SUMMER TRAINING PROJECT REPORT ON

Performance appraisal property junction

AT
SUBMITTED TO

Jiwaji University Gwalior

For The Partial Fulfillment of Master of Business Administration 2012-14
SUBMITTED TO: B!: Mr" GEORGE T#OMAS S#ARMA SUBMITTED NE#A MBA +r)

$%a&'lty ('i)e*
Se,ester

IPS COLL ! OF T C"#OLO!$ A#% APP&AISAL !'ALIO&

DEC-ARATION
I MA!AN. GUPTA student of MBA II Semester of Presti(e Instit'te O/ A00raisal 1

Gwalior hereby declare that the project is my original piece of work and not the copy of any such work undertaken by someone else, all the information 23 0ro0erty j'n&tion &'sto,er satis/a&tion4 facts and figures presented in the report are first hand in nature. They are actually based on my intense efforts conducted in

Date:
GUPTA

MA!AN.

Pla&e : Se,

MBA 5II

CERTIFICATE
This is to certify that Mr. Mayank Gupta of MBA II nd Semester

programme has comp eted her summer training of !"days and prepared this report of #Rea satate Customer Satisfaction $ under my guidance.

Date: Pla&e:

PRO%"BINDIA DUA $%a&'lty G'i)e*

C#APTER 6" INTRODUCTION O% T#E COMPAN!

INTRODUCTION O% COMPAN!
PROPERTY JUNCTION INFRACON Pvt. Ltd. is one of the services Provider in the Indian REAL ESTATE mar et! "ith its ori#ins in $%&'. (e are rea) estate service service *rovider. Pro*ert+ ,-nction thrives to *rovide a#ric-)t-re! commercia)! residentia) *ro*ert+ services to the c-stomers. For )ast some months "e have *roves a horde of so)-tion that ma e )ife eas+ and comforta.)e. The standard service *rovided .+ *ro*ert+ ,-nction ta e care of each and ever+ dai)+ chores of c-stomers! .e it a cor*oration or an individ-a). It/s o-r mission to create o**ort-nities so *eo*)e can )ive .etter. (e consider it o-r res*onsi.i)it+ to ma e a *ositive im*act in the comm-nities "e serve. (hether it/s thro-#h the #rants "e *rovide to the tho-sands of c-stomers that share o-r mission or thro-#h the ins*irin# efforts of *ro*ert+ *rovider! "e are *assionate a.o-t the he)*in# *eo*)e to )ive .etter. As the cons-m*tion *attern of mar et chan#in# da+ .+ da+! hence chan#in# the ha.it of cons-mers! the demand of rea) estate *ro*ert+ services "hich a)so inc)-de cash on is increasin#. The *ro*ert+ ,-nction India comes as an o**ort-nit+ "hich rea) estate the *rod-ct direct)+ to the on a thro-#h a "e))0mana#ed service *rovider of 1*ro*ert+ ,-nction2.

It has many featured Ser%ices ike&

Co-nse)in# and cons-)tanc+ 3an in# s-**ort Le#a) and technica) assistance Interiors cons-)tanc+ Re#istr+ Possession S-**ort

3esides that it a)so *romise that the *rod-ct and services "i)) .e char#ed )ess than the common mar et *rice and the 4-a)it+ is #-aranteed at *ro*ert+ ,-nction.

eal estate ser!ices are well"known in India and abroad. #stablished in $%&', property junction has been pro!iding an (pportunity which the product directly to the home on a through a well"managed real estate of

)PROPERT! JUNCTION4" It is a highly customer centric ser!ices company pro!iding o!er hundred plus ser!ices to corporations to indi!iduals. It is India*s leading #A+ #STAT# ser!ice pro!ider.

