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1 GMR Varalakshmi Foundation

GMR Varalakshmi Foundation

GMRVF Skilling Process

Standard Operating Manual


Table of Contents

o INTRODUCTION

o About GMRVF

o GMRVF Experience in running Vocational Training

o Objectives of Vocational Training

o Target Group

o TRAINING PROCESS

o ASSESING MARKET DEMAND

o YOUTH ASPIRATIONS ASSESSMENT

o COURSES IDENTIFICATION

o MOBILIZATION

o PREPARAING AND CONDUCTING THE COURSES

Industry tie-ups

Curriculum

Trainers

Time-table

Assessments

Certification

Feedback

o PLACEMENT ASSISTANCE

o TRACKING

o MIS

o MANAGEMENT OF HOSTEL AND MESS FACILITIES

o COST OF TRAININGS

o SUSTAINABILITY

o Leveraging govt schemes for certification and cost re-imbursement

o Corporate partnerships

o Student fees

o Others

o ANNEXURES


1. INTRODUCTION

About GMR Varalakshmi Foundation

GMR Varalakshmi Foundation is a Corporate Social Responsibility arm of GMR group of

Companies. The GMR Group believes that corporates have a special and continuing

responsibility towards society. Putting this belief in action, the GMR Group has historically

been involved in a variety of community service activities. The Foundation is registered as a

Section-25 (not-for-profit) Company with its own separate Board comprising of eminent people.

The activities of the Foundation have evolved and increased in depth and scope and today, the

focus is on sustainable community based initiatives. The thrust areas of the activities are

Education; Health, Hygiene & Sanitation; Empowerment and Livelihoods; and Community-

based programs.

The Foundation works to improve lives and livelihoods of communities wherever the Group has

a presence. The activities currently span more than 23 locations in India and Nepal.

GMRVF Experience in Running Vocational Training Programs

The Foundation has set up and is successfully running several institutes for Skill and

Entrepreneurship development. Three of these are in partnership with Andhra Bank, and several

are being run independently. These institutes train unemployed youth in a variety of skills, from

welding to tailoring to two-wheeler repairs to photography and videography. Apart from the

technical skill, great emphasis is placed on developing the entrepreneurial spirit of the

participants, strengthening their motivation, communication skills, confidence, etc. After the

training, the Foundation co-ordinates with potential employers for placements, and towards

facilitating bank loans for those who want to set up micro-enterprises.

Close to 6000 young people are trained every year, and the settlement percentage (both self

employment and wage employment) is more than 75%. The Foundation extends hand-holding

support to trainees for two years after the training to ensure that they are able to build on their

traini

Standard Operating Manual for Vocational Training Centres

This manual aims to provide a detailed guideline for a systematic approach for running a skill

training centre to ensure uniformity, standards and quality across the Foundation’s vocational

training initiatives. The manual aims to provide guidelines, but in no way restrict locational or


situational modifications. Creative adaptation leading to more effective operations are

encouraged.

VOCATIONAL TRAINING PROGRAMMES CONDUCTED BY GMRVF

Objectives

The specific objectives are:

1. To work with various stakeholders to design and deliver effective, market relevant

courses for entry level skills in various sectors

2. To develop technical skills among unemployed youth to enable them to take up organized

wage-employment or productive self employment based on market demand and local

resources

3. To develop life-skills and soft-skills among trained youth for greater professionalism,

better performance and retention

4. To increase the capacities of youth in mobilizing support services in terms of finding

jobs, credit linkages, marketing etc.

5. To develop the youth as good citizens who become an asset to their family and the

society as a whole

Target Group:

a. Geographically: Unemployed youth from areas/villages around the area of business

operations/ training centres. In case of vocational centres at business locatoins, the

priority would be to the ‘affected’ villages/areas—if there is any affected village (land

losers, etc.) and slowly moving to other surrounding villages.

b. Demographically: Youth from under-privileged sections especially BPL families,

SC,ST, BC and other vulnerable sections (orphans, single parent family).

Educationally: Depending on the course, candidates may range from no education (like

for landscape/gardening assistants, etc.) to Intermediate pass or fail (e.g., for a General

Works Supervisor course), to, in a few cases, graduates or ITI passouts. This is also

modulated by the requirements set down by government certification requirements. Only

those who have completed a level of education or have dropped out should be taken.

Nobody undergoing education should discontinue education to join the vocational course.

Such candidates, if they approach for training should be counseled to pursue education.

In case, there is a genuine concern, Foundation should find ways to support the

candidate’s education.

c. Age Group: Generally 18 – 30, upper limit can be relaxed for some courses. .


Training Process:


CHAPTER I

ASSESING MARKET DEMAND

With skill development occupying center-stage for preparing the huge demographic dividend

that exists in India, govt bodies have initiated at the national and state level many state and

industry-specific labour requirements.

NSDC has completed a pan-India study covering all states and also major industry sectors for the

demand of skilled manpower upto 2017 and further to 2022. For the state wise report, the study

now has a district wise data, so this is also a good over-arching tool to look at the broad sectors

where skilling leading to wage-employment can be useful.

For example, the industry-level skill gap shortfall by 2022 is shown below:

Similarly, there is district-wise manpower requirements have been forecasted for all major states.

As a sample, it is given below for AP for the period 2012-17, similar data is available for 2017-

22.


District Skilled Semi-skilled Minimally Skilled Total

1 Srikakulam 99 15 -28 85

2 Vizianagaram 129 39 19 187

3 Vishakhapatnam 372 109 37 519

4 East Godavari 245 -48 -323 -126

5 West Godavari 169 43 62 275

6 Krishna 217 32 -94 155

7 Guntur 179 101 266 546

8 Prakasam 134 76 160 371

9 Nellore 166 81 146 393

10 Chittoor 178 32 -54 156

11 Cuddapah 125 60 134 318

12 Anantapur 147 37 35 220

13 Kurnool 138 45 63 246

While this is an overall broad industry and geographic data indicating macro-factors to consider

the skilling strategy, the market-demand for starting courses at the centre should also be assessed

at the micro-level for employability-linked programs. To get an idea of market demand,

especially for wage-employment purposes, some of the options are:

1. Going through classified advertisement of major newspapers and looking for entry-level

skilled requirements in different sectors


2. Meeting placement agencies to ascertain which type of skilled labour is more in demand.

Now even e-portals list lot of jobs at least at the supervisor level and can also be looked

into.

3. Meeting businesses/corporates for their requirements and the level of skill they are

looking at.

4. Finding out in-house business requirements (Group companies), if any, and working with

their concessionaries and contractors to facilitate their requirements

5. Approaching the district level Industry office for the list of existing and planned

industries. Approaching these industries for their immediate and forecasted job

requirements.

6. Survey of other such vocational institutes and what are the popular courses being run.


CHAPTER II

YOUTH ASPIRATIONS ASSESSMENT

One of the important criteria for planning and starting a course is to ascertain the youth

aspiration and interests. For example, there might be great market demand for masons, plumbers,

etc. but the youth might not be interested in such manual jobs

Again at the national level, various studies have tried to find the match or rather the mismatch

between youth aspirations and the market requirements as captured below

At the local level, some of the steps for assessing youth aspirations are:

Gathering the data on unemployed youth. This can be collected from Govt. local

bodies, Government Agencies like DRDA, NRLM, NULM and its implementing

bodies, etc. It can also be ascertained by door to door survey which is often

carried out in project-affected villages. The data can be collected in the below

format:

Name of the

Youth / Person

Father's Name

House No. / Ward No.

Sex

Age Group Educational Qualification

Skills known if

any Specify

Skills/ Trade like to learn

Are you willing to

travel 14-18

19-24

25-30

31-35

Conducting formal and informal meetings with youth.

Assessing the youth aspirations by asking what kind of vocation they are

interested. Sometimes they will not know various options, and the Training

Provider can tell them about different courses that can be offered, what is the

market demand for them, eligibility, etc.


CHAPTER III

COURSE IDENTIFICATION

Identifying the right courses which have a good market as well as are appealing to the youngsters

is one of the most important processes for running the training centre. If we fail in either of the

two, then either there will be not many candidates taking up a course or too many idle candidates

after the course. The course duration, eligible qualifications for the candidates can also be fixed

at this point.

Now there are around 40 Sector Skill Councils which have rolled out more than 1500 job roles

for the different occupations available in the industry. Similarly, the SDIS-MES modules lists

more than 600 courses which can be taken up for conducting vocational skills programmes.

Hence, it is now important that while selecting a course, this sector-wise job role list is looked

into and the most appropriate course suiting the area can be run.

