A STUDY ON AFFIRMATIVE ACTION PROGRAM

AT
TITAN INDUSTRIES LTD,HOSUR WATCH DIVISION

Thanks to S.Mohan, CEO, JSB Mr.R.N.Elangovan, Manager,L&D Mrs.P.Nagajothi, Training Officer,L&D Mr.C.Suriyaprakash, Project Guide,JSB Ms.V.Parvathi, Faculty-JSB

Precision Engineering

Jewellery

Eye wear

Watches

Company Profile
Formed in 1987 as Jv between TATA & TIDCO Fifth largest wrist watch manufacturer, Export to 32 Countries, Plants at Hosur, Dehradun,Baddi & Goa.

60%

Organized Market, 40% Unorganized Market, 60%

Formal, Dress wear, Fashion, Sports, Luxury, Economy, Technology.

CEO :Bhaskar Bhat CHAIRMAN :Debendranath Sarangi CFO :Subbu Subramaniam

Financial Results of 4QFY2011, Top-line growth of 35.6% to 1,778cr, Robust revenue performance jewellery 39% & watches 17%

DEPARTMENT DETAILS
General Management S.Ramadoss HR Department Time Office Department L&D Department Manager R.N.Elangovan
R.Kumar Internal Training Co-ordinator P.NagaJothi External Training Co-Ordinator Subbashini HR Executive

Recruitment of GETs Contract Employees Induction & Orientation Training Activities Thomas Profiling Processes
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AFFIRMATIVE ACTION
First used in the United States. That was used to refer to measures to achieve non-discrimination India Population 25% 2% in organized Workforce, Remaining 98% ? National Meet of CII in April 2006 CII & ASSOCHAM set up Task force to deal the issue.  Headed by Dr JJ Irani , director, Tata Sons  Committing industry to series of commitments of voluntary initiatives Affirmative action program More than 600 Corporates adopted this CII-Code of Conduct

REVIEW OF LITERATURE

Bossuyt .M(2002), Prevention of Discrimination The Concept and Practice of Affirmative Action, Commission on Human Rights, United Nations,pp.3. Cunningham.C D(2003), Lessons on Affirmative Action from India, The Sub continental (Available at www.thesubcontinental.org). Sheth DL,(1987), Reservations Policy Revisited, in Ed. By., Mahajan Gurpreet, 1998, Democracy, Difference & Social Justice, New Delhi: Oxford India Paperbacks, pp.490.

DEFINING AFFIRMATIVE ACTION PROGRAM



Affirmative action is to provide Affirmative - positive preferential treatment in allotment of jobs and access to higher education, as a means to accelerate the integration of the Reserved category people with mainstream society by the Indian Corporate Sector. - It is also refers to the policies intended to promote access to education or employment aimed at a historically socio-politically socioNon dominant group*. group - It Mandated Indian industry to a series of time-bound commitments of voluntary initiatives under the four Es: Employment, Employability, Entrepreneurship and Education
*Dr.Irani, TATA Sons Report 2007 Dr.Irani,
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04-October-2010. .

Employment

Education

Employability

Entrepreneurship

In house Basic Training Center

Government ITI Krishnagiri,Dharmapuri Hosur & Salem

Providing various Material Support to the Institutions Skill Development Training to the Welfare of Teachers and Students. Various Time based Necessary Needs to ITIs Scholarship Schemes

STATEMENT OF PROBLEM
 

 

It is initiated only in Oct 2010,So no clear framework till date. Not successful in implementing Affirmative Action Program due to various Issues which is hinders in. More than 85 Lakhs (PY) which is allocated by TATA Group to its 116 company within its hold are not utilized properly which are allocated to this Purpose Training need analysis among the Trainees is incomplete. The Purpose of Project is to find the Effectiveness of Education Based Affirmative action Training among the Trainees and Recommend a framework on Education Option alone.

NEED OF STUDY


Affirmative Action Program in India generally denotes that apart from protective legislation from the Government ,these provision of developmental measures had the potential to bring about this integration. Till early 2007, private sector Indian industry was caste blind, unlike the public sector which had job reservations for Reserved Category youth. but there were no figures as to the caste affiliation of its employees. This Study will examine the Education needs of Trainees specially belonging to Reserved Category to upgrade to Social Integration.

OBJECTIVE OF STUDY
Primary Objective

To study the Affirmative Action Program implemented by TITAN To analyze the effectiveness of the AAP implemented. To analyze the needs of the Trainee beneficiaries. To analyze the needs of the adopted institution
Secondary Objective

To recommend programs to be included in the Affirmative Action Program(Faculty and Trainees) in order to achieve its stated objectives.

