"Issues and Challenges in Implementing the skill development initiatives,specifically reference to Skill India Campaign'

"ISSUES AND CHALLENGES IN
IMPLEMENTING THE SKILL DEVELOPMENT
INITIATIVES"
“C-LAMPS”
Project Report submitted in partial fulfillment of the requirements for the
award of the Degree of
MASTER OF BUSINESS ADMINISTRATION
of
BANGALORE UNIVERSITY
By
KOUSHIK Y
Register No. 141GCMD048
Under the guidance of
Mr. Manjunath S.M
Asst. Professor
Rashtreeya Sikshana Samithi Trust
R V INSTITUTE OF MANAGEMENT
CA-17, 36th
Cross, 26th
Main, 4th
‘T’ Block,
Jayanagar, Bangalore – 560 041
2015–2016

DECLARATION BY THE STUDENT
I hereby declare that the Project Report titled “ISSUES AND CHALLENGES
IN IMPLEMENTING THE SKILL DEVELOPMENT INITIATIVES” is the
result of the project work carried out by me under the guidance of
Mr. Manjunath S M, Assistant Professor, RVIM and Mr. Gowrisha,
Secretary, C-LAMPS in partial fulfillment for the award of Master’s Degree in
Business Administration by Bangalore University.
I also declare that this project is the outcome of my own efforts and that it has
not been submitted to any other University or Institute for the award of any
other Degree or Diploma or Certificate.
Place: Bangalore Koushik Y
Date: 141GCMD048

Rashtreeya Sikshana Samithi Trust
R V Institute of Management
CA – 17, 36th
Cross, 26th
Main, 4th
T Block Jayanagar, Bangalore – 560 041
CERTIFICATE BY GUIDE
This is to certify that the Project Report titled “ISSUES AND CHALLENGES
IN IMPLEMENTING THE SKILL DEVELOPMENT INITIATIVES”
submitted by Mr. Koushik Y; bearing Register Number 141GCMD048 to
Bangalore University, Bangalore for the award of Degree of Master of
Business Administration is a record of work carried out by him under my
guidance.
Place: Bangalore
Date: Mr. Manjunath S M
Assistant Professor

CERTIFICATE BY MENTOR
This is to certify that the Mr. KOUSHIK Y bearing Register Number
141GCMD048 of R V Institute of Management, Bangalore, has undertaken
Project on the topic “Issues and Challenges in implementing the Skill
Development Initiatives” between 15/07/2015 and 15/08/2015 under my
mentor ship.
Place: Bangalore
Date: Mr. Gowrisha
Secretary, C-LAMPS

CERTIFICATE OF ORIGINALITY
Date: /08/2015
This is to certify that the Project Report titled “Issues and Challenges in
implementing the Skill Development Initiatives” is an original work of
Mr. Koushik Y bearing University Register Number 141GCMD048 and is
being submitted in partial fulfillment for the award of the Master’s Degree in
Business Administration of Bangalore University. The report has not been
submitted earlier either to this University /Institution for the fulfillment of the
requirement of any course of study. Mr. Koushik Y is guided by
Mr. Manjunath S.M who is the Faculty Guide as per the regulations of
Bangalore University.
Dr. T V Raju
Director

ACKNOWLEDGMENT
I am grateful to our Director Dr. T. V. Raju sir for permitting me to undertake
my project work at C-LAMPS, Bangalore.
I am grateful to my project guide Mr. Manjunath S M, Assistant Professor,
R V Institute of Management, for his valuable guidance and encouragement
throughout the project.
I would like to extend my thanks to the President and all the members of
Executive Committee, Center for Leadership and Management in Public
Services, Bangalore for permitting me to undertake a project in their
Organization and also for guiding for the project.
I would also like to express my devoted thanks to Knowledge Commission,
Vidhana Soudha, Karnataka for supporting me during the project work.
Finally I am thankful to all my friends and my Parents who have encouraged
and helped me in the endeavors and all the members of the organization and
training centers who directly and indirectly gave support and assistance while
conducting the study.
Place: Bangalore Koushik Y
Reg.No: 141GCMD048

TABLE OF CONTENTS
CHAPTER
NO.
PARTICULARS
PAGE
NO.
EXCECUTIVE SUMMARY
I
INTRODUCTION 1-12
1.1 Introduction of C-LAMPS 1-8
1.2 Introduction to Skill Development 9-13
II
METHODOLOGY 13-17
2.1 Statement of the Problem 13
2.3 Objectives of the Study 13
2.2 Need and Relevance 14
2.3 Objectives Of The Study 14
2.4 Scope Of The Study 14
2.5 Methodology 14-15
2.6 Sources Of Data 15-16
2.7 Tools Of Data Analysis 17
2.8 Limitations of the study 17
III DATA ANALYSIS & INTERPRETATION 18-38
IV
FINDINGS, CONCLUSION & SUGGESTIONS 39-43
4.1 Findings 39
4.2 Conclusion 40
4.3 Suggestions 41-42
4.4 Experiences and Learning 43
References A
Detailed account of work done during the Project
Work
B
Annexure C

List of Tables
No of
tables
Description Page. No
3.21
Table showing the facilities given by the training center to
trainers.
24
3.22 Table showing the trainers rating on Working Environment. 26
3.23 Table showing the trainers opinion on rules and regulations. 27
3.24 Table showing the opinion of trainer on course content. 28
3.25 Table showing the opinion of trainers about students. 29
3.26
Table showing the opinion of trainers about student’s
participation.
30
3.27 Table showing the difficulties faced by trainers. 31
3.28
Table showing the opinion of trainers about government
involvement in SD
32
3.29 Table showing the job satisfaction of trainers. 33
3.30
Table showing the satisfaction level of trainers on their
expectation.
34

List of Charts
No of
tables
Description Page. No
3.21
Chart showing the facilities given by the training center to
trainers.
24
3.22
Chart showing the trainers rating on Working
Environment.
26
3.23 Chart showing the trainers opinion on rules and regulations. 27
3.24 Chart showing the opinion of trainer on course content. 28
3.25
Chart showing the opinion of trainers about student’s
participation.
29
3.26
Chart showing the opinion of trainers about student’s
participation.
30
3.27 Chart showing the difficulties faced by trainers. 31
3.28
Chart showing the opinion of trainers about government
involvement in SD
32
3.29 Chart showing the job satisfaction of trainers. 33
3.30
Chart showing the satisfaction level of trainers on their
expectation.
34

EXCECUTIVE SUMMARY
“Skill development initiatives” are one of the best initiation taken by our Government.
Skill development is very required concept in countries like India. Presently Skill
development is a very trending concept because our Central Government also took
“Skill India” Campaign very recently. Here there is a lot of opportunity to conduct a
research. The main problem in Skill development initiatives are they are facing many
issues and challenges in implementing the same. In this regard, this project on “Issues
and Challenges in Implementing the Skill Development Initiatives” is under taken.
There are so many challenges are faced by skill development initiatives. This study is
based on five point of views. Those 5 elements are Government, Training centers,
trainers, experts and students. According to these 5 perspective there are number of
problems and challenges faced while implementation of skill development initiatives.
The tools which are used for data collection are Questionnaires, direct interview and
Focus Group discussion. The analysis tools used for analysis are Fish bone analysis,
Tabular interpretation and outcome from Focus group discussion. Data collection
from trainers was through questionnaire, direct interview of Knowledge commission,
training institutions and some students.
This study helps to overcome from the challenges and problems in implicating the
skill development initiatives. This study also provides solutions to the problems faced
by trainers and training centers. The main focus of this study is to identifying the
issues and challenges in implementation of the skill development initiatives.