Some indicative sectors and courses are listed below:

Technical Skill Training Courses

S. No

Sector Type of courses No. of days

Training

1 Agro & Allied Sector Micro-irrigation technician, tractor operator, Floriculturist, Gardener, etc.

90

2 Automobiles Two-wheeler and Four-wheeler service and repair, Welding, etc.

90

3 Construction Masonry, Bar-bending, Surveyor, Form-work, etc.

90

4 Education Pre –primary and Primary School Teacher, etc.

90

5 Electrical and Electronics Electrician, RAC, Solar technician, DTH installer, CCTV installer, Mobile repair, etc.

90

6 Manufacturing Turner, Fitter, Machinist, etc. 90

7 Textiles Sewing machine operator, ladies and gents tailoring, QC, etc.

90

8 Tourism & Hospitality Cooks, F&B servicing, Event Mgmt 90

9 Education Pre –primary and Primary School Teacher, etc.

60

10 Finance & Accounts Accountant, Sales and Marketing, Receivables, etc.

60

11 IT & ITES BPO, Data entry and DTP, 60

12 Logistics Fork Iift Operator, Driver, Warehouse sorter 60


13 Retail Sales Executive, Cashier, Store Manager 60

14 Handicrafts Value-addition to traditional handicrafts, training on finishing and designing

60


CHAPTER IV

MOBILIZATION

This is one of the key processes in the whole chain of the training programme. There are many

different ways of spreading awareness on the training programmes being conducted at the

Centre, including pamphlets, advertisement in papers and cable TV, information on notice

boards of Mandal office, Panchayat offices, etc. Important means that can be used are conducting

awareness melas in the villages, addressing youth meetings, door to door publicity, etc.

Leaflets or pamphlets are one of the basic materials which should be developed. A sample of the

pamphlet with registration form is provided as Ann. I.

Organizing awareness melas on the training courses being offered at the Centre at different

villages is a good means for registering candidates for different courses. This mela at a village

can be during the evening hours or for the whole day. Specific charts can be made for each type

of training programme being offered with details and the youth can be first directed to look into

each of them. They can choose the courses which are most suitable to them based on their own

interest, experience as well as eligible qualifications. They can register at the mela and can be

later contacted when the specific course is to start. Several such melas every quarter or six

months will generate a good database of candidates who can be contacted whenever a course is

to start.

A sample format for a chart giving details of each course is given as Ann II

Another effective media nowadays is the advertisement in the local cable network. This can be

done as a scrolling or a full-view/half view ad in the local cable channel. Only the highlights like

important courses being conducted, the GMR Name, free courses and contact phone numbers

need be provided in this ad to save cost and maximize impact.

Circulating the information through all formal and informal channels like contacting the Local

Govt. Departments and Agencies, Sarpanchs, school/college staff, SHGs etc. is also important.

Another effective means for mobilization that starts contributing much as a training centre gets

older is the ‘word of mouth’ by the existing and alumni trainees. They themselves bring their

friends and relatives as they experience good training at the centre. This should be encouraged

and some incentives can also be worked out for getting more such referenced candidates.


CHAPTER V

PREPARATING AND CONDUCTING THE COURSES

Based on market-demand and registrations for different courses, the best courses to start with are

chosen. Before starting the course the following should be worked out:

1. Tie-up for the course: The first step should be try for a partnership with the best in the

industry or academia for that particular trade. This helps to (a) ensure that the course

meets market demand in terms of content, skill etc. through their inputs in curriculum

development, etc. (b) bringing the contemporary market-based technical know-how

through training of trainers, trainers, resource persons, field visits (c) inputs/resources for

training materials, training equipment etc. (d) co-certification, with which the market

value of the certificate also increases and (e) help in placements.

There could be different kinds of partnerships. Some of the partnerships can be leveraged

through GMR corporate links also. The nature of partnership can also vary. Sometimes

the partner will help only by giving a trainer, sometimes equipments also, sometimes

even placements also. As an example, we have a partnership with Voltas for

Refrigeration and AC, wherein they help us frame curriculum, send a guest faculty,

arrange for on-the-job training, co-certify, help in placements. They have also contributed

the equipment.

As far as possible, formal MoUs should be made. As the concerned industry will also be

benefitting from the course by getting trained technicians, the effort should be to make

them an equal partner by contributions in terms of faculty support, equipment support as

well as placement support. Thus we might get some partnerships where the other partner

as part of its social responsibility or need of trained persons ‘invests’ in our courses by

giving equipment, faculty support etc., while there might be cases where we might have

to bear some costs for the partnerships like fees per candidate, buying specialized

equipments, etc. For example, at CEL VLCC is charging Rs 4500 per candidate, while

Voltas is not charging anything and where as Volvo also shares monetarily besides the

equipment. Some typical MoUs/Letter of Partnerships are given as Ann III.

2. Syllabus/Curriculum for the Course: In the new skilling eco-system in the country,

now the approach towards framing a basic curriculum should be to look at the Job Roles,

Levels and NOS in the NSQF system for different sectors. For a particular technical

course, the respective SSC website can be looked into for different ‘Qualification Packs’

in a particular type of trade. Within each QP, there will be a number of NOS (National


Occupational Standards) which define what level and kind of occupation can be handled

by a candidate trained and certified for these NOSes. Further, there will be ‘levels’ of

courses starting from Level 1 upto Level 10 with level 1 as the lowest. Depending on the

type and level of training to be imparted in consultation with the industry partner, trainer,

etc. the QP and Level can be chosen. Most trainings at the GMRVF centres will be from

Level 3 to Level 4.

For viewing a sample QP, please visit ……..(give a link to some SSC QP)

The QP also gives the minimum and maximum qualification needed for the course.

In the SDIS-MES scheme also courses with all the topics and resultant competencies are

given. And the course syllabus can also be chosen from it. But as the country as a whole

has to shift towards the NSQF model, it is better to match with SSC QPs for curriculum.

It is also advised that GMRVF should get affiliated to most SSCs where the courses it is

mostly training into fall. For example, the Electronics (& Electrical) SSC covers several

of GMRVF courses conducted pan-India like Electrical, RAC, Mobile Repair, etc.

GMRVF is already affiliated to 5 SSCs:

o Automotive Sector Skill Council – ASDC

o IT & ITES – NASSCOM

o Electrical and Electronics – ESSCI

o Retail – RASCI

o Apparel – ASCI

After this base curriculum, it is better to divide it into theory and practical aspects and

also divide into hours of delivery. This makes it very systematic and it is also helpful in

monitoring the delivery of the course.

A sample curriculum developed on these lines is given as ANN IV

3. Equipments: The type of equipments required should be procured based on the advice of

the partner/faculty and kept ready before the start of the course. Good quality equipments

should be procured because there might be multiple batches to be run for the same

course. not clear what this means. It should always be explored in a partnership if some

equipment can be provided free of cost by the partner or at reduced rates.

Please see the link for knowing equipment list as per MES: https://www.sdi.gov.in/en-

US/HomePageDocs/list_of_MES_courses-_558%2028-11-2014.pdf

The equipment list for some of the commonly run courses in GMRVF is given as ANN V

https://www.sdi.gov.in/en-US/HomePageDocs/list_of_MES_courses-_558%2028-11-2014.pdf

https://www.sdi.gov.in/en-US/HomePageDocs/list_of_MES_courses-_558%2028-11-2014.pdf


4. Faculty for the course: If a partner has been fixed for the course which is also providing

faculty, that is the best option. But in case we ourselves have to run the course,

identification of the right faculty is the most important step. Faculty not only technically

qualified for the course but one which has experience in teaching for such short-term

courses should be preferred. As these are short-term courses and the course may or may

not run continuously, faculty which is ready for such short-term assignment should be

taken. Newspaper classified ads can be given; faculty can also be identified from other

ITIs, technical training institutes, etc. There are several faculties who continuously shuttle

between such 2-3 month courses from one place to another during a year. Such trainers

should be identified and booked for whenever our course is to start. A good institution to

get good faculty is also the ATI (Advance Training Institute) which are basically govt run

trainer training institutions.

As there are scores of trainers working in the GMRVF centres, the appointment and

management is also an important process and a separate SOP for the same has been made

which is attached as ANN VI

5. Books, reading material, teaching aids, etc: Some basic books and reading material

could also be made ready before the start of the course. National Instructional Media

Institute (NIMI), Chennai (www.nimi.gov.in) is one such institution that has made lot of

material related to vocational courses and the same can be procured for the intended

courses. Charts, transparencies, working models etc. can also be arranged for a course.

6. Training Reference Manuals – GMRVF has made ‘training reference manuals’ for the

most common courses conducted in GMRVF. These manuals include the foll:

o Day-wise and hour-wise curriculum

o Trainer Manual

o Trainee Manual

o Assessment Tests or Competence Achievement Records (theory and practical)

o Equipment list

These manuals are available for the following courses currently:

o Electrical

o RAC

o Computer MS Office

o Two-wheeler Repair

o Welding and Fabrication

http://www.nimi.gov.in/


o Beautician

o Excavator Operator

Selection of Candidates:

The selection process is two-fold:

1. Entrance test: A common entrance test is conducted for all aspirants. The process is that

whenever a new course/batch is to start, the candidates registered for that course during

the awareness camps or other medium are called for an entrance test. This is just an

aptitude test with some basic general knowledge, maths and comprehension questions. A

sample entrance test is given as ANN VII

The candidate is also asked to indicate his top two preferences for the courses if multiple

courses are going to start at the centre.