#ISTOR! O% T#E ORGANISATION PROPERTY JUNCTION INFRACON P5T. LT6. is one of the *ioneers in the Indian rea) estate mar et! "ith its ori#ins in $%&'. For over one +ear "e have deve)o*ed and im*)emented so)-tions for f-)fi)) the needs of each and ever+ c-stomer. Pro*ert+ ,-nction is an Indian cor*oration that r-ns a chain of )ar#e! disco-nt services. It is the India/s )ar#est cor*orations .+ reven-e and is fo-nded .+ 7r. 8a-sh)endra Sin#h In $%&$. 3efore o*enin# *ro*ert+ ,-nction the+ are st-d+ the severa) needs and rea) estate thro-#h man+ s-rve+s and 4-estionnaires. 9e .ecome convinced Indian cons-mers "anted a ne" t+*e of services! tr-stin# his vision: the+ *-t -* his mone+ and his effort for the first Pro*ert+ J-nction Infracon Pvt. Ltd. ;"a)ior. In 7arch $%&$! *ro*ert+ ,-nction started his services in ;"a)ior "ith ever+ fe" cons-mers and fe" services. After some months Com*an+ started to #ro" "ith man+ ne" services. 3-t toda+ *ro*ert+ ,-nction has aro-nd &< )a hs c-stomers and h-ndred *)-s services to f-)fi)) the needs of cons-mers and no" ever+ month it ,oined the h-ndred ne" cons-mers. No" a da+s it is the most s-ccessf-) service *rovider com*an+ in the co-ntr+ "ith the ima#e of *rovidin# #ood 4-a)it+ of items at the roc .ottom *rice.. Therefore! it has to comm-nicate this ima#e to the cons-mer sho"in# ha**+ fami)+ .-+in# their service.

789 %lats &bhk""""""""""""""""""""""""""""""""""&,-"""""""""""""".,$./& s0.ft. $bhk""""""""""""""""""""""""""""""""""1%-"""""""""2a3 45. s0.ft. 2b3 1$' s0.ft. 'bhk""""""""""""""""""""""""""""""""""&,-"""""""""""""5/'./$ s0.ft. Per,ission o/ 0ro0erty : &3 6a7ul $3 8i!ersion '3 T 9 c. p. 2 town 9 country planning 3 .3 municipal O:je&tives o/ 0ro0erty j'n&tion : The main objecti!e of property junction is to satisfy customer needs. :ustomers want 0uality, satisfaction property and reasonable price.

8eeping their understanding of consumer*s trends and creating new analytical tools. Attract more customers by gi!ing features like installment payment , customer booking etc.

Maintain e;cellent customer ser!ice < =i!e the customers what they want> 0uality property at affordable prices on ser!ice.

'R()*CTI(+
'R()*CT A+) SER,ICES (F 'R('ERT- .*+CTI(+ Pro*ert+ ,-nction is a rea) estate com*an+. And it is an indian com*an+ and it service *rovider "hich ta e care of each and ever+ dai)+ chores of c-stomers! .e it a cor*oration or an individ-a) and com*an+ *rod-ct name mansarovar serenit+.

'R('ERT- .*+CTI(+ SER,ICES

It *rovides the fo))o"in# *rod-ct and services.
1. 2. 3. 4. 5. 6.

Co-nse)in# and cons-)tanc+ 3an in# s-**ort Le#a) and technica) assistance Interiors cons-)tanc+ Re#istr+ Possession S-**ort

Rea) estate *rovides= From a#ric-)t-re! commercia)! residentia) of Pro*ert+ J-nction India a)) of ho-se ho)d re4-irements "ith 4-a)it+ ass-rance so that its c-stomers can sta+ an eas+ and hea)th+ )ife .+ s*endin# more time "ith their fami)+.