CHAPTER - 3
DATA ANALYSIS
&
INTERPRETATION

CHAPTER - 4
FINDINGS,
CONCLUSION &
SUGGESTION

DETAILED ACCOUT
OF WORK DONE
DURING THE
PROJECT WORK

“Issues and Challenges in Implementing the Skill Development Initiatives”
R V Institute of Management, Bangalore. 1
1.1 INTRODUCTION OF THE ORGANIZATION
“Center for Leadership and Management in Public Services”
(C-LAMPS)
Center for Leadership and Management in Public Services is a registered Society.
They have been working with the Public Education and Health Systems over the past
seven years. Engaging with the leadership and management dimensions unique to these
domains, their mission is to enhance capacities in these spaces, facilitate improvement
in structures and processes, advocate for appropriate policy changes and to engage
with the public on these concerns.
1.1.1 History:
C-LAMPS were registered in October 2007. It has 40 people to improve the quality in
public services. They believe that the quality of Public services can be improved
through better Leadership and Management in all levels of public systems. Activities
which are included in C- LAMPS’ are programs, research and advocacy. This will
strengthen the public systems to achieve their objectives.

1.1.2 Vision, Mission and Values:
Vision
Their main Vision is to “Enhance Quality in Public Services towards Social Justice and
Equity”. C-LAMPS is committed to bring out the transformation in public services and
render them to meet the expectations of the stakeholders and contribute towards nation
building.
Mission:
Support the domains of Public Education & Health through:
 Building capacity by instilling leadership & management skills
 Policy advocacy
 Improving processes & structures
 Creating Public awareness
Values:
 Integrity in all our dealings with our stake holders, members, resource
persons and partners.
 Faith in the purpose/rationale of the Public Service Foster Equity, social
justice and be caring
 Personal & Mutual responsibility and respect
 Continuous improvement
 Respect differences.
 Encourage Team Work
 Be action oriented and set personal example.

1.1.3 Organization Structure:
1.1.4 Team:
C-LAMPS have a team of 40 members and all are engaged in facilitation of
development programmes, and research and advocacy. They included the resource
persons who have been engaged in academics, corporate, community, documentation
and research, and training. These range of experience makes it possible for C-LAMPS
to innovate and create frameworks appropriates for the social sectors we work in
through an amalgamation of ideas.
1.1.5 Partners:
C-LAMPS have 2 kinds of partners. Those are Education and Health Partners.
A. Education:
 Government of Karnataka
 Karnataka knowledge Commission
 Azim Premji Foundation
 RV Educational Consortium

 GRAAM
 IT for Change
B. Health:
 Karuna Trust
 Institute of Public Health
 Centre for Global Health Research
 Institute of Hospital Management and Research
 Institute of Tropical Medicine – Belgium
1.1.6 Activities of C-LAMPS:
 On 12th
September 2009, A talk by Sri.Dileep Ranjekar, CEO of Azim Premji
Foundation on “Leadership and Management in Public Systems”.
 On 7th
November 2009, they organized consultation on “Public-Private
Partnership in school Education”.
 Also they conducted a “Round Table Discussion on Best and Innovative
Practices of NGOs” on 24th
July 2010.
 Organized a Panel Discussion on “Towards excellence in Public Service” on
March 26th
2011.
 Organized a discussion on “School Support Guidelines” brought by MHRD
on Approaches to School Support.
 Organized Colloquium On Citizen Charter on 4th
February 2012. A paper on
Citizen Charter was presented by Mr. Suresh Maruthi C-LAMPS and “Status
paper on Citizen Charter- GOK by Sri Devi Prasad Director Fiscal Policy
Institute Bangalore, followed by Panel Discussion. Panel members for the
discussion are Sri. Madan Gopal IAS Chairman KSFC; Prof. Ramesh Indian
Institute of Management Bangalore, Ms. Manjula Chairman State Women
Commission, Sri. N Srinivasan Retired Director General CII, Ms. Indhumathi

Rao Regional Advisor of the Community Based Rehabilitation (CBR)
Network in South Asia.
 Very recently, that is August 8, 2015 Organized Colloquium On senior citizen
and public services. The main agenda of this Colloquium was bringing
together senior citizens NGO and creating a common Platform.
1.1.7 Projects done by C-LAMPS:
1) Education Leadership Development Programme:-
The Policy Planning Unit (PPU), a collaborative initiative of the Government of
Karnataka and the Azim Premji Foundation, commissioned a study by Pricewaterhouse
Coopers to examine the functioning of the Department of Public Instruction (DPI) and
recommend policy changes as well as interventions that would support the initiatives
of the Department towards achieving the goal of reaching quality education for all.
Among several other interventions, the needs to improve leadership and managerial
functions in the system were identified as being critical.
Management Development Program (MDP) was conceived of to address this need. The
program has been facilitated by PPU, Azim Premji Foundation and the Center for
Leadership and Management in Public Services (C-LAMPS) in collaboration with
Sarva Siksha Abhiyan (SSA). MDP has been running in Karnataka since February
2007 and reaches out to government education functionaries, beginning with Block and
Cluster Resource Persons. Its purpose is to begin a process of enhancing the
capabilities - attitudes, perspectives, knowledge and skills - of the leaders and
managers at the operational level.
The fundamental principles of MDP are informed by the values that derive from the
Constitution of India, the National Policy on Education, and the Right to Education
Act and the National Curriculum Framework 2005 (NCF 2005). The aims of education
is providing education of good quality to all children, of preparing children to
participate actively and responsibly in the democratic set up of India, to be able to

make informed choices, to be able to access to opportunities for development and
growth, to lead meaningful lives, are underlying values of MDP.
The principles of analogy or adult learning are tied into the entire approach of MDP.
The methodology is suited to the way adults learn and tries to address their needs, with
emphasis on a participatory approach, the valuing of all experiences and opinions, and
individual and collective reflections upon these.
The conceptual framework of MDP is around research-based studies that show that
school leadership is second only to classroom instruction in achieving educational
outcomes, and that leadership at the school level as well as at levels above the school
have a key support role to enable the school to do its job well.
The leader creates and nurtures a culture that is conducive to achieving the aims of
education. The education leaders' vision must therefore encompass a culture in the
school which provides structures and opportunities that allow a child to experience a
microcosm of the polity of the society in school so that she can become an active and
informed participant in the polity of the nation. This translates into a culture of
cooperation, collaboration and collegiality, wherein diversity is appreciated, where
every individual has a voice, for every individual in the school community to be able to
develop and grow to their full potential. To be able to achieve the vision of quality
education, another key component of culture is that of continuous quality
improvement.
One of the missions of the education leader becomes that of creating and nurturing
such a culture. All education functionaries, therefore, have a role to play in the
development and Nurturing of such a culture in their own Circle of Influence and
within their own role.
These concepts synchronize harmoniously with the ideas that have been envisaged in
NCF 2005. NCF 2005 articulates the type of learning environment that a school should
have, the relationships among all teachers and students in the school, the characteristics
of the learning process, emphasizes collaborative learning, valuing the experience and
learning that children bring with them, and so on. The school culture must challenge