2. Counseling: Entrance test is followed by individual counseling where the actual

condition of the candidate in terms of income, need for training, whether he/she is willing

to go for a job etc. are ascertained. Then based on merit cum means criteria, admissions

are taken for the course.

Preference is given to candidates coming from marginalized and vulnerable sections of the

society. If there are affected villages for the business operation, then preference is given to

candidates from those villages. In some courses like Computers, women candidates are

encouraged to enroll and 40-50% candidates are girl candidates. In some course like computers,

at least one or two disabled candidates are also taken.


Time-Table

The Centre and all its courses run on a definite time-table to inculcate a habit of discipline and

time-management in the trainees. Apart from the technical training, the focus is also on soft

skills as well as basic spoken English, computers etc. for all trainees.

When a course begins, the first 2-3 days are devoted to an induction module. This is a

comprehensive tool to change the mindset of the candidate who has joined the training

programme. The details of the induction module are given in Appendix I.

After the induction module, the regular course begins. While designing the schedule for each

course, emphasis has to be made on the time spent on practicals. For 2-3 month long courses,

ideally close to 70% time should be spent on practical and 30% on theory. Though theoretical

aspects are important, their practical skills must be enhanced by repeated practice.

A likely time-table for a residential course can be as follows:

Sl.

No Timing Activity Total time

1 6.00 to 7.00 am Wakeup and fresh up 1 hrs

2 7.00 to 8.00 am Yoga 1 hrs

3 8.00 to 9.00 am Getting ready/breakfast 1 hrs

4 9.00 to 9.10 am Assembly 0.10 minutes

5 9.10 to 11.00 am Regular classes 1 hrs 50 minutes

6 11.00 to 11.15 am Break 15 minutes

7 11.15 to 1.00 pm Regular classes 1 hrs 45 minutes

8 1.00 to 2.00 pm Lunch 1 hrs

9 2.00 to 3.30 pm Regular classes 1 hrs 30 minutes

10 3.30 to 3.45 pm Tea break 15 minutes

11 3.45 to 5.15 pm Soft Skills classes 1 hrs 30 minutes


12 5.15 to 7.00 pm Games 1 hrs 45 minutes

13 7.00 to 7.30 pm Fresh up 30 minutes

14 7.30 to 8.30 pm Dinner 1 hrs

15 8.30 to 9.30 Study hour 1 hrs

16 9.30 to Sleeping

Weekly Time table for a typical technical course:

Days/ Time 9.30 to

1.00

1.00 to

2.00

2.00 to

3.30

3.30 to

3.45

3.45 pm to

4.30

4.30 to

5.15

Monday

Regular

Classes

Lunch

Break

Regular

Classes

Tea

Break

Soft Skills Computer

Tuesday Assignment Soft

Skills

Wednesday Computer English

Thursday English Computer

Friday Soft Skills Soft

Skills

Saturday Off

SOFT SKILLS – Soft skills are an important part of the whole training delivery. A

separate soft skill manual is available which gives in detail the topics, delivery, etc. as

available as Appendix 2.


ASSESMENT AND EVALUATION

Student evaluation process is done in a systematic manner. Emphasis should be more on

practical tests, though theory tests should also be regularly administered. Weekly tests, monthly

tests, final examination theory and practical should be conducted in a prescribed manner. Viva

voce is also done for most of the courses. Following standard can be adopted for designing the

evaluations:

Evaluation Design

TOTAL MARKS - 100

1. Attendance - 10

2. First Unit Test - 10

3. Second Unit Test - 10

4. Behavior and Participation - 10

5. Final test - 60

TOTAL - 100

Minimum Passing Marks - 60

All tests will have following components:

1. Theory (true/false, multiple choice, diagrammatic, etc.) - 20%

2. Viva-voce - 20%

3. Practical - 60%

An essential part of assessment is the attendance of the candidate. It is conveyed to the

candidates right at the beginning that nobody with less than 75% attendance will be given a

certificate. This is very important as these are short-term courses, absenteeism will be missing on

important classes and lack of knowledge. For some courses, like computers ‘typing speed’

becomes one of the main aspects to be tested and can be evaluated every week (at the start) to

every second day towards the end.

Some courses might have the component of on-the-job training as part of the course (like RAC in

GMRVCEL), where attendance in OJT is also very important and should at least be 80% for the

period of OJT.


Sample theory and practical (competence achievement record) for some of the courses are given

as ANN VIII.

With the affiliation to SSCs and mapping of courses to govt schemes like STAR, PMKVY as

well as VTP, a third party assessment is organized through the SSC or the RDAT. Some of

these happen in a very specialized manner with theory questions being offered online. Trainees

should be made to practice for this format beforehand only for better results.

CERTIFICATION

Based on the assessment and evaluation, the successful trainees have to be provided with

certificates for the same. There are important items to be included in a certificate:

1. Name of the candidate

2. Reference code no. – this is to include the course short form/batch no. (centre-

wise)/trainee number

3. Photo of the candidate embedded in certificate design and printed or if pasted it should be

stamped across with centre seal

4. Signatures of Authorized Signatories

There are two kinds of certificates issued by GMRVF:

1. Joint certificate with partner – this is issued for all partnered courses. In these certificates,

both company logos should be placed on the top. The authorized signatory from GMRVF

side should have the signature preferably on the right side and the partner’s on left. The

other standard items should be as above

2. GMRVF certificate – this is issued for courses run only by GMRVF. Here, the Location

in-charge and the Director, CSW can sign the certificate. Other essentials remain the

same.

The design to be followed in both of the above cases is given as ANN IX

In case of govt scheme supported courses, a certificate from the SSC or NCVT will be issued to

the trainee.


FEEDBACK

During the course as well as when a course is completed, it is also important to take the feedback

not only in an informal way but also in the formal fashion so as to keep a record and make the

changes needed. Based on the feedback, requisite changes or improvements can be made in the

working of the centre and in conducting the course.

A sample feedback form is provided as ANN X.


CHAPTER VIII

Settlement Assistance

The main aim of the training centre is to impart good quality training, but we also help facilitate

placements or settlement for the trained candidates as far as possible. Some of the preparations

needed for this are:

Preparing good Resumes of the candidates: Candidates are told about essential components of a

resume and then they have to make it during their computer class. Sample resume is given as

ANN XI. They also practice giving their introduction according to the resume.

While the first effort when starting a course should be to have industry tie-ups from the

beginning itself for the whole batch of trainees, but it is not always possible. Hence, it is

important that the placement team for the centre starts looking for placements from at least 15

days before the batch is ending.

For getting information on opportunities in the market, good networking should be made with

placement/manpower agencies. Regular scanning of ‘appointments/vacancies’ advt in

newspapers should also be made. Opportunities with various contractors and concessionaries of

the Group Company can also be explored.

Conducting mock interviews: This is an important part of the preparation as the candidates are

told to prepare for interview and then ‘mock’ sessions are conducted by the staff and faculty.

Important tips for facing the interviews are given during this session. Both technical and

behavioural aspects are tested during these interviews.

Bank Linkages for Self-Employment: For many of the rural centres as well as to some degree

in urban centres, self-employment is an important outcome of the training. But many of the

trainees will neither have the capital to invest on their own in the enterprise nor the knowledge

on how to approach for bank loan. As some of the centres are in partnership with Andhra Bank,

the whole process gets facilitated well. In other centres, also this linkage and the whole process

should be explained to the trainees and hand-holded in case they need the loan.

From 2014, GMRVF with Macquarie SBI has been giving loan-cum-grants for self-enterprise

to trainees from different locations. The identification for such trainees should be done from the

location and applied at the central level for screening. These are upto a max limit of Rs 25,000,

in which Rs 12,500 is the grant component, while the remaining half is the loan to be returned in

equal installments by the trainee when he/she sets up an enterprise.


CHAPTER IX

Follow-up and Track Record

Follow-up of passed out trainees is an important part of the whole cycle. It not only provides an

update on how many candidates are continuing with the jobs, but also helps get the feedback

from market about any improvements needed in the training. All candidates should be tracked at

least one year of the placement, though it can be more than that also.

Follow up can be made both with the candidate as well as the employer as sometimes the

information can vary. Alumni Meets are good time to record the placement history as lot of face

to face interaction happens.

Mobile Recharge: - An Innovative tracking method via Phone – Recharge has been introduced

and implemented successfully. This enhances the alumni and the training center’s frequency of

interaction. A mobile recharge of Rs 50 is provided to the trainees every month if they do not

change their number.

Course-wise/batch wise file can be made with details about the placement, salary drawn, their

contact number etc. Track record file can have the data as given below:

Name of the course

Period

S No. Name of Candidate Present Status (

Working / Not

Working, if not

reasons for the

same)

Contact

address

Phone

Number

Salary

drawn


Alumni Meet

Training Centre can conduct an Alumni meet every year once or twice. Based on the database

training wing has to inform all the passed out students. This is the time to share experiences of

the students. Based on the feedback and sharing, activities can be modified. . It can be organized

on 15th Aug or 26th Jan or other such public holidays to facilitate presence of working people.