MA+SAR(,AR SERE+IT- &/

C#APTER 5 6 INTRODUCTION

(A) On the Job Training Methods On the job training methods are by far the most commonly used in training for all levels of personnel. The object of on the job training is to bring the employees to at least a minimum acceptable standard of performance in the shortest possible lime. The wor er by these methods learns to master the operations involved on the actual job situation under the supervision of his immediate loss who has to carry the primary burden of conducting this training. !arious methods of on the job training are as follows"# ($) On specific Job%The most common or formal on the job training programme is training for specific job. &urrent practice in job training has been strongly influenced by the war time training within industry which was first designed to improve the job performance through job instruction training. There are following methods of training" (A) '(perience%This is the oldest method of on#the# job training. )ut as a sole approach* it is wasteful* time consuming and inefficient. +t has been observed that it should be followed by other training methods to ma e it more effective. +n a survey* it was found that they ept up to date through a variety of activities which were largely unrelated to formal continuing education courses. On the job* problem# solving and colleague interactions were prompted as being most important for professional growth by ,- per cent respondents. ()) &oaching#On#the#job coaching by a superior is an important and potentially effective approach if superior is properly trained and oriented. The techni.ue involves direct personnel instruction and guidance* usually* with e(tensive demonstration and continuous critical evaluation and correction. The advantage is increased motivation for the trainee and the minimisation of the problem of learning transfer from theory to practice. The danger in this method lies in the possible neglect of coaching by superior. / 0nderstudy%The understudy method is considered a somewhat different

approach from those described above* that a certain person is specifically designated as the heir#apparent. The understudy method ma es the trainee an assistant to the current job holder. The trainee learns by e(perience* observation and imitation. +f decisions are discussed with the under study* he can become informed the policies and theories involved. The advantage of this method is that training is conducted in a practical and realistic situation. 1owever disadvantages are many. The method tends to perpetuate mista es and deficiencies of e(isting managereial practices. Morever* the understudies are fre.uently neglected by those they assist. (-) 2osition 3otation%The major objective of job rotation training is the broadening of the bac ground of trainee in the organisation. +f trainee is rotated periodically from one job to another job* he ac.uires a general bac ground. The main advantages are" it provides a general bac ground to the trainee* training ta es place in actual situation* competition can be stimulated among the rotating trainees* and it stimulates a more co#operative attitude by e(posing a man to other fellow4s problems and viewpoints. There are certain disadvantages of this method. The productive wor can suffer because of the obvious disruption caused by such changes. 3otations become less useful as specialisation proceeds* for few people have the breadth of technical nowledge and s ills to move from one functional area to another. (5) 6pecial 2rojects%This is a very fle(ible training device. 6uch special project assignments grow ordinarily out of an individual analysis of wea nesses. The trainee may be as ed to perform special assignment7 thereby he learns the wor procedure. 6ometime a tas force is created consisting of a number of trainees representing different functions in the organisation. Trainees not only ac.uire nowledge about the assigned activities* but also learn how to wor with others. (8) 6elective 3eading%+ndividuals in the organisation can gather and advance their nowledge and bac ground through selective reading. The reading may include professional journals and boo s. !arious business organisations maintain libraries for their own e(ecutives. Many e(ecutives become members of professional

associations and they e(change their ideas with others. This is a good method for assimilating nowledge7 however* some e(ecutives claim that it is very difficult to find time to do much reading other than absolutely re.uired in the performance of their jobs. (9) Apprenticeship%Apprentice training can be traced bac to medieval times when those intended on learning trade s ill bound themselves to a master craftsman to learn by doing the wor under his guidance. +n earlier periods* apprenticeship was not restricted to artisans* but was used in training for the professions* including medicine* law* dentistry* and teaching. Today4s industrial organisations re.uire large number of s illed craftsmen who can be trained by this system. 6uch training is either provided by the organisations or it is also imparted by governmental agencies. Most 6tates now have apprenticeship laws with supervised plans for such training. Arrangements usually provide a mi(ed programme of classroom and job e(perience. (,) !estibule 6chools%:arge organisations fre.uently provided what are described as vestibule schools* a preliminary to actual shop e(perience. As far as possible* shop conditions are duplicated* but instructive* not output* are major objective* with special instructors provided. !estibule schools are widely used in training for clerical and office jobs as well as for factory production jobs. 6uch training is usually shorter and less comple( than that adaptable to the apprenticeship system. !estibule training is relatively e(pensive* but these costs are justified if the volume of training is large* or if uniform* high#standard results are important. Off#the#job Training Methods +n these methods* trainees have to leave their wor place and devote their entire time to the development objective. +n these methods development of trainees is primary and any usable wor produced during training is secondary. ;ollowing training techni.ues are used off#the#job" $. 6pecial course and lectures%:ecturing is the most traditional form of formal