children and teachers to continuously improve toward higher levels of quality. The
education leader sets the direction in which improvement needs to take place informed
by the vision and the culture as described above. MDP enables the education
functionary to explore this within her own Circle of Influence.
2) District School Development Programme:-
C-LAMPS would like to work with the Education Leaders and Managers of
Ramanagar District to support the process of school development through capacity
enhancement programmes, the method being participation and engagement. Keeping
this in mind we would like to work with the Block Resource Persons, Educational
Coordinators, Cluster Resource Persons and Head Teachers as well as the DIET
faculty in a three-year programme in all four blocks of Ramanagar District. The
ELDFs would be an integral part of the programme in ideation, content development
and design, support to the programme at the block levels etc.
3) Project Samartha - Strengthening DIET:-
The Education Leadership and the District School Development Programmes focus on
individual development. For development processes to be sustained it becomes
necessary to work with organizations in the education system. Project Samartha, in
collaboration with Karnataka Jnana Aayoga, DSERT, DIETs and RV Educational
Consortium, was a beginning for our work in this direction. We worked with five
DIETs of Karnataka supporting and facilitating projects that were identified by them.
The experience has been enriching for us and we hope to continue our work in this
space.
4) Kalika Balaga - A community of learners:-
The education leadership development facilitators have grown over the years as a
community of learners. Over the past year C-LAMPS has been encouraging the
Education Leadership Development Facilitators to continue their collaboration online

through a mailing list Kalika Balaga. Several of them are participating and the hope is
that the movement will grow.
5) Swasthya Karnataka:-
C-LAMPS were a member of the Swasthya Karnataka consortium initiative and
participated in the District Health Management Training. The partners of Swasthya
Karnataka are Karuna Trust (KT), Institute of Public Health (IPH), Centre for Global
Health Research (CGHR) and Institute of Hospital Management & Research (IHMR).
This project was supported by the Institute of Tropical Medicine, Antwerp and The
Karnataka Health Systems Development and Reforms Project.
1.1.8 Challenges & Future Plans of C-LAMPS:
 Position papers on Government initiatives/plans in health and education
 Study of specific PPP projects in health and education
 School nurturing and school adoption Programme
 Collect government data and statistics to make sense of them in the context of
their stated objectives.
 Documenting success stories of grassroots leadership at different levels in the
education department
 Documenting experience of MDF/SK to reflect and create possible source of
further inquiry.

1.2 SKILL DEVELOPMENT:
“Skill is a ability or the capability of an individual or a group to solve or complete the
work within a specified period with systematic manner “.A skill is the learning ability
to carry out a task with pre-determined results often within a given amount of time,
energy or both. In other words abilities that one possesses. Skill usually requires
certain environmental stimuli and situations to assess the level of skill being shown
and used. People need broad range of skill in order to contribute to a modern economy.
1.2.1 Kinds or types of Skills:
There are many types of skills are there. From that those important types are as follows.
1 Labor skill - Labor skills are the skills which are related to labors to do their
work.
2 Life skills - Life skills are problem-solving behaviors that are used appropriately
and responsibly in the management of personal affairs.
3 People skills - A British definition is about people skill is, “the ability to
communicate effectively with people in a friendly way, especially in business.”
4 Social skills - Social skill is any skill facilitating interaction and communication
with others. Social rules and relations are created, communicated, and changed in

verbal and nonverbal ways. The process of learning such skills is called
socialization.
5 Soft skills - Soft skills is a sociological term relating to a person's "EQ", the cluster
of personality traits, social graces, communication, language, personal habits,
friendliness, and optimism that characterize relationships with other people. Soft
skills complement hard skills, which are the occupational requirements of a job and
many other activities.
6 Hard skills - Hard skills are any skills relating to a specific task or situation. These
skills are easily quantifiable unlike soft skills which are related to one's personality.
7 Mastering skills - Mastery pertains to perfecting a particular skill set.
1.2.3 Hierarchy of Skills:
Skill Development is a leading topic in India. Even Government of India is more
focused on Skill Development in general public. It leads to development in labor
market and also helps to increase the employment opportunity. There are 3 kinds of
people in India at present situation. Those kinds are:
 People who have qualification but does not have skills

 People have Skills but does not have qualification
 People have both skills and qualification but does not have an updated
knowledge and skills
Skill Development is very important because it helps to promote self employment,
improve productivity in workplace and competitiveness of employers. To build a
developed nation skill development is very necessary. For this purpose government
undertakes many initiatives. Government has National Skill Development Corporation,
Skill Development Initiative Scheme, Prime Minister Kaushalya Vikas Yojana, and in
Karnataka government there is a Kaushalya Siri for Skill Development program. So at
present situation there is lot of opportunities in skill development in India. National
Skill Development Corporation’s approach is to develop partnerships with multiple
stakeholders and build on current efforts, rather than undertaking too many initiatives
directly, or duplicating efforts currently underway. To scale up efforts necessary to
achieve the objective of skilling / up-skilling 150 million people, the NSDC strives to:
 Develop ultra low cost, high-quality, innovative business models
 Attract significant private investment
 Ensure that its funds are largely “re-circulating”; i.e. loan or equity rather than
grant
 Create leverage for itself
 Build a strong corpus.
According to NSDC there are 211 training partners,3026 training centers are Present in
India. Till 2014 under NSDC 52,06,467 people are trained and among these people
23,12,481 people are got placed in different organizations. Very recently our
government also started the Skill India campaign. In Bangalore 27 partners are running
124 training centers. It is very helpful for those not yet got any job, and those who
wanted to pursue skills and also developing their skills.

1.2.4 N.S.D.C Logo:

2.1 Statement of the problem:
Skill development is positive approach in current scenario in countries like India.
There is a necessity to develop the ability and performance of the individual in their
work. But the main problem of workers and individuals are adopting those skill
development techniques. For this purpose Indian Government has introduced much
training which is related to skill development. They started 3000 plus centers in India
and over thousands of people are there as trainers in those training centers. They all are
working for providing better training to individual. But here, the trainers are facing
many problems during their training process. They are facing many problems related to
maintaining standards, their capabilities, updating the information and marketing or
promotion about their centers. In skill Development training, Trainers and training
centers are facing challenges like creating awareness, convincing the students, and
maintaining their training centers. So in this study an attempt is made to know the
challenges faced in Skill Development initiatives and also the issues and challenges
faced by trainers and training institutions.
2.2 Need for study:
There is a requirement of skilled workers in every organization. So it is very essential
to examine the quality of students and also the quality of government initiatives and
their challenges during implementing the skill development initiatives. There is a need
for converting the challenges into opportunities and problems into strengths. Hence
there is a need for measure the actual challenges while implementing the skill
development initiatives.
In this perspective, this study helps to examine the issues and challenges faced by skill
development initiatives. Government took the very important decision about skill
development. They already started many initiatives about skill development. But they
should examine their results and also need to create the values in greater extent. This
project attempts to study the different kinds of issues and challenges in implementing
the Skill Development initiatives.