Small groups can be made based on some common measures like period of working, not working

etc. and each group can present in the plenary to share their perspective. Some of the groups that

can be made and questions that can be asked with each group are as follows:

Groups can be made as follows:

a. Students who have not joined anywhere.

b. Students who have joined but dropped within three months.

c. Students who have joined but dropped within or after 6 months.

d. Students who are continuing till now irrespective of when placed.

Some sample questions that can be posed to each group are as follows:

Q1. Was any interview arranged by Foundation? Why they were not selected if attended interview?

Why did they drop out if they joined?

Q 2. Did they try for the job on their own? What was the experience?

Q 3. Did their training programme teach them adequately for a job? If not what else should be taught?

Q 4. Did they inform GMRVF about the status? How often?

Q 5. What are the other trainings that are useful for getting employment these days?

Q 6. Your definition of a ‘good job’’?

What’s app groups – With most of the trainees now having smart phones and their presence on social

media, whatsapp group can be formed for each type of course separately. This can be done with the

faculty phones and they keeping it lively and active to take feedback, track placements, etc.


Online MIS

As a means of proper documentation, reporting and data collection, each centre has been

maintaining its own records for the trainings they have been running. In 2013-14, an online

portal has been made where data pertaining to all centres can be uploaded and this can be viewed

by all concerned. Thus this will enable real time data availability for all the centres.

The process for uploading data on this MIS site is given below:

Step – 1

Visit - http://www.vfvocationaltrg.org/main_menu.do or

http://vfvocationaltrg.org/main_menu.do

Enter the User Name – Provided to the Locations

Enter the Password – Provided to the Locations

Click on Login

You will be routed to the Center Main Menu Page - as shown in the imagebelow

http://www.vfvocationaltrg.org/main_menu.do

http://vfvocationaltrg.org/main_menu.do


Step – 1: Click “new partner” for entering new partner. It is compulsory to create a partner. This is one

time work. If we are doing same courses with same partner need not enter every time. if we are not

having a partner, we should mention just GMRVF.

Step – 2: click “New Course” for entering course details. It is compulsory to create a course details. This

is one time work. If we are doing same courses need not enter every time.

Step – 3: Click “Start new batch” for entering new batch information. It is compulsory to create a batch.

This is one time for the batch.

Step – 4: Click “New Registration” for entering trainee details for the particular batch.

Step – 5: Click “Map for Training” to map trainee to the batch.

Step – 6: Click “New Employment” for entering implementation details after the training programme

completed.

Step – 7: Click “Wage Employment” for entering tracking details.


Generating Reports

You can click for “Reports” tab to generate reports


Management of Residential Centres

As most of the GMRVF centres are residential, there are various aspects of managing residential

facilities. They are mostly pertaining to both hostel and mess management.

1. Hostel Management – In most centres the cot, mattress, bedsheets and pillows are

provided by GMRVF. Following arrangements help in proper running of the hostel:

o A full-time warden who stays in the hostel in the evenings and holidays. He/she can

be given a week-off, other than Sunday.

o Hostel or Dormitory Committee – For encouraging trainee participation and making

them responsible, dormitory wise committees can be made which look after the

overall maintenance and informing if something is needed

o DOs and DONTs – There are do’s and don’t’s for all the trainees residing in the

centre

o Undertaking from Student and Parents: As the students are coming to centre for

full-time training in mostly technical skills and most of them in a residential mode, it

is important that there is some kind of written document and understanding about no

liabilities to GMRVF for any personal loss or affect on the candidate. A sample such

undertaking is given as ANN XIII

o Medical Emergency – There should be a good link and availability of medical help

available for any emergency for the trainees in the hostel. A first-aid box and all

essential medicines should be kept in the hostel with warden or security with a list

identifying which medicine has to be taken for what ailment.

o Power back-up – While a back-up generator is the best alternative, if it is not

available, solar lights for each dormitory can be provided.

o Going out from centre – As trainees might want to go out from centre in evening or

when they are staying on Sunday or holiday, a register has to be maintained with the

Security where they note down the out and in time where ever they are going out.

o Maintenance – From the management side, it is important to have proper

management of the dormitories, wash-rooms, toilets, etc. For this regular round of all

dormitories should be undertaken and a record of repair needed and undertaken

should be kept. The feedback register should also be looked at for providing the

necessary input.


2. Mess Management – Supplying good quality and nutritious food is a very essential part

of running a residential centre. Food is a sensitive matter and has to be dealt properly for

maintaining good retention of the candidates during training.

Mess facilities are out-sourced in GMRVF centres with the process mostly facilitated by

GMRVF or Central Purchase deptt. Again the menu is fixed for breakfast, lunch and

dinner and accordingly costs are negotiated. A day-wise suggestive menu is given as

ANN XIII.

For counting the number of trainees for each meal, a coupon system can be adopted

where each trainee gets a coupon for each mea which is deposited back at the end of the

day. Number of meals are corroborated with these coupons as well as compared with the

attendance.

Some of the registers that should be maintained in a residential centre are:

1. Feedback or Complaint Register – this is for recording all feedback with respect to

food, mess conditions, dormitories, etc.

2. Going Out Register

3. Attendance register for meals, esp for holidays


Cost of Training Programmes

Details of Estimated Cost for Technical Trainings

Note: This table will give an idea about how to calculate training costs per batch and per person.

Sometimes these costs may vary based on the course.

Budget calculation for 90 day course

Sl. No Training cost nature Unit type Unit cost in Rs.

No of units

Total amount in Rs.

1 Mobilization A Pamphlets and Other printing materials Trainee 150 25 3750

B Vehicle and Transportation or mobility cost Trainee 500 25 12500

C Entrance papers printing and other exp Trainee 10 25 250

21500.00

2 Course time

A Files and Stationary Trainee 200 25 5000

B Consumables Trainee 2000 25 50000

C Aprons or safety dress Trainee 500 25 12500

D Monthly tests Trainee 200 25 5000

E Food Trainee days (76 days X 25 trainees)

80 1900 152000

F Medical Trainee 200 25 5000

G Exposure trips Trainee 500 25 12500

H Reading Materials Trainee 200 25 1000

I Equipments (average) Trainee 2000 25 50000

J Certificates and distribution Trainee 100 25 2500

295500.00

3 Admin and other

A Dhobi Trainee 100 25 2500

B Electricity Trainee days

10 1900 19000

C House Keeping Trainee days

10 1900 19000

D Landscape Trainee days

5 1900 9500

E Repairs and Maintenance Trainee days

5 1900 9500

F Brochure Brochure 10 50 500

G Special events celebration Batch 5000 1 5000

H News Paper Days 50 90 4500


69500.00

4 Human Resource

A Faculty Months 23000 3 69000

B Coordinating staff (MIS, Warden, Other Skills staff)

Months 20000 3 60000

129000.00

5 Other

A MIS and Follow ups Batch 10000 1 10000

B Tracking cost Batch 10000 1 10000

20000.00

Grand Total per batch (25 trainees) 544250.00

Per Trainee cost 21770.00

Per trainee per day (Average) 286.44

Raising Resources

Corporate Social Responsibility (CSR) is a rapidly increasing practice where businesses in India

are becoming increasingly interested, active and innovative. The phenomenon has become a

boardroom agenda for many organizations.

GMRVF has partnered with couple of likeminded organizations and raised its resources. The

foundation has entered into MOU’s with some of the Industry Partner’s.

A MoU with Schneider Electric Foundation was signed for running the Electrical House Wiring

Course. Schneider Electric India Foundation is offering this course to serve the need for

entrepreneurs and technicians in Electrical field. Schneider has provided equipment and faculty

support to run the course.

In a unique partnership, the Hero Honda Authorized Service Dealers Network (GHMC) joined

hands with GMR Varalakshmi Centre for Empowerment and Livelihoods (GMRVCEL) to start

an Automobile Repair and Service (Two Wheeler) course. As per the partnership agreement, the

dealers’ network has provided all the equipments for the workshop, trained the trainer and

offering placement to all the candidates.


Ann. I

. Name of the Training Centre “Vocational Training Programmes for Youth”

Photo Photo

Name of the Training Centre Full Address with phone

(1)


Next fold Introduction Every youth has inherent talent and potential, waiting to be discovered and explored. Many a times this

talent does not grow due to lack of opportunities and capacity-building. With the belief that everyone

has the potential to do something unique and contribute to his/her own well-being as well as to the

society, the GMR Varalakshmi Foundation has initiated the Entrepreneurship Development Programmes

for youth. These programmes will help the youth in discovering their own talent and strengths and

enhance them through training and skill development. The aim of the programme is to make them self-

reliant and confident of leading a successful and enterprising life.