training method. 6pecial courses and lectures can be established by business organisations in numerous ways as a part of their development programmes. ;irst* there are courses which the organisations themselves establish to be taught by members of the organisation. 6ome organisations have regular instructors assigned to their training and development departments such as Tata and 1industan :ever in private sector* :ife +nsurance &orporation* 6tate )an of +ndia and other nationalised commercial ban s* 3eserve )an * 1industan 6teel* ;ertili<er &orporation and many others in public sector. A second approach to special courses and lectures is for organisations to wor with universities or institutes in establishing a course or series of = courses to be taught by instructors of these institutes. A third approach is for the organisations to send personnel to programmes established by the universities* institutes and other bodies* 6uch courses are organised for a short period ranging from -#5 days to a few wee s. The first such programme was the 6loan ;ellowship 2rogramme* established in $>5$ at Massachusetts +nstitute of Technology* 0.6.A. +n +ndia* such courses are organised fre.uently by the +nstitute of Management* Administrative 6taff &ollege of +ndia* ?ational 2roductivity &ouncil* ?+T+'* All +ndia Management Association and some other organisations and universities. * -. &onferences #This is also an old method* but still a favourite training method. +n order to escape the limitations of straight lecturing many organisations have adopted guided#discussion type of conferences in their training programmes +n this method* the participants pool their ideas and e(perience in attempting to arrive at improved methods of dealing with the problems which are common subject of discussion) &onferences may include bu<< sessions that divide conferences into small groups of four or five for intensive discussion. These small groups then report bac to the whole conference with their conclusions or .uestions. &onference method allows the trainees to loo at the problem from a broader angle. These conferences* however* have certain limitations. 0nless the discussion is directed to the fell needs of the participants that may well feel that the whole session is useless. 5. &ase studies%This techni.ue* which has been developed and popularised by the

1arvard )usiness 6chool* 0.6.A. is one of the most common form of training. Acase is a written account of a trained reporter or analyst see ing to describe an actual situation. 6ome cases are merely illustrative* others are detailed and comprehensive demanding e(tensive and intensive analytical ability. &ases are widely used in a variety of programmes) This method increases the trainee4s power of observation* helping him to as better .uestions and to loo for a broader range of problems. A well chosen case may promote objective discussion* but the lac of emotional involvement may ma e it difficult to effect any basic change in the behaviour and attitude of trainees. 8. )rainstorming%This is the method of stimulating trainees to creative thin ing. This approach developed by Ale( Osborn see s to reduce inhibiting forces by providing for a ma(imum of group participation and a minimum of criticism* A problem is posed and ideas are invited. @uantity rather than .uality is the primary objective7 +deas are encouraged and criticism of any idea is discouraged. &hain reactions from idea to idea often develop. :ater* these ideas are critically e(amined. There is no trainer in brainstorming and it has been found that the introduction of nown e(perts into it will reduce the originality and practicability of the group contributions. )rainstorming fran ly favours divergence* and this fact may be sufficient to e(plain why brainstorming is so little used as yet in developing countries where new solutions ought to carry the highest premium. +t is virtually untried even though its immediate use is limited to new ideas only* not change in behaviour. 9. :aboratory Training#:aboratory training adds to conventional training by providing situations in which the trainees themselves e(perience through their own interaction some of the conditions they are tal ing about. +n this way* they more or less e(periment on themselves. :aboratory training is more concerned about changing individual behaviour and attitude. +t is generally more successful in changing job performance than conventional training methods. There are two methods of laboratory training%simulation and sensitivity training. A. 6imulation%An increasingly popular techni.ue of management development is simulation of performance. +n this method* instead of ta ing participants into the