2.3 Objectives of the study:
 To identify the challenges and problems faced by trainers and training centers.
 To study on trainer’s mindset and opinion about students and training centers.
 To understand the actual need of trainers and their dedication towards skill
development training.
 To know about the efficiency and capabilities of trainers.
 To provide feasible solutions to the challenges which is faced by trainers or
training centers.
 To examine the problems faced by trainers under skill development initiatives.
 To give possible solutions to the challenges faced by skill development initiatives.
 To deliver a structured and pragmatic solutions to address the lack of relevant
skilled among-st the current and potential workforce.
2.4 Scope of the study:
Skill development initiatives are about creating the better and skilled workers or
employees. This also helps to create the values and importance of the skill
development in current scenario.
This study helps to understand the factors causing in implementing skill development
initiatives. It helps to improve the government involvement in skill development
initiatives. Also motivate the trainers, training institutions and students. Students also
get a valuable training and trainers will get the satisfaction. The scope of the study is
limited to initiative towards Training Centers, Trainers, Experts and Students .
2.5 Research Methodology:
2.5.1 Research Design:
Research design is needed because it provides the smooth flowing of the research
operation. It makes the research as efficient as possible by giving maximum
information with minimum expenditure of efforts, time and money.

The research design opted for this project work is Descriptive and Analytical in nature.
The purpose of this study is to observe, describe and document aspects of a situation as
it naturally occurs. This involves the collection of data that will provide a description
of individuals, training centers that are group and situations.
2.5.2 Sampling Technique:
Convenient Sampling technique is used for this project work. Convenient sampling, as
name itself says, it is a specific type of non-probability sampling method that relies on
data collection from population members who are conveniently available to participate
in study. It involves getting participants from wherever they convenient.
2.5.3 Sample size:
Sample size is an important concept in statistics and with the help of these numbers we
can easily conduct research. It is also very necessary to determine the accurate and
specific information about the problem.
There are different types of sample sizes opted for this project. That is 10 training
institutions, 10 trainers, student, one government authority and 8 experts in skill
development field. Total sample size is 30.
2.6 Sources of data:
A) Primary Data:
Primary data are first hand data, which are directly collected from the field. The
primary data is collected from Questionnaire, Direct interview and Focus Group
Discussion for my report.
A.1 Questionnaire:
A questionnaire is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents. Although they are

often designed for statistical analysis of the responses, this is not always the case. The
primary data are collected by the questionnaires directly from respondents.
A.2 Direct interview:
Direct interview is an interview conducting by asking questions directly to
the person. In other words collection of data directly from the respondents by directly
asking questions to them. In this study the direct interview are taken from the
government authorities that is government initiatives which is related to skill
development, experts and training institutions.
A. 3 Focus group discussion:
Focus Group Discussion is one of the method or type of Qualitative Research in which
a group of people are asked about their perceptions, opinions, beliefs and attitude
towards a topic. Questions are asked in an interactive group setting where participants
are free to talk with other group members. The first Focus Group was created at the
Bureau of Applied Social Research in the USA by associated director sociologist
Robert K Merton. It has a long history, it were used during the Second World War to
examine the effectiveness of propaganda.
In this project work I used 2 types of group discussion. One is focus group discussion
and another one is “Whats app Group Discussion”.
A 3.1 Objective of Focus Group Discussion:
 The main objective of FGD is to determine the valuable solution for the
specified problem.
 FGD also required generating the many options and possibilities to solve the
problem.
 Focus group discussion is very necessary to identify the best solutions among
many options.
A 3.2 Advantages of Focus Group Discussion:
 It is very flexible method.
 It provides very speedy result.

 The cost included is very less.
 It gives better solution to the problems.
 It provides many alternative options also.
B) Secondary Data:
Secondary data are the data, which are already collected data. It may from secondary
sources. In this study the secondary data collection from Government websites related
to skill development initiatives and official website of Planning Commission.
2.7 Tools used for Analysis:
2.7.1 Bar diagram:
A bar diagram is the presentation of data the form of bars. Here bar diagram used for
analysis and interpretation of data which are collected from the trainers. That data are
about opinion of trainers towards training centers and students.
2.7.2 Fish Bone analysis:
A fish bone diagram, also called a cause and effect diagram, is a Visualization tool for
categorizing the potential causes of a problem in order to identify its root causes. In
this project work the fish bone analysis used for determining the problems as well as
challenges in implementing the skill development initiatives.
2.8 Limitations of the study:
 Central government recently started some skill development scheme.
 Considered only urban areas, considered skill development training centers which
are located in Bangalore.
 People may not give their honest opinion or information which is actually
required.
 In short duration of time, it is difficult to go through the entire Skill development
training process and all the training centers.

3.1 Focus Group Discussion:
Focus group discussion is the discussion or a form of qualitative research in which a
group of people are asked about their perception, view, opinion, beliefs and attitude
towards a problem. In this group discussion, participants are free to talk in the group.
With the permission of our Director sir, the focus group discussion was organized at
our institute in group discussion room of placement cell. The penal members for this
FGD was selected from different fields which includes NGO, Training Center,
trainers, Academics and students. Totally 8 members actively participated in this
Focus Group Discussion. The members of the Focus Group Discussion are Mr.Adarsh
Basavaraju, Mr.Shailesh, Mr.Sanjeev, Mr.Gowrisha, Mr.Manjunath S M, Mr.Pradeep,
Ms.Bhavya Vikas, Ms.Sowmya and Mr.Sheldon. They all are experts in their field,
they shared their opinion and gave valid inputs on the problems and challenges faced
by skill development initiatives while implementing the skill development program.
3.1.1 Outcomes from FGD:
FGD helped me to understand and gather the information and also gave the real
problems in implementing skill development initiatives. The important outcomes from
the Focus Group Discussions are as follows:
 Quality of Education:
The quality in education is the main challenge while implementing the Skill
development initiatives. Quality in education is the education method that includes the
better values and required skills. We all are interested in quality of education. There is
a lack of quality of education in India. There are many skill development centers
present in India,but all the training centers are not providing the better quality
education. They established their training centers only for making money not for
fulfilling the government objectives towards skill development. Without quality, there
is no value for training. The experts are of the opinion that the trained personnel and