Objectives

The skill development programmes will help enhance the potential and capacities of youth in different

vocational disciplines enabling them to be fit for employment in the respective field or become self-

employed. The specific objectives are:

- To identify youth with a potential to learn and grow

- To provide training and skill development in different vocations

- To guide trained youth for employment opportunities and self-enterprise

Approach/Highlights

- Experienced faculty and trainers - Stress on practical and on-the-job training - Good mix of technical as well as soft skills like communication, marketing, managing enterprises,

etc. - Short but comprehensive courses - Guidance for placement and/or self-employment opportunities

Facilities

- Boarding and lodging in a fully residential centre with excellent dormitories, mess and other facilities

- Well-equipped classes and workshop - Good access and approach

Eligibility Criteria

Youth residing in and around the area of business operation are eligible. Minimum educational level

would be specified for each course and would range from 4th class pass to Intermediate pass/fail. Age

between 18-35 yrs. Caste and community no bar. Preferences would be given to candidates from socio-

economic weaker sections.


Next fold….

Training Programmes (tentative) Offered during the year:

Training Programme Duration / Hours

1. Electrician 432 Hours

2. Refrigeration & Air Conditioning 432 Hours

3. Plumbing 288 Hours

4. Security Guard Training 144 Hours

5. Centering and Bar-bending 288 Hours

6. Masonry 288 Hours

The course duration for each course would range between 2-6 months. Courses would begin at different

times during the year based on the schedule developed by the Foundation.

Next fold….

Registration Form This is to be in a different section

(1) FULL NAME IN BLOCK LETTERS:

(2) FATHER’S/MOTHER’S NAME

(3) FATHER’S/MOTHER’S/SPOUSE’S OCCUPATION:

(4) FULL ADDRESS:

(5) SEX: MALE / FEMALE

(6) DATE OF BIRTH:

(7) EDUCATION DETAILS:

(8) DETAILS OF ANY TRAINING PROGRAMMES ATTENDED EARLIER:

(9) WORK EXPERIENCE (MENTION PLACE OF WORK, NATURE OF WORK AND DURATION OF WORK)

(11) MONTHLY INCOME (PERSONAL IF ANY, AND/OR FAMILY INCOME):

(12) NO. OF DEPENDENTS:


(13) Choose 2 options based on your preference out of the training programmes offered:

Date:

Place:

Applicant’s signature

Contact Phone Number/s:


ANN II

Opportunity for Training Provided by GMR Varalakshmi Foundation

Electrical House- wiring and Appliances Repair

1. Training programme details:

a) Course Details: 90 days course (432 hours), theory and practical classes of

Indoor /outdoor wiring, residential/commercial wiring, concealed

wiring, erection of switch boards, repairing of common home appliances

like fans, mixer, etc.

Soft skill training like Personality development, Communication skills,

mock oral interviews, written test marketing, team work etc.

b) Duration: 3 months

Start Date End Date

c) Venue of the Course:

4. Facilities Provided:

Free Training

Free Boarding and Lodging (food and stay)

Library and Recreation

Mess facility

5. Requirements:

A} Qualification: 8th class and above

B} Age : Minimum 18 years completed and Maximum 30 years

C} Candidate: should be a resident of ….. (in and around the area of business operation)

6. After the training, successful candidates can be self-employed in domestic indoor and

out door electrical work, domestic electrical appliances repair, or get employed with


domestic and non-domestic electrical contractors, restaurants, apartments, cinema Halls,

function Halls, offices, etc.

7. Role of GMR-VF and Candidates

a) GMR-VF Responsibility:

Provides free training including soft skills

Try to put candidates in touch with possible employers and man power agencies.

Certificates will be provided by GMR – VF (ANNEXURE)

(GMR –VF is not an employer and does not take the responsibility for

placements.)

b) Candidates responsibility: To be very punctual, disciplined, adhere to the rules and

regulation of the Foundation.


ANN III

Sample MOU

MoU between GMR Varalakshmi Centre for Empowerment and Livelihoods (GMRVCEL)

And

Voltas

GMR Varalakshmi-Centre for Empowerment and Livelihoods (GMRV-CEL), an initiative of

GMR Varalakshmi Foundation, has the objective of empowering youth from around the Rajiv

Gandhi International Airport through providing skill training and other enabling programmes.

One of such vocational training courses has been the Certificate course in the field of

“Refrigeration and Air Conditioning (RAC)”.

2. For the aforesaid, GMR-CEL consulted Voltas Ltd., a company, which has, inter alia,

necessary expertise and is a leader in Refrigeration and Air-Conditioning, being manufacturer

and contractor in the Air conditioning and Refrigeration and has an active Corporate Social

Responsibility programme as well as a business need to create well-trained technicians. Voltas

Ltd wishes to contribute towards building of skilled technicians in this trade for better services in

the RAC industry.

3. The two organizations have already been working together for the past few years towards

this goal and a partnership is being formalized. Both the organization had agreed to provide such

training programme with the inauguration of the GMRV-CEL facility on certain terms and

conditions.

A) GMRV-CEL’s Obligation

1. For Running a Refrigeration and Air-Conditioning skill training course at the GMRV-CEL,

Shamshabad where the candidates identification and all other facilities (training halls, boarding

and lodging of candidates, etc.) and primary trainer will be provided by GMRVCEL.

2. GMRV-CEL shall be responsible for obtaining and regulating the admission of trainees

for the course and shall frame such policy as may be deemed necessary in that regard. Voltas

shall render all necessary help in the admission process, if required.

3. Remuneration towards the primary trainers shall be paid by GMRV-CEL.


B) Voltas’ Obligation

1. Voltas will provide a grant towards procurement of equipments appropriate for the training

programme and help and oversee the procurement of necessary equipments.

2. Voltas will depute a senior person as guest faculty for the course who will be mentoring the

primary trainer as well as guiding the students for around 4-6 weeks for every course.

Remuneration towards the guest faculty shall be paid by Voltas but GMRV-CEL will make

necessary boarding and lodging arrangement for them.

3. Voltas will help in facilitating on-the-job training for the candidates.

4. Voltas will help GMRV-CEL in structuring and design the course.

C. Voltas and GMRV-CEL will co-certify the candidates after an exhaustive evaluation.

D. This MoU shall expire on 31.12.2010 and will be re-visited by both the parties in end-

December 2010 for appropriate changes as deemed fit, and thereafter will be renewed by a

fresh MoU.

Ms. Meena Raghunathan Mr. A. K Joshi

Director EVP and COO (EMR&BG)

Authorized Signatory Authorized Signatory

GMR Varalakshmi Foundation Voltas Ltd.


ANNEXURE IV

COURSE SYLLABUS

Refrigeration and Air Condition course curriculum flow

GMR Varalakshmi Centre for Empowerment and Livelihoods

COURSE : Basic Refrigeration and Air-conditioning DURATION IN HOURS : 432 hrs DURATION : 3 Months Theory Hours : 148 hrs Practical Hours : 284 hrs

Day Theory Hours Practicals Hours

1.- Induction(Document Submission, Registration, Counseling) = Day 1 - 6 Hours

2 Important of Safety and General

Precautions, Thermodynamics,

Atmospheric Pressure, gauge

pressure, vacuum pressure,

Absolute pressure, Temperature

- Fahrenheit and Centigrade

2

Important of Safety and General Precautions, Thermodynamics,

Atmospheric Pressure, gauge pressure, vacuum pressure, Absolute

pressure, Temperature - Fahrenheit and Centigrade

4

3 Heat - Latent heat, Sensible heat,

Enthalpy change of state,

specific heats of foods, Pressure

temp relationship, gas law -

Charles’s law and boil's law

2

Heat - Latent heat, Sensible heat, Enthalpy change of state, specific

heats of foods, Pressure temp relationship, gas law - Charles’s law

and boil's law

4

4 General Tools 2 General Tools 4

5 Refrigeration tools 2 Refrigeration tools 4

6 Use of Pressure temperature

chart and other conversion

formula, Basic Electricity - Series

and parallel, Ohm's law, Voltage,

Current, Power factor,

2

Use of Pressure temperature chart and other conversion formula,

Basic Electricity - Series and parallel, Ohm's law, Voltage, Current,

Power factor, Conductor, Insulator

4


Conductor, Insulator

7 Use of Measuring instruments,

Electric Circuits, Single Phase and

Three Phase switch Board wiring

1 Use of Measuring instruments, Electric Circuits, Single Phase and

Three Phase switch Board wiring 5

8 Electrical Motors, Identification

of Various Electric Motors 2 Electrical Motors, Identification of Various Electric Motors 4

9 Test of Open & Short Circuit of

Motors 2 Test of Open & Short Circuit of Motors 4

10 Fundamentals, History of

Applications of A/C &

Refrigeration

Refrigerant Properties R- 22,

Refrigerant Properties 134 a,

Handling of Refrigerant Cylinder

and Safety methods

2

Fundamentals, History of Applications of A/C & Refrigeration

Refrigerant Properties R- 22,

Refrigerant Properties 134 a, Handling of Refrigerant Cylinder and

Safety methods

4

11 Refrigeration System and Its

Components, Refrigeration Cycle 2 Refrigeration System and Its Components, Refrigeration Cycle 4