field can be simulated in the training session itself. 6imulation is the presentation of real situation of organisations in the training session. +t covers situations of varying comple(ities and roles for the participants. +t creates a whole field organisation* relates participants through ey roles in it* and has them deal with specific situations of a ind they encounter in real life. There are two common simulation methods of training" role#playing is one and business game is the other. (i) 3ole#2laying%3ole#2laying is laboratory method which can be used rather easily as a supplement to conventional training methods. +ts purpose is to increase the trainee4s s ill in dealing with other people. One of its greatest uses is in connection with human relations training but it is also used in sales training as well. +t is spontaneous acting of a realistic situation involving two or more persons under class room situations. Aialogue spontaneously grows out of the situation* as it is developed by the trainees assigned to it. Other trainees in the group serve as observers or critics. 6ince people la e roles every day* they are somewhat e(perienced in the art* and with a certain amount of imagination they can project themselves into roles other than their own. 6ince a manager is regularly acting roles in his relationship with others* it is essential for him to have role awareness and to do role thin ing so that he can si<e up each relationship and develop the most effective interaction possible. 3ole#playing has many advantages. )y this method* a trainee can broaden his e(perience by trying different approaches* while in actual situation7 he often has only one chance. +n evaluation of role#playing in sue firms* it was found that such sessions resulted in an increase in sensitivity and improved .uality of actions of a wor sample involving a human relations difficulty. 3ole# playing also has wea nesses which partly offset its values. +t is time consuming and e(pensive. +t re.uires e(perienced trainers because it can easily turn sour without effective direction. (ii) Baming%Baming has been devised to simulate the problems of running a company or even a particular department. +t has been used for a variety of training objectives* from investment strategy* collective bargaining techni.ues* to the morale of clerical personnel. +t has been used at all levels* from the lop e(ecutives to the production supervisors. Baming is a laboratory method in which role#playing e(ists

but its difference is that it focuses attention on administrative problems* while role# playing tends to emphasise mostly feeling and tone between people in interaction. Baming involves several teams* each of which is given a firm to operate for a number of periods. 0sually the period is a short one* one year or so. +n each period* each team ma es decisions on various matters such as fi(ation of price* level of production* inventory level* and so forth4. 6ince each team is competing with others* each firm4s decisions will affect the results of all others. All the firm4s decisions are fed into a computer which is programmed to behave somewhat li e a real mar et. The computer provides the results* and the winner is the team which has accumulated largest profit. +n the light of such results* strengths and wea nesses of decisions are analysed. ). 6ensitivity Training%6ensitivity training is the most controversial laboratory training method. Many of its advocates have an almost religious <eal in their enhancement with the training group e(perience. As a result of criticism and e(perience* a somewhat revised approach* often described as 4team development4 training* has appeared. +t was first used by ?ational Training :aboratories at )ethel* 0.6.A. The training groups themselves called 4T Broup4. 6ince then its use has been e(tended to other organisations*universites* and institutes. 6ensitivity training is a small#group interaction under stress in an unstructured encounter group which re.uires people to become sensitive to one another4s feelings in order to develop reasonable group activity.T#group has several characteristic features" (i) the T#group is generally small* from ten to twenty members7 (ii) the group begins its activity with no formal agenda7 (iii) the role of trainer is primarily to call attention from time to time to the on going process within the group7 (iv) the procedure tends to develop interspection and self#e(amination* with emotional levels of involvement and behaviour and the possibility of colleagues and some brea down of established insulation and self#defence on the part of individuals. The objectives of such training are increased openness with others* more concern for others* increased tolerance for individual differences* less ethnic

prejudice* understanding of a group process* enhanced listening s ills* and increased trust and support.