the untrained personnel are not differentiated while selecting for a job. Further
untrained personnel is placed better than the trained personnel by the organization.
This is the main problem in implementing the skill development initiatives.
In order to address this problem, government has to examine properly the quality of the
training given by the training centers before sanctioning the permission to the skill
development centers. The government should obtain all the details and verify all the
details and sanction the permission only to those skill development training centers
which fulfill the norms of the government and which are committed to train and
enhance the skills of the participants. Once the permission is granted, the government
should initiate surprise visits to check how the programs are organized by the training
centers. The final sanction of the bill should be against the results.
 Wrong selection of trainers by training centers:
In some cases it was found that the training centers are forcing the trainers to train the
participants on the topic in which trainers do not have any expertise. This will spoil the
whole skill development initiative scheme. The trainers are asked to train the students
in which he / she do not possess any skill in that particular area. This happens only
when the training centers do not communicate correctly to the trainers. Sometimes this
may lead to bad consequence and bad situations which the trainers has to face.
To overcome this, the training centers are advised to communicate the trainers in
advance regarding topics and group of participants. So that the trainers prepare himself
for the topic. The government should ensure this through the audit.
 Mismanagement by the training centers :
The training centers are not arranging the training programmes properly. There are no
proper facilities provided by the training centers to the trainers as well as participants.
The training's are organized continuously which are below standard and there is no
effectiveness in organizing the training programmes. In many cases, the training
programme are conducted under the roof without any facilities.

Over coming from the mismanagement is very difficult task because it should be
change from bottom level. Government also has to frame some strategies while giving
contract to training centers so that training will be more effective and conducted in a
systematic manner. If the training is conducted in effective manner, it will help in
reaching the objectives of skill development and real changes can be witnessed among
the participants. As a initiation, the government can set up a separate department for
maintaining the skill development initiatives.
 Trainers are not getting the respect:
This is the main problems which the trainers are facing. Trainers are not getting respect
from students as well as training centers. Government and training centers thought that
giving salary is the greatest thing, but trainers are actually expecting respect from
training centers. To some extent giving salary is also the part of respect, but it should
be paid on specified date. They are facing problems from students also; students are
completely neglecting the course and they do not give minimum respect to their
subject and trainers. This will lead to reduces the interest from trainers. Automatically
training will be useless. To overcome the above problems, Government should create
proper rules and regulations which are related to discipline and trainers should also
conduct activities in the classroom to attract the students towards course.
 Promotion of the training programme:
Every training center is facing the problems which are related to marketing their
programme. This is a basic challenge for many of the training centers. Since Bangalore
has got many training centers, convincing the students to take up the programme is not
so easy. It is very difficult to differentiate one training center from another. Some
organizations are facing problems in fixing the price for course, because some other
centers are offering the same course at lesser price. So it is difficult to fix the
reasonable price, and also students do not believe in the institutions because they do

not have guarantee that they will get a job after the skill development training. So the
training centers are facing difficulties in marketing their programme of the centers.
To overcome from this problem, Government should involve in promotion of
programme and fixed a standard course fees for the programmes.
 Lack of Communication:
Communication is plays a major role in any agreement or business. There must be a
proper communication between both sides. Sometimes training centers does not know
about the actual rules and regulations which are given by government, because of
communication gap. Governments also do not give proper information about the
initiatives and their purpose. Even students also do not know about the actual
requirement of the course which is offered by training centers. Students are taking the
course only for getting certificate and not for gaining the knowledge. This is the main
challenge while implementing the skill development initiatives. One more problems in
communication is language problem. People, who are from rural area do not know
better English to get a job in urban areas. During the training session also they are
facing problems like, they cannot understand the trainer’s language. It may lead to less
effectiveness in some students especially those who are from rural areas.
For this problem government should concentrate on rural area to provide better
education and communication skills.
 No remuneration for trainers:
This is the major problem faced by many trainers. Trainers are not getting their salary
as per the given period. It may be a contract based or monthly based agreement. Some
trainers are getting their salary after some months or year. This is the major problem
for trainers because they are not getting any thing for their work. This may leads to less
effectiveness from trainers and course also will be less valid. So security matters a lot
for trainers to train the students.

 Contract with less qualified workers as trainers:
This is one of the greatest challenges faced by skill development initiatives. Because
they are reducing the investment by hiring the less qualified trainers. These kinds of
Trainers do not expect more money because they do not have the required
qualification,so it would help training centers to reduce their cost and this would
automatically help to generate more income. But it leads to decrease the efficiency of
the students and creates bad impression about the skill development training and
government initiatives.
 Feedback system:
Feedback system is the quality measurement tool of trainers. It helps to find out the
efficiency of the trainers and it is measured by the students. Students should give their
opinion about the trainers and their knowledge and efficiency. According to their
opinion organization measure the trainer’s efficiency and contribution on skill
development, but all the time it does not work, because students would not give their
honest opinion about trainers.
 Less interest from students:
Students are not interested in skill related subjects,which are offered by government.
They don’t want to learn because they thought that those skill development courses are
just for certificate and students also neglected the course because they thought that
these courses are the major tool for getting placement in different companies.
 Infrastructure:
Infrastructure plays a better role in skill development training. Without infrastructure
there is nothing. It includes facilities given by the training centers and training center
environment. Government also looks on the infrastructure of the training centers before
getting into the contract.

Infrastructure is the basic tool for providing better training to the students about skill
development. Laboratory is one of the basic requirements. It is necessary because,
today the world is looking for practical training, without proper infrastructure there is
no practical training.
Other important challenges and problems:
 There should be uniformity in course content. All training centers does not have
same course content. This is the problem faced my many students. So uniformity
is required.
 Training centers are giving fake promises about placement. They said that they
will give placement opportunity, later it is difficult for them to arrange the
placement for all students.
 Government is not targeting on school level or ground level development. In our
education system, there is no skill development related subjects in primary level.
So it should be included in gross level of education.
 There should be a transparency in government initiatives. It is the main problem in
maintaining the transparency in all schemes and initiatives.
 Very high rate of migration from trainers. There is a very high rate of migration in
trainers because they are not getting satisfaction in their job.
 Promotion of the skill development initiative is very low.
 Political interfere should be avoid.
 There is no value for NSDC certificate.
These are the problems and challenges in implementing the skill development
initiatives. It is not only related to the government but also it is related to training
centers, trainers and students. If authorities consider these challenges, as soon as
possible, these challenges will become opportunities and strengths.

3.2 Data analysis and interpretation of trainer’s opinion:
A. Evaluation of the work of the organization and involvement of the students in skill
development training:
1. Facilities given by training center to trainers.
Table 3.21: Table showing the facilities given by training centers to trainers.
Chart 3.21: Chart showing the facilities given by training centers to trainers.
Analysis and Interpretation:
The above table and graph shows the percentage of trainers and their opinion towards
facilities which are given by the training centers. 60% of the trainers are of the opinion
that facilities which are given by training centers are good. 30% are saying that those
facilities are average and only 10% says that the facilities are very good.
Rating No of respondents %
Very good 1 10
Good 6 60
Average 3 30
Fair 0 0
Poor 0 0

From the above analysis it is clear that the satisfaction level of trainers about the
facilities which is given by the training center are satisfied. They agreed that training
centers are providing better facilities to the trainers. But they are looking for even
better facilities. The basic requirement for training is facilities. Unless the centers
provide better facilities, the learning cannot happen. For better learning the learning
environment is important and training center should provide that .

