Date post: | 01-Dec-2014 |
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EXPLORING THE REASONS OF ATTITUDINAL SHIFTS: REGULAR CLASS VS. TRAINING CLASS/ AN OVERVIEW AND ANALYSIS OF THE
TRAINING PROCESS
Presented By:- Susanta Kumar Badatya(100101ECR007) Pravakar Pradhan(100101ECR011) Kusum Deep(100101ECR013) Amit Kumar(100101ECR019) Guided By:- Dr.Prajna Pani
Group No.-6
LOGICAL FRAMEWORK ANALYSIS(LFA)
Situation Analysis Stakeholder analysiso Studentso Faculty members (Training class and Regular class)o Coordinators (Training class and Regular class)o Training and Placement cello College Management
TIMELINETask Name Start Date Finish Date Resources Task
(Problems Faced By)
Student Survey February 27,2013 March 01,2013 Students Students
Faculty Survey February 28,2013 March 01,2013 Faculty members(Training & Regular class)
Faculty members with class timing and students negative attitude
training Coordinator Survey
March 01 ,2013 March 02 ,2013 Coordinators Of Training & Regular classes
Arranging the class room according to schedule
Interaction with Training Manager
March 01 ,2013 March 02 ,2013 Training manager Problems & Alternates
Interaction With Dean(SOET)
March 22 ,2013 March 22 ,2013 Dean(SOET) Problems & Alternates
STUDENT SURVEY
NEGATIVE ATTITUDINAL SHIFT
• REASONS1. Improper scheduling of class room
2. Improper time management
3. Lack of professional trainer
4. Lack of assessment test & soft skill training
5. Lack of problem solving technique
CONTD…
POSITIVE ATTITUDINAL SHIFT
• FEEDBACK1. Improves competitive skill
2. Essential to get job
3. Helpful for placement & interview
4. Helpful to get extra knowledge
PERCENTAGE OF STUDENTS INTERESTED IN REGULAR AND
TRAINING CLASSES
Column1: students satisfied with vocabulary
Column2: students satisfied with reasoning
Column3: students satisfied with aptitude
NUMBER OF STUDENTS SATISFIED WITH TRAINING CLASSES
yes no don’t know0
10
20
30
40
50
60Students seeing attitudinal shift
Num
ber
of
students
0-25% 25-50% 50-75% 75-100%0
10
20
30
40
50
60
Effectiveness of training class
Num
ber
of
students
average good bad very good0
10
20
30
40
50
60
Experience of trainersN
um
ber
of
students
yes no0
10
20
30
40
50
60
70
80
90
Satisfied with current timingN
um
ber
of
students
1hour 1.5hour 2hour 2.5hour0
10
20
30
40
50
60
70
80
Duration of training class
duration of training class
Num
ber
of
students
ATMANAGEMENT
LEVEL
IMPROPER SCHEDULING
OF CLASS ROOM
IMPROPER TIME
MANAGEMENT
LACK OF PROFESSIONAL
TRAINER
LACK OF ASSESMENT TEST & SOFT
SKILL TRAINING
ATSTUDENT LEVEL
NEGATIVE MENTALITY
CARELESSNESS
REGARDING TRAINING CLASSES
PROBLEM TREE
Loss of interest in students & negative attitudinal shift towards
training classes
LOGICAL FRAMEWORK ANALYSIS(LFA)
Objective Analysiso Finding attitudinal shift o Analyzing attitudinal shift (positive/negative)o Finding reasons of negative attitudinal shifto Getting feedback of positive attitudinal shifto Solving the reasons of negative attitudinal shift to bring positive attitudinal
shift in students
STRATEGY TREE
MOTIVATE THE STUDENTS TO ATTEND MORE TRAINING CLASSES
CREATING AWARENESS ABOUT THE IMPORTANCE OF TRAINING CLASSES
AMONG THE STUDENTS
MORE ASSESMENT TEST FOR STUDENTS & SOFT SKILL CLASSES
PROFESSIONAL TRAINER & IMPROVED TEACHING STYLE
PROPER TIME MANAGEMENT
PROPER SCHEDULING OF CLASS ROOMS AND CLASS TIMINGS
CONVINCING THE MANAGEMENT
MOTIVATING & BRINGING
AWARENESS AMONG STUDENTS
ENHANCE THE INTEREST LEVEL OF STUDENTS & WILL BRING POSITIVE ATTITUDINAL SHIFT
TOWARDS THE TRAINING CLASSES
SUGGESTIONS
• Proper scheduling of class rooms and class timings
• Proper time management
• Hire professional trainers
• Improve teaching style
• More assessment test for students
• Provide soft skill classes
CONCLUSION
Finally we conclude that by doing this project we got the reasons of negative attitudinal shift and tried to rectify those problems at management level as well as student level to bring positive attitudinal shift.
THANK YOU