12 Various factors in Refrigeration

cycle and ton of refrigeration,

transmission with sketches

vapor compression cycle, Mixing

of Air System Conventional Air

Distribution, Types of

Compressors, reciprocating

compressor - 3 phase motor

connection

2

Various factors in Refrigeration cycle and ton of refrigeration,

transmission with sketches vapor compression cycle, Mixing of Air

System Conventional Air Distribution, Types of Compressors,

reciprocating compressor - 3 phase motor connection

4

13 Types of Compressors

reciprocating compressor - 3

phase motor connection

2 Types of Compressors reciprocating compressor - 3 phase motor

connection 4

14 Vapour Compression

Refrigeration Cycle 2 Vapour Compression Refrigeration Cycle 4

15 Revision 2 Revision 4

16 Exploded View of Compressor

5H/5F Sealed Compressor 2 Exploded View of Compressor 5H/5F Sealed Compressor 4

17 Sealed and Semi Sealed 2 Sealed and Semi Sealed Compressor, 4


Compressor,

Rotary Compressor, Screw

Compressor

Rotary Compressor, Screw Compressor

18 Semi Sealed, Operation of Semi

Sealed 3 Phase compression in

package unit

2 Semi Sealed, Operation of Semi Sealed 3 Phase compression in

package unit 4


20 Assessment (Theory) 2 Assessment (Practical) 4

21 Scroll Compressor, Charging

method, effect on overcharging 2 Scroll Compressor, Charging method, effect on overcharging 4

22 Air Coolers, Fans, Wiring Circuits 2 Air Coolers, Fans, Wiring Circuits 4

23 Centrifugal Compressor, Package

unit -Electrical - Maintenance

and Services

2 Centrifugal Compressor, Package unit -Electrical - Maintenance and

Services 4

24 Demo Package Unit Working

method, Pressure, Temperature

reading, Air Cooled Condenser

2 Demo Package Unit Working method, Pressure, Temperature

reading, Air Cooled Condenser 4

25 Water Cooled Condenser,

Natural Draft, Force Draft

Cooling Tower and Induced draft

Cooling Tower

4 Water Cooled Condenser, Natural Draft, Force Draft Cooling Tower

and Induced draft Cooling Tower 2

26 DX System and Chilled water

system 2 DX System and Chilled water system 4

27 Evaporators - Natural

Convection 2 Cutting and Flaring 4

28 Evaporators - Forced Convection 2 Swaging and Bragging 4

29 Chillers 2 Check the Compressor with the help of test lamp and Multi meter 4


31 Expansion Device - Capillary

tube, Automatic expansion

valve, Thermostatic Expansion

Valve and Float Valve

2 Expansion Device - Capillary tube, Automatic expansion valve,

Thermostatic Expansion Valve and Float Valve 4


32 Handling of Gases, How to

choose A/C by BTU Method,

Handling of Gauges, Electrical

Components used in Window

A/C Unit

2 Handling of Gases, How to choose A/C by BTU Method, Handling of

Gauges, Electrical Components used in Window A/C Unit 4

33 Electrical Components used in

Split A/C Unit 2 Electrical Components used in Split A/C Unit 4

34 Electrical Motors, used in

Window & Split A/C 2 Electrical Motors, used in Window & Split A/C 4

35 Testing Electrical Components

used in Air Conditions (Really

T/S, Time, S/C, R/C

2 Testing Electrical Components used in Air Conditions (Really T/S,

Time, S/C, R/C 4

36 OLP, F/C, Fan/Blower motor

checking compressor winding 2 OLP, F/C, Fan/Blower motor checking compressor winding 4

37 Different wiring circuit in A/C

Units (Window) 2 Different wiring circuit in A/C Units (Window) 4

38 Different wiring circuit in A/C

Units (Window & Split) A/C Unit

Wiring - PSC, CSR with and

without remote

2 Different wiring circuit in A/C Units (Window & Split) A/C Unit

Wiring - PSC, CSR with and without remote 4

39 Installation of window A/C 2 Installation of window A/C 4

40 Installation of Split A/C 2 Installation of Split A/C 4

41 Servicing Procedures - Recovery

of Gases, Flushing, Repairing,

leak testing

2 Servicing Procedures - Recovery of Gases, Flushing, Repairing, leak

testing 4

42 Vaccumising, Gas Charging and

Pinching 2 Vaccumising, Gas Charging and Pinching 4

43 Servicing of Window,

Dismantling and Assembling the

unit, replacing of components

2 Servicing of Window, Dismantling and Assembling the unit,

replacing of components 4

44 Gas Charging to the Window unit 2 Gas Charging to the Window unit 4


46 Servicing to Split A/C, replacing 2 Servicing to Split A/C, replacing the Components and Gas Charging 4


the Components and Gas

Charging

47 Performance testing (Cleaning

Procedure, Fan Motor,

Condenser Problem, Trouble

Shooting of Window A/C

2 Performance testing (Cleaning Procedure, Fan Motor, Condenser

Problem, Trouble Shooting of Window A/C 4

48 Trouble Shooting of Window A/c 2 Trouble Shooting of Window A/c 4

49 Trouble Shooting of Window A/c 2 Trouble Shooting of Window A/c 4

50 Important tips to find out quick

trouble shooting chart for

package A/C

2 Important tips to find out quick trouble shooting chart for package

A/C 4

51 Important tips to find out quick

trouble shooting chart for

package A/C

2 Important tips to find out quick trouble shooting chart for package

A/C 4

52 Deep-freezer introduction,

Deforest System, Different

Wiring Systems in Refrigerator

and Deep- freezer

2 Deep-freezer introduction, Deforest System, Different Wiring

Systems in Refrigerator and Deep- freezer 4

53 Different wiring system in

Refrigerator and Deep- freezer.

Installation of Refrigerator

2 Different wiring system in Refrigerator and Deep- freezer.

Installation of Refrigerator 4

54 Service - Replacement of

Components, Flush,

Vaccumization, Gas Charging,

Performance Testing

2 Service - Replacement of Components, Flush, Vaccumization, Gas

Charging, Performance Testing 4

55 Trouble Shooting - Fault finding

in Refrigerator and Deep Freezer 2 Trouble Shooting - Fault finding in Refrigerator and Deep Freezer 4

56 Electrical Components in Water

Cooler and Bottle Cooler and fan

motors, Water Cooler Wiring

diagram

2 Electrical Components in Water Cooler and Bottle Cooler and fan

motors, Water Cooler Wiring diagram 4

57 Installation of Bottel and Water

Coolers 2 Installation of Bottel and Water Coolers 4

58 Service/Repair of water cooler

components replacements, unit 2 Service/Repair of water cooler components replacements, unit 4


repairing, gas charging repairing, gas charging


components replacements, unit

repairing, gas charging

2 Service/Repair of water cooler components replacements, unit

repairing, gas charging 4


components replacements, unit

repairing, gas charging

2 Service/Repair of water cooler components replacements, unit

repairing, gas charging 4

61 Introduction - AC Plant,

Identification AC Components -

Switch, Starter, LP/HP cut out,

Solenoid Valve, Antifreeze

Thermostat

2 Introduction - AC Plant, Identification AC Components - Switch,

Starter, LP/HP cut out, Solenoid Valve, Antifreeze Thermostat 4

62 Introduction - AC Plant,

Identification AC Components -

Switch, Starter, LP/HP cut out,

Solenoid Valve, Antifreeze

Thermostat

2 Introduction - AC Plant, Identification AC Components - Switch,

Starter, LP/HP cut out, Solenoid Valve, Antifreeze Thermostat 4

63 Plant Servicing - Condenser and

Evaporator Cleaning,

Assembling, Evacuation and gas

Charging

2 Plant Servicing - Condenser and Evaporator Cleaning, Assembling,

Evacuation and gas Charging 4

64 Plant Servicing - Condenser and

Evaporator Cleaning,

Assembling, Evacuation and gas

Charging

2 Plant Servicing - Condenser and Evaporator Cleaning, Assembling,

Evacuation and gas Charging 4


66 Service Procedure - Gas Pump

down procedure, service of AC

Plant, Cooling Tower

Maintenance and Cleaning

2 Service Procedure - Gas Pump down procedure, service of AC

Plant, Cooling Tower Maintenance and Cleaning 4

67 Service Procedure - Gas Pump

down procedure, service of AC

Plant, Cooling Tower

Maintenance and Cleaning

2 Service Procedure - Gas Pump down procedure, service of AC

Plant, Cooling Tower Maintenance and Cleaning 4

68 Psychometric chart - DBT, WBT,

DPT, relative humidity, Specific 2 Psychometric chart - DBT, WBT, DPT, relative humidity, Specific

humidity, Enthalpy, using psychometric chart, Demo in test lab, 4


humidity, Enthalpy, using

psychometric chart, Demo in test

lab, how to take DBT/WBT/RH

how to take DBT/WBT/RH

69 Trouble shooting of Central A/C

Plant 2 Trouble shooting of Central A/C Plant 4

70 Ducting - Square, Round and

Rectangle 2 Ducting - Square, Round and Rectangle 4


72 Final Assessment (Theory) 3 Final Assessment (Practical) 3


ANNN V

Tools & Equipment – RAC Course

Sl. No Name of the item required as per the syllabus Quantity required as per syllabus