2. Trainers rating on working environment.
Table 3.22: Table showing the trainers rating on Working Environment.
Char
t
3.22:
Tabl
e
show
ing
the trainers rating on Working Environment.
Analysis and Interpretation:
The above table and graph shows that percentage of trainers who rate their working
environment. 60% of the trainers are saying that their training centers are having good
working environment. 30% are having average working environment. Only 10% of the
respondents say that they are having very good working environment.
From the above analysis, it is clear that there is a very good level of satisfaction from
trainers about working environment. They are having better working condition, but to
some extent they do not have better working condition to perform their work. The
working environment should be improved.
Very good 1 10
Good 6 60
Average 3 30
Fair 0 0
Poor 0 0

3. Rules and regulations of the organization.
Table 3.23: Table showing the trainers opinion on rules and regulations.
Very good 1 10
Good 1 10
Average 5 50
Fair 2 20
Poor 1 10
Chart 3.23: Chart showing the trainers opinion on rules and regulations.
Analysis & Interpretation:The above table and graph shows the opinion of trainers
about the rules and regulations in the training centers. It helps to examine the discipline
of the training center and trainers about skill development initiatives. 50% says that the
rules and regulations are average. 20% says it is fair and 10% says that very good,
good and poor.
From the above analysis we can conclude that only half of the trainers are saying that
the rules and regulations are good. Only 20% of the organizations are having the
proper rules and regulations and 80% are not having effective with rules and
regulations. Effective implementation of the rules and regulations ensures effective
learning so rules and regulations are to be strictly implemented at centers.

4. Trainers opinion on course content.
Table 3.24: Table showing the opinion of trainer on course content.
Chart 3.24: Chart showing the opinion of trainer on course content.
Analysis & Interpretation: From the above table and graph we can analyze that there
is a relationship between subjects and actual required skills. 70% of the trainers says
that there is a relationship between both the subject and requirement of skills. 10%
says that the relationship is average, Fair and poor.
From the above analysis we can conclude that there is a good relationship between
actual course content and required skills. But in some training centers they are not
having better course content. They are having different course content. It is the duty of
the center to follow the course content provided by the authority. The government
should ensure this strictly, so that Skill Development among the aspirants really takes
place.
Very good 0 0
Good 7 70
Average 1 10
Fair 1 10
Poor 1 10

5. Discipline by the students.
Table 3.25: Table showing the opinion of trainers about students.
Very good 0 0
Good 1 10
Average 5 50
Fair 4 40
Poor 0 0
Chart 3.25: Chart showing the opinion of trainers about students.
Analysis & Interpretation: Above table and graph shows the discipline of the
students in the class room. Only 10% of respondents saying that discipline is good.
50% of the respondents said that average discipline that students have and 40% of the
people said that fair.
Above analysis shows that students have good discipline in the classroom to some
extent. But when look into this aspect seriously they do not have good discipline in the
classroom. Learning is the outcome of good discipline. The training centers and
trainers should ensure that the students are disciplined and if required suggestions can
be given to students regarding the same.

6. Participation from students.
Table 3.26: Table showing the opinion of trainers about students participation.
Very good 0 0
Good 0 0
Average 2 20
Fair 2 20
Poor 6 60
Chart 3.26: Chart showing the opinion of trainers about students participation.
Analysis & Interpretation:
From the above table and graph we can analyze that 20% of the respondents said that
the students are participate in the classroom, 20% of the respondents said that there is
fair participation and 60% of the respondent said that there is poor participation.
From the above analysis, we can interpret that there is very less participation from the
students during the training. They are not participating in any activities conducted by
trainers. This could be the loss for students. The trainers should motivate the students
to participate actively in the programme. This can be achieved if the trainers bring in
lot of activities to the class room and take initiation in calling the students to
participate in the activities.

B. Trainers opinion in 5 point scale.
(1=Very Low, 2=Low, 3= Neutral, 4=Good, 5=Very Good)
7. Difficulties which are faced by trainers during the training session.
Table 3.27: Table showing the difficulties faced by trainers.
1 1 10
2 2 20
3 3 30
4 4 40
5 0 0
Chart 3.27: Chart showing the difficulties faced by trainers.
Analysis & Interpretation
From the above table and graph, it is analyzed that rating scale of the respondents
about difficulties during the training session 10% of the people have very less
difficulties faced by them during the training. 20% say that they have less problems,
30% are of the opinion that they have problems and 40% of the people say they have
faced high problems. From the above analysis, it is concluded that there are many
difficulties that are faced by the trainers during the training session. Difficulties in the
sense working environment, compromise in work and teaching.

8. Trainers opinion about government involvement in skill development.
Table 3.28: Table showing the opinion of trainers about government involvement in
Skill Development.
1 2 20
2 0 0
3 6 60
4 2 20
5 0 0
Chart 3.28:Chart showing the opinion of trainers about government involvement in
Skill Development.
Analysis & Interpretation : From the above table and graph, it is analyzed that 20%
of the respondents have given very low rate for government involvement, 60%
respondents have given neutral for government involvement and 20% says that
government involvement is good in Skill Development initiatives.
From the above analysis, it can be interpreted that the involvement by the government
in Skill Development is not good, the government is not involving directly to the
training activities, they are giving contract to training institutions.

9. Overall satisfaction about their job as a trainers.
Table 3.29: Table showing the job satisfaction of trainers.
1 0 0
2 1 40
3 3 30
4 3 30
5 0 0
Chart 3.29: Chart showing the job satisfaction of trainers.
Analysis & Interpretation :From the above table and graph, it is analyzed that there
are 40% of the respondents have not satisfied with their job as trainer, 30% of the
trainers given neutral about the satisfaction level as trainer and 30% of the trainers are
actually satisfied with their work as trainer.
The above analysis shows the opinion of the trainers about their work. They are not
satisfying with their job, because they do not get their expectation in training
institutions, like students participation, salaries and their freedom.

10. Satisfaction level of trainers about their expectations in the organizations.
Table 3.30: Table showing the satisfaction level of trainers on their expectation.
1 0 0
2 2 20
3 5 50
4 3 30
5 0 0
Chart 3.30: Chart showing the satisfaction level of trainers expectation.
Analysis & Interpretation :From the above table and graph, it is analyzed that 50%
of the trainers have neutral opinion on expectations fulfillment and 30% trainers says
that the organization is not fulfilling their expectations. 20% of the trainers says that
organizations are meeting their expectations.
From the above analysis, it can be interpreted that there are some requirements of the
trainers, but the organizations are not fulfilling their requirements. They are expecting
some facilities, but training centers are not agreed to fulfill their needs.