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METHODOLOGY


Primary Data Collection Sources:

Structured interview schedule & Focus Group Discussion Section A: Demographic Details Section B: Effectiveness of Affirmative Action Program Section C: Need Analysis Details

Secondary Data: Printed Materials

Government Records, CII Reports, EBSCO & Watch Market Review

Sampling Design:
Sampling Universe : 135 Trainees (Hosur and BTC) Sampling Size : 135 Trainees (Hosur and BTC)

Framework of Analysis
The statistical tools used are: Percentage analysis & Rating Method
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METHODOLOGY
  


Response scale Techniques:

Quantitative Phenomenon assessed through 5 Degree Likert Scale.

Pilot Survey: To Identify Drawbacks 10% in Sample Size for Pilot Survey. Period of Study: 02nd May 2011 to 02nd July 2011(60 days)
Research Design: Applied Research(To Identify the Needs of Trainees)

 

Sampling Techniques: Population is surveyed Major factors analyzed:

Existing Education Based Affirmative action Plan Delivery setting of the Affirmative action Plan Need Analysis among Students
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METHODOLOGY

J

Limitations:
As the topic is wide all matters regarding the study could not be analyzed

Chapter Summary:
1 - Introduction to Affirmative Action Program 2 - History of Organization 3 - Review of Literature 4 - Research Methodology 5 - Analysis &Interpretation 6 - Findings 7 - Suggestions 8 - Conclusion 9 - Bibliography & Annexure

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FINDINGS - DEMOGRAPHIC DETAILS

     

No. of students surveyed are 135 All are 2nd Year Students 42% of respondents are at the age of 18 95% of the respondents are Male 68.5% of the Respondents belong to Reserved Category. Category. 83% of the Respondents belong to Rural Area 73% of the Respondents belong to Reservation Criteria while selection.

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FINDINGS

62% of the respondents are extremely satisfied about the institute 62% features on overall basis. 58% of the respondents are feeling excellent about the quality of 58% education provided by the institute. 55% of the respondents are feeling excellent about the skills/experience 55% of the faculty. faculty.

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FACULTY EVALUATION
Particulars Academic achievements Quality of Writing Creative & Original thoughts Disciplined work habits Motivation Leadership Integrity Self Confidence Concern for others Initiative & Independence Below average 18 7 9 4 3 20 9 11 9 4
Average Good

Very Good 38 25 34 35 38 32 36 39 34 35

Excellent Total

Agg Total 435 503 526 537 534 468 494 544 526 537

Average 3.222222 3.725926 3.896296 3.977778 3.955556 3.466667 3.659259 4.02963 3.896296 3.977778

Rank 10 7 5 2 4 9 8 1 5 2

30 19 13 11 15 13 21 6 13 11

20 31 20 27 23 28 23 15 20 27

29 53 59 58 56 42 46 64 59 58

135 135 135 135 135 135 135 135 135 135

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FINDINGS - EFFECTIVENESS OF AAP



  

78% of the respondents aware about TITAN affirmative action program in their campus. 56% of the respondents participated already in the earlier event in their campus. 85% of the respondents highly satisfied over the TITAN affirmative action program 87.5% of the respondents are having a opinion that TITAN affirmative action program will have a very positive impact on their personality. 84% of the respondents strongly agree towards the statement that the TITAN affirmative action program will enhance reserved category community students to enhance their capability 82% of the respondents strongly agree towards the statement that the TITAN affirmative action program will help them become a productive member of the society.

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FINDINGS - NEED ANALYSIS

Career Development Skills

Q u e s t i o n

Interpersonal Activities

Educational Planning activities

Life Skills Development

Need Analysis

Knowing Myself Areas

Is it Important To you (Yes/ no)

Are you receiving any assistance Do you need any assistance (Yes/No) (Yes/No)

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FINDINGS - NEED ANALYSIS

S.NO 1 2 3 4 5 6 7

Life Skills Development

To improve my study skills and habits. habits. To develop my test-taking skills. To learn how to handle pressure from friends, teachers, family, or myself. To learn how to make decisions and solve problems. problems. To learn how to set goals in my life. To learn how to manage my time better. To learn how to get more out of my life through leisure time activities.

YYY 36 25 23 15 40 36 7

YYN 82 25 40 80 15 65 19

YNY 11 52 12 12 20 15 54

YNN 2 30 35 22 26 18 38

OTHERS 4 3 25 6 34 1 17

TOTAL 135 135 135 135 135 135 135

. 1 2 3 4 5 6

Knowing abo t o rselves

To identify my strengths and Weakness. To develop more confidence in myself. To understand my personal values. To learn more about grooming and personal care. To know about how the expectations of others affect my life. To develop my Creativity (r) artistic abilities.

