastructure and facilities
On job trainings and
internships / workshops
Customers
For the documents - Auditors ,
Assessors assessing the
quality of education of the
institute
For the students - Recruiters
from various firms
Institutions where candidates
enroll for higher education
Coaching centres where
students take coaching for
furthur examinations
For the documents - Auditors ,
Assessors assessing the
quality of education of the
institute
For the students - Recruiters
from various firms
Institutions where candidates
enroll for higher education
Coaching centres where
students take coaching for
furthur examinations
For the documents - Auditors ,
Assessors assessing the
quality of education of the
institute
For the students - Recruiters
from various firms
Institutions where candidates
enroll for higher education
Coaching centres where
students take coaching for
furthur examinations
Students with upgraded skills
& exposure
Material - Event schedule,
Overall event Finance sheet
with individual event finance
details , training feedback,
upgraded skill mapping ,
records of participation
Man- Students with better
exposure and developed
skills
Man - Participating Institute
sending their students for
participation
Material & Machine Suppliers
SIPOC Diagram
Process contributing to skill development in an educational institution
Organising Cultural cum
Technical Fests
a) Budget allocation
b) Advertising and publicity
of event , bringing sponsors
c) Selection of events
d) Promoting Participation
e) Finalising awards and
rewards
f) Website updation

12. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
12
Figure 16. Competency model and relevant processes in organization source: [5].
6. DSA or PDCA
Besterfield Dale H. (2009) states that PDCA stands for the Plan-Do-Check-Act which was developed by
Walter. A Shewart. The PDCA was later on modified into PDSA (Plan Do Study Act) by Dr. Deming.
PDCA is also used to monitor the Key Performance Indicators and then actions are taken to achieve the
Key Performance Result.
The 4 phases.
1. Plan the activities for the opportunity for improvement.
2. Do the activities as planned
3. Check whether the activities are going as per plan or not. Also check whether the outcomes of the
activities match our expectations.
4. As per the results of point 3 act accordingly to take new actions or modify existing actions and
standardize results.
A student enters the portals of an institution with high hopes of not only gaining the relevant
knowledge but also polishing some natural talents by participating in various platforms provided by the
college to showcase the talent. Students and parents act as customers to avail the facilities of the
institution be it the infrastructure or the knowledge resource in form of faculties.
Our model proposes to measure the skills of the students at the entry stage as well as at various
stages of educational journey within the institute which advocates continuous use of PDSA.
Simultaneously we propose the institutions to take the skill requirements of the recruiters also so that
they can prepare the students well in advance and match up the expectations of the end customers. Here
the end customers are not only recruiters but also the society, hence the inculcation of values and
promotion of ethics is of utmost importance because every institution aims at producing students who are
law abiding and are ethical citizens. The most important aim is developing a sense of responsibility
towards society in students. This will not only help India to progress towards the desired requirements of
skilled talent but it will also ensure that educated youth is not involved in bad activities and will put a bar
on crime rate as well . In turn the Global Happiness Index for India will also improve. PDSA/PDCA
means -
Plan- Take the skill requirements from the recruiters and plan the activities accordingly. Map the
competency of students before the development initiatives.
Do- Maintain a Gantt chart for the activities done to develop skills.
Check/Study- Reassess the skills of the students and update the competency mapping. Identify gaps
from the requirements of recruiters.
Act-T Take further actions to bridge gaps wherever required.
Competency
Model
Training &
Development
Recruitment
& Selection
Replacement
Planning
Recognition
Performance
Management
Succession
Planning
Career
Planning

13. Our M
Pro
Model: PDSA
Phase 6
Standardize th
Phase 7 Plan
the future
oceedings of th
A / PDCA for
Figur
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Figure 1
r Skill Develop
re 18. PDSA/
Act
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Phas
Oppo
hase 5 Study
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ANQ Congres
13
17. PDSA: so
pment
PDCA for stu
t Pla
Ddy
se 1: Identify th
ortunity
ss, Taipei, Sep
urce [1].
udent develop
an
Do
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Phase 4 Im
ptember 23-24
ment.
P
A
Phas
the p
Dev
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mplement
4, 2015
P
A
se 2: Analyze
process
velop the
mal solution

14. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
14
7. Conclusion
 Quality Function Deployment is a necessity for any educational institute in order to know their
present position with respect to their competitors.
 Every Institute should have a strategy for skill development in line with the strategy for National
Skill Development Centre or Governments Strategy.
 Following PDSA approach can work wonders in not only tracking the results but also in formulating
an effective strategy.
 We also recommend the competency mapping of students at college level which can be handed over
to the recruiters /higher education institutions / parents at the time of their selection .This will be of
advantage to the recruiters as well as parents as they will come to know how much the child has
gained during the tenure as a student in the educational institute. Also it will be a proactive approach
from the recruiters as well as educational institutions to mould the career of students.
 The practice of PSDM / Salability Quotient will ensure a speedy recruitment because of the clarity of
thought in students and recruiters because PSDM will help us know where we stand with respect to
the job of our choice and similarly the recruiter will be clear who fulfils the criteria for being the
candidate of choice.
References
Besterfield, D. H., Besterfield, M. C., Besterfield, G. H. and Besterfield, S. M. (2009), “Quality Function
Deployment in Total Quality Management,”Licensees of Pearson Education Dorling Kindersley
( India ) Pvt. Ltd at South Asia, 1, 327-359.
Chaturvedi A., Chaturvedi J., Chaturvedi R. (2014), Survey Questionnaire on Skill Development in
Organizations through e-survey pro ( www.e-surveypro.com )[2]
CII, People, S, Wheebox’s (2014), Survey result from Nicholson and Cushman’s (2000) study in The
India Skills Report, published by CII, People Strong, Wheebox’s [3], 24
Gramener and MDRA Study (2014) on India’s best B-schools
http://bschools.businesstoday.in/?year=2014&college=IIM-Calcutta&rank=2 [4]
ICRA Management Consulting Services Limited for FICCI ( August 2010 ) on The Skill Development
Landscape in India and implementing Quality Skills Training ; Background note for the 3rd Global
Skill Summit of the Federation of Indian Chambers of Commerce & Industry (FICCI) published by
ICRA Management Consulting Services Limited [5] ; 5,6,9,10,12,13,15,32,33.
Prasad, H. A. C., and Sathish, R. (2014), Emerging Global Economic Situation: Opportunities and Policy
Issues for Services Sector ; published by Government of India, Ministry of Finance, Department of
Economic Affairs, Economic Division [6], 38.
Top Full time MBA/PGDM institutes in India) published by Business Today and Business World [7]
http://www.shiksha.com/top-mba-colleges-in-india-rankingpage-2-2-0-0-0
Tulika Bhatnagar, XIMB on Evolving role of competency mapping in HR,
http://www.mbaskool.com/business-articles/human-resource/7527-evolving-role-of-competency-
mapping-in-hr.html [8]
Wikipedia description of Gross Domestic Product http://en.wikipedia.org/wiki/Gross_domestic_product
[9].
Bibliography
AYTAC¸ A.E. and DENIZ, V. (2005), Quality Function Deployment in Education: A Curriculum Review,
Quality & Quantity, 39,507–514. DOI 10.1007/s11135-004-6814-8: [10]
Government of India (February 2014), India’s Fiscal Budget 2012-13 Chapter 10 [11]
Krishnan, R. (2002), Indian MBA Students' Perceptions of Ethics & Society: A First Level Analysis,
Indian Institute of Management, Bangalore Research Paper No. 182 [14].
Qureshi, M.I., Khan, K., Bhatti, M.N., Khan, A., and Zaman, K., (2012), "Quality Function Deployment
in Higher Education Institutes of Pakistan", Middle-East Journal of Scientific Research, 12, 1111-
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Rajalakshmi, M. (2013), "Imparting the skills in the young minds- Employability skills and armor to
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15. Rohai
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16. Proceedings of the thirteenth ANQ Congress, Taipei, September 23-24, 2015
16
Rajasthan. Her research interests include Art and Craft & Skill Development. She has done 3 refresher
courses from University Of Rajasthan and has also organized workshops on Fresco and Miniature
Painting. She has participated and presented paper on Maintaining Motivation of Employees in a
National Level Conference on Human Resource Management.
Abhinav Chaturvedi is an Assistant Professor in the Department of Architecture and Planning with
more than 7 years’ experience in Teaching + Architectural Consultancy at various organizations such as
MA Architects , Pramod Jain Associates and Aayojan School Of Architecture . He received the B.Arch.
Degree in 2007, M.Arch. Degree in 2012 from University of Rajasthan & Yashwant Rao Chavan
University, Maharashtra respectively. His research interests include Disaster Management & Sustainable
Building Design. He has participated and presented a poster on Passive Solar Design Techniques in
Denmark. He participated in contests like Iraq Memorial Design where his design was the most viewed
online design.
Joohi Chaturvedi with overall experience of more than 6 years is an Academic Associate in Operations
Management and Quantitative Techniques working with Indian Institute Of Management Indore .She
received her M.S. degree in Quality Management from University of Birla Institute Of Technology &
Science (India.) in 2012 through a work integrated learning program, a B.E. degree in Mechanical
Engineering from Rajasthan University (India.) in 2008 .She has worked with organizations like Bosch
Limited , Jaipur as a Senior Engineer /Engineer -Quality for 4 years 1 month , Jaipur Engineering
College and Research Center as Asst. Professor in Mechanical Engineering for 7 months , Abhinav Arts
Research Development and Academic Society as Quality Manager for 1 year and Indian Institute Of
Management , Indore as an Academic Associate for 10 months .Her research interests include statistical
quality control, intelligent process monitoring, and applications of Quality Function Deployment and
Risk Management and Maintaining Motivation of Employees in industries She was awarded the Quality
Star Performer award for the 4th
Quarter in 2010 in QMM Department for improving the Quality Method
Quality Assurance Matrix on Shop floor with scores 83% compared to 69% in 2009.