3.3 Fish bone analysis:
It was originally developed as a quality control tool, we can use the technique just as
well in other ways. For instance, you can use it to:
 Discover the root cause of a problem.
 Uncover bottlenecks in the processes.
 Identify where and why a process isn't working.
3.3.1 How to Use the Tool
Step 1: Identify the Problem
First, write down the exact problem faced. Identify who is involved, what the problem
is, and when and where it occurs. Then, write the problem in a box on the left-hand
side of a large sheet of paper, and draw a line across the paper horizontally from the
box. This arrangement, looking like the head and spine of a fish, gives space to
develop ideas.
Write the problem on the right-hand side of the piece of paper, and develop ideas in the
space to the left. It’s important to define the problem correctly. By considering all the
causes, Researchers can develop a comprehensive understanding of the problem.
Step 2: Work Out the Major Factors Involved
Next step is to identify the factors that may be part of the problem. Try to draw out as
many as causes. Brainstorm any other factors that may affect the situation. Then draw
a line off the "spine" of the diagram for each factor, and label each line.
Step 3: Identify Possible Causes
For each of the factors considered in step 2, brainstorm possible causes of the problem
that may be related to the factor. Show the possible causes as shorter lines coming off

the "bones" of the diagram. Where a cause is large or complex, then it may be best to
break it down into sub-causes. Show these as lines coming off each cause line.
Step 4: Analyze the Diagram
This is the last stage, where the diagram is showing all of the possible causes of the
problem that can be thought of depending on the complexity and importance of the
problem, now investigate the most likely causes further. This may involve setting up
investigations, carrying out surveys, and so on. These will be designed to test which of
these possible causes is actually contributing to the problem.
3.3.2 Fish Bone Diagram:
This Fish bone analysis is about the challenges and problems faced by Skill
Development initiative in different perspectives.
Technology Marketing
Facilities Convincing
Involvement Selection
Transparent Placement
3.4 Analysis and interpretation
From the above diagram, it is clear that there are many cause in implementing Skill
development initiatives. This data is collected by direct interview of training centers
which are located in Bangalore under National Skill Development Corporation and
direct interview of Government Authorities.
Issues and
Challenges in
Implementing
Skill
Development
Initiatives
Infrastructure Students
Government Management

 Students:
Students are the main cause for many problems. It may be directly or indirectly. The
main problem in students is that they are not aware about skill development training
centers. They are facing many problems related to selecting the best training
center.,and also they do not believe that the government initiatives are not effective
compared to private skill development centers. Convincing the students is the very
difficult task for training centers.
Marketing is the main problems under this head. Training centers are not easily getting
their center promoted since many training centers are present in city. It is very difficult
to differentiate between good and bad training centers. Because all are having same
intention, that is providing skill development training. So promotion is the main
challenges in implementing skill development initiatives.
Mobilizing the students is also a very difficult task in implementing the skill
development initiatives. And students also must have the ability to pay for the course.
So these are the main challenges and causes for the problem which is faced by skill
development initiatives when it is concerned with students.
 Infrastructure:
Infrastructure is also the one of the major cause for problems which is faced by skill
development initiative during implementation. Without required infrastructure there is
nothing to teach or train. Because training process needs Class rooms, technological
instruments and wider area and laboratory facility for build practical experience among
the students. So infrastructure is very important for providing better training and build
their skills.
We can see that in cities like Bangalore there are many training institutions are located
in very small area. They do not have proper studying environment and required
infrastructure. People are looking for better infrastructure, but there is a lack of
infrastructure in skill development centers. There must a better infrastructure to
develop the better skills among the students.

 Government:
Under government also there are many causes which had lead to problems in
implementing skill development initiatives. Government gives contract or tender to
training centers and let them run the programme according to their wish. So this could
be the problem for implementing skill development initiatives. Government could not
cross checking or verifying the training centers weather they are working nicely or not.
With the help of this, training centers are taking advantage and started making money
and their requirements. Government is also hiding many things from public, public do
not have any idea regarding contribution of government on skill development
initiatives. This shows that there is a lack of transparency in skill development
initiatives.
 Management:
Proper management is very much necessary for every organization. In Skill
development initiatives, government is taking the lead in top management. But
government is not taking the right decisions to develop the initiatives. Government is
not involving in to training centers business. So training centers are taking the
advantage of this free liberty and they had selected less qualified trainers by paying
lesser amount of salary. And they are not fulfilling the promise which they gave about
placements. This could be main cause for the challenges which are faced by skill
development initiatives.

4.1 Findings:
 Skill development organizations are not fulfilling the needs of the trainers and the
training centers are not meeting trainers expectation.
 The facilities, provided by the training centers to the trainers are not satisfactory .
 Training centers are not having better working environment. 30% of the training
center not having better environment.
 Training centers are required to have better rules and regulations to implement the
effectiveness in organizations.
 Trainers are not familiar with the course content which are offered by the training
centers.
 Students are not participating in class room activities which is conducted by the
trainers.
 Students are having very less interest in their subjects and course, and they do not
maintain the discipline in the training center.
 Trainers are facing difficulties in training the students about Skill Development.
 Trainers are facing challenges like, convincing the students to take up the Skill
Development Training and Marketing the Skill Development Initiative is also a
biggest task for government.
 Training centers are not getting proper support from government to develop their
infrastructure.
 Government is not maintaining transparency in Skill Development Initiatives.
 Indian education system is not having subjects related to Skill Development at
primary and higher primary level.
 There is lack of awareness about Skill Development in India. Very less
advertisement about Skill India campaign.
 Wrong selection of trainers by Training centers.
 Trainers are not getting salary on specified period.

4.2 Conclusion:
Skill Development is very necessary for every employee to survive in the countries
like India, because in India there is very high rate of population and more competition.
Not only for the sake of surviving, but also for develop self employment and improve
productivity in workplace, Skill Development is necessary. For this purpose
government also took many Skill Development Initiatives like Prime Minister
Kaushalya Vikas Yojana, Kaushalya Siri, very recently Skill India and many more. But
these initiatives are having many challenges while implementation. Skill development
initiatives are facing challenges like promotion, attracting students, course material
making, proper management, migration from trainers, lack of knowledge of trainers,
communication gap between government and training centers and many more, and
Trainers are facing lot of problems during the training. There is very less effective
management in bottom level of skill development initiatives. Initiatives are facing
challenges like mobilizing the students, making of course content, lack of
infrastructure, and also problem in selecting the skilled trainers.
The findings of the study reveal that majority of the training centers and trainers are
having many problems. There should be a proper maintenance by government, so that
Skill Development Initiatives will be successful.
Today's workers are suffering from lack of skills to do specified work and also Skill are
required to increase the Entrepreneurs. So Skill Development is a very important
concept to build a better nation and the implementation of skill development initiatives
is necessary to improve the Skills in every citizen.

4.3 Suggestions:
 Targeting skill development at all the levels of education. In Indian education
system, there is no skill development related subjects till SSLC or PUC. So
government should initiate skill development training at very beginning stage, so
that students will get proper skills and knowledge.
 Training center should provide quality in training process. Quality in the sense
course content, training methodology, use of updated technology and qualified
trainers.
 Formation of institutional mechanism for current formation, delivery and
assessment.
 Government should provide valid certificate for skill development training course.
This could be help students to get better job according to their qualification.
 There should be a transparency in government skill development initiatives. This
may reduce the mismanagement and problems.
 Government must and should create awareness about skill development initiatives;
it would help to reduce the challenges in implementation of skill development
initiatives.
 Training centers should fulfill the placement problems, and create employment
opportunities by providing better placement opportunities.
 NGOs also should take part in implementation of Skill development initiatives.
Because government cannot be interfere in all the activities, NGOs should involve
in this kind of activities to provide better public services and social development.
 Government should select qualified trainers to train skill development among
students. Because now training centers are choosing less qualified people to make
money. So there must be a specified selection process for trainers and government
should fix the amount of salary to the trainers and also give required facilities to
avoid migration of trainers.
 Proper Infrastructure facilities must provided to run the programme. It is very
much required to provide better quality of skill development training.