GENERAL TOOLS REQUIRED for 20 trainees

1 File 200 mm

5 Nos

2 Hammer 200 gm

5 Nos

3 screw driver 200 mm

5 Nos

4 Combination pliers 200 mm

5 Nos

5 Line tester 240 v

5 Nos

6 Soldering Iron 100 w

5 Nos

7 Bench vice 150 mm

5 Nos

8 Hack saw 300 mm

5 Nos

9 Pipe wrench 250 mm

5 Nos

10 Snip 200 mm

5 Nos

11 Tube cutter 4 -12 m m

5 Nos

12 Tube Bender

1 Nos

13 Swidzing tool

2 set

14 Pinching tool

5 Nos

15 Flaring tool

5 Nos

16 Gauge manifold set

2 Nos

17 Compound gauge

2 Nos

18 Pressure Gauge

2 Nos

19 Volt meter

5 Nos

20 Ammeter

2 Nos

21 Multi meter 2 NOs

2 Nos

22 Tong tester

2 Nos

23 Halide torch

1 No

24 Thermometer

2 Nos

25 Double end spanner set

2 Nos

26 Ring spanner set

2 Nos

27 Box spanner set

1 Nos

28 Adjustable spanner

5 Nos

29 Nitrogen Cylinder 1 No

30 Gas Cylinder 2 Nos

31 Vacuum Pump 1 no

32 Gas Welding Machine 1 No

33 Brazing Kit 2 Nos

34 Grinding Machine 1 No

35 Drilling Machine 1 No

36 Sling psychomotor 1 No

37 Work Bench 1 No

38 Window A/C 1 No

39 Split A/c 1 No


ANN VI

SOP on Engaging Services to teach vocational courses at CEL

Background

Vocational training has been taken up as major activity at GMRVF to provide skill training and

to increase employability among underprivileged youth. Initially, the vocational training

initiatives focused mostly on self-employment and helped create local entrepreneurs like a

village electrician or a village tailor or photographer, etc. But to tap other opportunities various

market-relevant courses such as electrical, refrigeration and air-conditioning, automobile etc. are

offered for the dropout youth. Separate courses for girls like Data Entry, Industrial Tailoring,

Home Nursing, Beautician etc. are offered. Apart from the technical training, Spoken English

and Soft Skills are a part of all training programs, to enhance employability.

Objective

The objective of this SOP is to have a systematic and planned process, not only to get the skilled

and efficient human resourcesto teach the vocational courses at GMRVF Centre for

Empowerment and Livelihoods across locations, but also to lay down the terms and conditions

that will be applicable to avail their services.

Procedure and System

1. Types of courses

The courses could be of the following category:

a) Exclusively started by GMRVF

b) Started by entering into partnerships with other organizations

These could be technical courses, soft skills or spoken English.

2. Identification of appropriate resource to teach the course

Once a vocational course has been identified, appropriate resource is to be identified to teach

the course.

The need to engage the resource may arise due to:


a) New course identified

b) End of present vendor contractual agreement

c) Replacement due to resignation or termination

d) Increase in the batch size requiring additional resource

The concerned location head may identify the resource to teach the course.

3. Sourcing of profiles

The profiles can be sourced locally, through internal contacts or through advertisement in a

local newspaper.

4. Interview

The identified candidates can be interviewed by the location head and also some

representative from the project company

5. Engaging the Resource

In case the course being run is as per AOP, the resource can be identified by the Location

Head and engaged in consultation with Director-Community Services.

In case a new course is being identified in the middle of the financial year, the same needs to

be discussed with the concerned in the Project / Business and with DCS. After proper

justification, a special approval is to be taken from the concerned Business to include the

expenses towards the course in the AOP, after which the engagement process can be taken

up.

6. Approval to enter into a Contractual Vendor Agreement

After the resource is identified, the location head writes to Director-Community Services to

approve entering into the Contractual Agreement with the concerned to utilize their services

for teaching vocational course for a specified period.

7. Background Verification (BGV)


Before issue of contractual vendor agreement, proper background verification, including

educational qualifications, experience, present address and criminal record, is to be done in

coordination with the project company.

8. BGV Report

Only if the BGV report Green the services are to be engaged. Incase the report is Orange or

Red the engagement of services will not take place.

9. Issue of Contractual Vendor Agreement

For the vocational training centres in DIAL and GHIAL, the contractual agreements are to be

issued by the concerned Finance Department. Location head should coordinate with Project

Finance team to get the contractual vendor agreements released. For other locations, the

agreements shall be issued by the HR Department.

10. Terms of the Contractual Vendor Agreement

Some of the important terms and conditions of the contractual vendor agreement are:

Period of Contact: It shall be as per the requirement of the course being run. In no

case, the period shall exceed one year. In case of continuity of the course, a new

contract is to be issued.

Reporting: The faculty shall report to the concerned location head or any other

official as felt appropriate by the location head

Attendance: The faculty shall mark their attendance on a daily basis. The

attendance may be recorded either by signing in a register or any other mode as

identified at a specific location.

Leave: The leave shall accrue at the rate of two working days for every completed

month of service as per the contractual agreement.

The leave shall be credited during the period of the contractual agreement in

two installments wherever the agreement is for more than six months.

For contracts less than six months, the leave shall be credited at the rate of two

days a month for the duration of the agreement.

The leave can be availed during the period of the agreement only.

Any leave that is not availed will lapse at the end of the contractual agreement

and there shall be no refund whatsoever against the unutilized leave.


At any point in time, leave shall not be granted at a stretch for more than 4

days, excluding intervening holidays.

The leave shall be availed only upon the approval of the location head

Code of Conduct: The faculty shall follow all the rules and code of conduct as

applicable and issued along with the vendor contractual agreement

Termination of the agreement: The vendor contractual agreement can be

terminated by giving one month notice, in writing, or by giving one month service

charges, by either party. However, no service charges will be paid for termination of

services on the grounds of dishonesty and/or misconduct.

Responsibility

Location heads: To identify the vocational course, source profiles, schedule interviews and

engage the services as per AOP provision or obtain special approval, wherever necessary. To

coordinate with the project finance to get the vendor contractual agreements released.

Manager HR: To coordinate BGV,report is obtained, release contractual agreements in

consultation with location head. To get the attendance record every month from the location

head and coordinate with GMRVF Finance and Accounts for release of monthly fee.

Finance & Accounts: To obtain acknowledged copy of the agreements and to release the

payment every month as certified by HR.

Director-CS: To ensure that the selection and issuance of agreement is in line with company

rules and regulations.

Accountability

Location heads: Whether the services are engaged as per AOP provision or special approval.

For getting the monthly fee released on time

Manager HR: BGV, release of contractual agreements as per timeline, for getting the monthly

fee released on time

Finance & Accounts: To obtain acknowledged copy of the agreements and other statutory

requirements (PAN details, address details, etc.) and to release the payment every month as

certified by HR.


Audit Responsibility

Location Head, Manager HR, Finance & Accounts and Director-CS

Developed by: Sushma Bhalkikar, Manager –HR

Approved by: Meena Raghunathan, Director – Community Services

Effective date: November 1, 2014


ANN VII

GMR Varalakshmi Centre for Empowerment and Livelihoods:

Shamshabad

Entrance Examination Paper

Name: Time:

Village: Contact phone Number:

Answer the following multiple choice questions

1. Who is the Chief Minister of Andhra Pradesh?

a. Nara Chandrababu Naidu b. Y.S. Raja Shekar Reddy

c. No one at present d. Chiranjeevi

2. Who is the Collector of Ranga Reddy District?

a. Naveen Mittal b. Viyaya kumar

c. M. Dhana kishore d. Jayesh Ranjan

3. Which city has a sea shore?

a. Vijayawada b. Vishakapatnam

c. Nizamabad d. Warangal

4. What is the formal name of Shamshabad International Airport?

a) Indira Gandhi International Airport b). Rajiv Gandhi Int Airport

d). PVN Rao International Airport e). Arjun Singh International Airport

5. Who is Prime Minister of India?

a) V.P Singh b). Deve gouda

c) Manmohan Singh d). Sonia Gandhi

Fill in the blanks with suitable words 6. How many days are there in a Leap year………………………… 7. ……… minutes for one day 8. Who is our Central Tourism Minister …………………………………… 9. If ABCD….= 1234…. Then what is the HFEG=………………………. 10. Expand GMRVCEL ? 11. Who is President of India?