YYY 21 26 56 90 21 33

YYN 87 85 26 12 33 77

YNY 12 9 33 25 11 2

YNN 10 4 12 7 62 12

OTHER 5 11 8 1 8 11

TOTAL 135 135 135 135 135 135

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FINDINGS - NEED ANALYSIS

S.NO 1 2 3 4 5

INTERPERSONAL RELATIONSHIP ACTIVITIES

Interpersonal relationship used to be able to get along better with Facilitator. Interpersonal relationship used to be able to get along better with other peers. Interpersonal relationship used to be able to get along better with my family. Interpersonal relationship used to understand the changing roles of men and women in today's society. To gain a better understanding of people of different races and cultural backgrounds.

YYY 43 21 54 11 6 YYY 21 12 24 14 2 23 2 23 36

YYN 21 47 34 91 84 YYN 53 90 45 67 98 67 48 56 33

YNY YNN OTHERS TOTAL 32 39 21 1 27 19 12 4 3 13 20 16 22 29 5 135 135 135 135 135

S.N O EDUCATIONAL PLANNING 1 Educational Planning helps to understand the importance of graduating from College (r) School 2 Educational Planning helps in selecting the right courses for me.
Educational Planning helps to become more aware of my educational options after College (r)

YNY YNN OTHERS TOTAL 9 9 32 5 21 4 46 43 41 14 2 11 36 12 32 31 2 10 38 22 23 13 2 9 8 11 15 135 135 135 135 135 135 135 135 135

3 School
Educational Planning helps to know about financial aid for continuing my education after

4 College (r) School. 5 6 7 8 9

Educational Planning helps to learn how to choose an educational or training program that will be right for me. Educational Planning helps to learn more about college entrance re uirements. Educational Planning helps to know how and when to select a college major. Educational Planning helps to have counseling about my educational planning. Educational Planning helps to talk to the college admissions counselors about my career plans.

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FINDINGS - NEED ANALYSIS

Career Development helps to understand the changing ehavior of careers for both men and women. Career Development helps to know how important people influence my career choice. Career Development helps to have counseling about my career plans. Career Development helps to know more about possible careers and the Cultures of work. Career Development helps to understand how my values relate to my career plans. Career Development helps to know how my personality and preferred method of learning relate to my career plans.

S.NO 1 2 3 4 5 6 7 8

CAREER DEVELOPMENT
Career Development helps to explore how various jobs could affect my lifestyle. Career Development helps to know more about job opportunities in my career interest areas. Career Development helps to know more about training requirements for jobs I might like.

YYY 11 35 12 1 11 1 9 23 14

YYN YNY YNN OTHERS TOTAL 67 58 74 98 67 13 71 78 43 21 41 15 3 54 36 25 28 22 13 0 21 26 1 78 18 3 13 23 1 13 7 2 7 12 3 43 135 135 135 135 135 135 135 135 135

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FINDINGS - FOCUS GROUP DISCUSSION

Focus group held on (June 18th, 2011 ) Single Group with 8 Members Among 8 Members 5 seniors & 3 juniors The Group Discussion lasted for 2 hours; hours Observe the participants in stating the history of the campus; Observe the participants in stating various issues in the campus; Determine if there are additional suggestions for questions that should be included;

The Special and Focused grievances are Reduction of rate of dropouts, Non availability of Various basic amenities Need for Bathroom Facility for in the Campus, Need of Daily Newspaper, Library for students use, Need of Uniforms & Books for students, UPS Support for the Computer Lab, Need of Sports Equipments.

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SUGGESTIONS
     

Focused area should be enlarged AAP executed by L&D(As addition to their normal works) Special Designation officer to be appointed(JD) If not, Job enlargement to any one of the employees. Collaboration with various NGOs Faculty should be addressed by giving a basic module training in the Academic, Motivation development and initiative development.

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SUGGESTIONS
Recommend training programs to be included in the Affirmative Action Program in order to achieve its stated objectives.
Basic Module On Decision Making Skills Interpersonal Relations Sessions On Time Management Communication Builder Stress Management Creativity Skills Cultural Changes And The Roles Sessions On Knowing Ourselves Career Oriented Planning

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LEARNING OUTCOMES
         

Back office work Email etiquette To work in internal politicking How to organize training programs Had the privilege to conduct on boarding Had the chance to attend various program conducted How to initiate conversion with higher level people On going study Privilege to attend company meetings Willing to implement my study in near future
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