 All together we can make a better society, if all together put better effort on
implementation of skill development initiatives. There must be proper contribution
from each individual to implement the skill development initiatives.

4.4 Learning and Experience:
There are huge opportunities in this project work to know many things. It is a kind of
ocean of knowledge for development of skills and knowledge. Here the experience was
very good and knowledgeable. There is opportunity for knowing the government
initiatives about skill development. There is a chance for interacting between many
people who are expert in their field. This study helps to build the courage and
motivated me to go for further study. There is opportunity for knowing about
government participation in their own initiatives and mentality of students and trainers.
Also helps to know about the skill development training centers and their strategies to
develop the skill development initiatives. There is opportunity for NGOs to involve in
skill development initiatives and provide better services to the public. This study clears
the mental blocks about government offices.
C-LAMPS also gave me a lot of opportunity to build my self as a researcher and also
created more interest on doing research and facing the challenges. It builds the strength
and interest by giving different kinds of tasks which is related to senior citizen
associations. Also it helped me to work under the programs conducted by C-LAMPS.
In limited period of time it provided me a bundle of knowledge and great experience.

References:
Books:
 “The Development Process of Teaching Learning Process”- Neha Publishers &
Distributors.
 “How to use Tact and Skill in Handling the People”- Dr.Paul Parker.
Websites:
 http://www.nsdcindia.org/
 https://en.wikipedia.org/wiki/Skills_Development_Act,_1998
 https://en.wikipedia.org/wiki/Skill
 http://planning.kar.nic.in/
 http://stopsellingvanillaicecream.com/wp-content/uploads/2014/03/Soft-Skills-de
velopment.jpg
 http://teja1.kuikr.com/i5/20150630/NSDC-SKILL-DEVELOPMENT-SHORT-T
ERM-COURSES-ak_L2029523161-1435662772.jpeg
 https://en.wikipedia.org/wiki/Ishikawa_diagram
 https://en.wikipedia.org/wiki/Focus_group
 http://www.mapsofindia.com/my-india/society/skill-india-a-new-programme-to-b
e-launched-in-march-2015
 http://www.mapsofindia.com/my-india/government/pradhan-mantri-kaushal-vika
s-yojana-skill-development-scheme
 https://www.google.co.in/?gws_rd=ssl
 https://in.images.search.yahoo.com/search/images;_ylt=A2oKmL7diNJVcl8AbJ2
7HAx.;_ylu=X3oDMTByYmJwODBkBGNvbG8Dc2czBHBvcwMxBHZ0aWQ
DBHNlYwNzYw--?p=Google+Images&fr=yo-yhp-ch
 http://www.koushalyasiri.in/
 http://www.c-lamps.in/

Focus Group Discussion:
Mr. Shailesh - Human Potential, Bangalore.
Mr. Adarsh Basavaraj - Human Potential, Bangalore.
Mr. Sanjeev - Director, Career Plan, Bangalore.
Mr. Gowrisha - Secretary, C-LAMPS, Bangalore.
Mr. Manjunath S M - Assistant Professor, RVIM.
Mr. Sowmya D S - Assistant Professor, RVIM.
Mr. Bhavya Vikas - Assistant Professor, RVIM.
Mr. Pradeep - Assistant Professor, RVIM.

WORK DONE DIARY
Student Name: Koushik Y Register Number: 141GCMD048
Week: I Period: 15th
July to 24th
July
Dates Work Carried Out
15/07/2015
Detailed discussion with external mentor about the project work and know
about the objectives of the project work.
16/07/2015
Referred various articles online and reports on NGOs and their contribution
to society.
17/07/2015
Collected information about “Center for Leadership and Management in
Public Services” from Secretory, C-LAMPS, Bangalore.
18/07/2015
Visited NGOs, which are located near Puttena halli and collected
information about their contribution to society and also their challenges.
20/07/2015
Visited NGOs, which are located in J P Nagar and collected information
about their contribution to society and also their challenges
21/07/2015
Visited NGOs, which are located in Jayanagar and collected information
about their contribution to society and also their challenges
22/07/2015 Discuss with external guide about the data which are collected from NGOs.
23/07/2015
Referred articles on various websites regarding the problems faced by
NGOs.
24/07/2015
Collected information about Senior citizen association, and visited 4 senior
citizen associations.
Signature of the Student
Signature of the mentor Signature of the Guide

WORK DONE DIARY
Week: II Period: 25th
July to 31th
July
Dates Work Carried Out
25/07/2015
Attended weekly meeting with the project guide assigned to me by college
and discussed the progress of the project work. Also the necessary
corrections in the first chapter were discussed, corrected and finalized.
27/07/2015
Discuss with external guide and Finalized the topic under Skill
Development.
28/07/2015
Collected information from online about Skill Development and Finalized
the topic that is “Issues and Challenges in Implementing the Skill
Development Initiatives”.
29/07/2015
Worked on the second chapter of the report and completed with the
Statement of the Problem, Need of the study and Scope of the study
30/07/2015
Collected information regarding Skill development initiatives which are
taken by Government.
31/07/2015
Collected detail information from National Skill Development Corporation
from internet.
Signature of the mentor Signature of the Guide

WORK DONE DIARY
Week: III Period: 03th
August to 07th
August
Dates Work Carried out
03/08/2015
Prepared questionnaire about skill development. The questionnaires are
related to Training centers and Trainers.
04/08/2015
Visited Vidhana Soudha and also visited Planning Commission. Collected
deatail information about planning commission and their work.
05/08/2015
Collected information regarding government initiatives and schemes which
are related to skill development.
06/08/2015 Took interview from 2 trainers related to Skill development Training.
07/08/2015
Took interview through “Whatsapp” and also collected far and against
opinion about skill development initiative by government.
Signature of the Mentor Signature of the Guide

WORK DONE DIARY
Week: IV Period: 10th
August to 15th
August
Dates Work Carried out
10/08/2015
Met trainers and invited them for Focus Group Discussion, and collected
information about FGD from internet.
11/08/2015
Recorded the collected primary data in one frame and presented it through
graph and table.
12/08/2015
Conducted Focus Group Discussion in Placement cell at RV institute of
Management.
13/08/2015
Write down the outcome from Focus Group Discussion and analyze the
points.
14/08/2015
Corrected the mistake from guide and make changes according to the
university format.
15/08/2015 Submitted Draft copy of Project work to guide.
Signature of the Mentor Signature of the Guide

"Issues and Challenges in Implementing the skill development initiatives,specifically reference to Skill India Campaign'

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