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