12. How many districts are there in Andhra Pradesh? 13. Shamshabad madal is situated in which district? 14. Who is our Lokh Sabha Speaker? 15. Expand WHO? Do the following Additions 16. 6338 17). 7332 5319 5347 ---- ----------- ------------- --------------- ------------- Do the following Subtractions 18). 6985 19). 8762 4897 4878 ---------- ----------- ------------ ------------ Do the following Multiplications 20). 6495 X 29 21). 3958 X 24 -------------------- ----------------------

22). From following numbers find which one is the least one: ¼; 3/2; 3/8; 11/64

23). 9999 – 5555 + 4242 = ………………………………. Do the following division

24). 8) 512 ( 25). 3) 993 ( 25). 15+324+999+2+6666= ………………………….. 26). (25+35)X 12=?....................... Write the correct answers in two sentences 27). When should we wash hands in our daily activities? 28). When should we brush the teeth? 29). Ramu got 553 marks out of 600. What is the percentage of marks Ramu got? 30). You bought the following the items from kirana shop.


1. Rice 2.5 kg, 2. Oil 650 ml, Sugar 250 grams. Prices are as follows, Rice 1 kg Rs. 15.50, Oil 1 ltr Rs. 47.00, Sugar 1 kg Rs. 11.30. How much you are supposed to pay the Kirana shop? 31) Find the daily Schedule of Ramu based on the wall Clocks (I THINK IT HAS BEEN DECIDED TO REDUCE THIS QUES) At what time Ramu wakes up? At what time he goes to school? Ans:……………………………………. Ans:………………………………………….. At What time Ramu returns from the School? At what time he reaches the house? Ans: ………………………………………………. Ans: ………………………………………………. 32). Based on the above wall clock how much time he has taken to reach the house? 33). What might be the reason for taking more time while he is going to the school than coming to house a). b). 34) At what time Ramu is playing daily? At what time he returns from playing? Ans: Ans: a) b). At what time Ramu’s reading starts? At what Ramu sleeps daily? Ans: Ans: 35). How many hours Ramu is spending on different activities like reading, sleeping, going to school, playing etc.? 36). How much time is left between study time and sleeping time?

Read the above paragraph on AIDS. Then try to answer the following questions:

37). Expand HIV?


38). When AIDS was found? VIRUS? 39). AIDS was found in which country? NOT CLEAR 40). Causes for AIDS? NOT CLEAR 41). HIV reduces the …………………………………………. 42). What one has to do for making the AIDS patient live like common person? NOT CLEAR 43). What programme has AP Govt. has instituted against AIDS?


ANNEXURE VIII

Sample Assessment - Theory

GMR Varalakshmi Centre for Empowerment and Livelihoods

Shamshabad, Hyderabad.

Time: 120 mints Marks : 50 Name of the Trainee : Date :

I choose the best Answers in the given brackets each 1 M

1. To protect eyes while welding, we use: [ ]

(a) (b) (c) (d) None of the

above

2. Double ended spanner is used to. [ ]

(a) To loose or tight the screw

(b) To loose or tight the bolt and nut

(c) To loose or tight Ellen screws

(d) None of the above

3. Pinch –off tool. [ ]

(e) It is used to cut the copper tube.

(f) It is used to bend the copper tube.

(g) It is used to pinch-off cobber tube.

(h) It is used to join the tube

4. The Pressure above the atmospheric pressure is called. [ ]

(a) Absolute pressure (b) vacuum pressure

R & AC – Assessment - I


(c) Gauge pressure (d) none of the above

5. Sensible heat [ ]

(i) Temperature is measured without changing the phase

(j) Temperate is not measured while changing phase

(k) Temperature is not measured without changing phase

(l) Temperature is measured while changing phase

6. Ohm’s law [ ]

(a) I = V/R (b) V=1/R (c) V =I/R (d) I= VXR,

7. Volt meter is used to measure. [ ]

(a) Current (b) power (c) Resistance (d) Voltage

8. Function of the Motor is. [ ]

(a) Convert from electrical energy to mechanical energy

(b) Convert from mechanical energy to electrical energy

(c) Convert from heat energy to mechanical energy

(d) Convert from chemical energy to mechanical energy

9. Refrigeration [ ]

(a) To maintain higher temperature than surrounding

(b) To maintain lower temperature than surrounding

(c) To remove moisture.

(d) None of the above.

10. Hermetically sealed reciprocating compressor is used in [ ]

(a) (b)


(c) (d) (e) All the above

II. Match the following 1X10 = 10 Marks

(1) Helmet (a)To measure current, voltage resistance

(2) Drill Machine (b) Roller and Cylinder

(3) Hammer (c) Measure Temperature

(4) Digital Thermometer (d) Sensible Heat + Latent Heat

(5) Heat (e) To Protect Head

(6) Gas Law = ? (f) Making Holes

(7) Enthalpy (g)

(8) Multimeter (h) 746 Watts

(9) One Horse Power = ? (i) Kilo Calorie


(10) Rotary Compressor (j) Beating Metal/Hammering

Purposes

III. Fill in the blanks 10x1=10 M

1) Absolute pressure is equal to _____________ + _____________.

2) Conversion from centigrade to Fahrenheit F=1.8 __________ + __________.

3) In Boy’s law, _______________is constant.

4) Wire stripper is used to remove _______________.

5) Gauge manifold is combination of ____________ and ____________.

6) Unit of Current is ________________.

7) Standing pressure of R-22 is _____________PSIG

8) In the condenser, the refrigerant is changing the phase from _________ to ________.

9) One ton of Refrigeration is _____________ BTU / hr.

10) Heat is transferring from higher temperature to lower temperature but heat can also flow from

higher temperature to lower temperature with the help of _______________ energy.

III. Descriptive Questions 2X10 = 20 Marks

1) Identify the Parts of Hermetically sealed Reciprocating Compressor and Describe Reciprocating

Compressor.


2. Identify the parts and describe Vapour Compression Refrigeration Cycle.


REFRIGERATION & AIR CONDITIONING

Practical Test or Competence Achievement Record - I

Candidate Name: _________________________________________

Date: ________________

Practical competencies Standard evaluated

(√) Date Examiner Trainer GMRVF

Staff

1.1 Select and use protective clothing and safety equipment for specific tasks: a. Electrical Shock b. Head Injury c. Chemical burn

1.2 Show use for following first and material a. Cotton & Spirit b. Cotton Roll c. Burnol

1.3 Identify the Testing tools

1.4 Volt meter - Taking Volt meter and reading & make connections

1.5 Identify Amp's meter and making connections

1.6 Identify Pressure gauge and take readings

1.7 Identify Vacuums gauge and take reading

1.8 Identify Thermo meter and take readings


1.9 Give wiring for a Flourescent lamp

2.0 Giving wiring for test lamp board using Volt meter, Amp's meter & Bulb holder, Two pin sockets, Switch pipe in socket and switch 15 Amp's socket and switch.

2.1 Give Wiring for air cooler with connections to fan motor, pump motor, Rotor Switch auto swing motors.

2.2 Give connection for a Pedestal fan using regulator capacitors.


ANN IX

PUT GMRVF alone Certificate


ANN X

Student Feedback Form

Date of Feedback/Interview

Name of Student: Name of the course/Batch No.:

Period of Training: Whether you were Day Scholar/Hosteller:

Instruction:- Circle the appropriate answer using the key given below:

A- Excellent B –Good C- Average D- Poor Or Yes/No

A. Facilities Response Suggestion/Co

mment

I) Dormitory

Feedback on Bed/Mattresses/Pillow/Bed Sheet cleanliness and maintenance A/B/C/D

How were other facilities at dormitories like light, fan, water etc. A/B/C/D

How you will rate the cleanliness in toilet and dormitories? A/B/C/D

II) Food

How was the quality of food? A/B/C/D

Was it sufficient for you? Yes/No

Whether food served in time or not? Yes/NO

III) Cafeteria

How you find the cleanliness and hygiene in kitchen and dining area? A/B/C/D

How was the behavior of catering staff? A/B/C/D

IV) Recreational

What kind of sport and recreational facilities you had at GMRVF? A/B/C/D

V) Library


How was the library A/B/C/D

Does it have enough learning and study material? A/B/C/D

B. Technical

I) Course Material

Did you get course material in time? Yes/No

Was the study/Course material adequate as per the course content? Yes/No

Was the language of the study material easy to comprehend? Yes/No

II) Classroom

How will you rate the ventilation and comfort level in classroom? A/B/C/D

How was the classroom sitting arrangement? A/B/C/D

III) Faculty

Does the instructor have the knowledge of Subject Matter? A/B/C/D

Was the instructor has right attitude to understand the level of student? A/B/C/D

How will you rate the methodology used in the class? A/B/C/D

Did he/she give special attention as per the need? A/B/C/D

IV) Practical

Do you think Practical was given enough time to support theory? A/B/C/D

How were the Quality of Training equipments? A/B/C/D

Was the training equipments enough for all? Yes/No

V) Assessment/Evaluation Process

Did the fortnightly and monthly assessment help you to improve your

performance?

Yes/No

If yes, how?


Did you get extra support from faculty to improve your performance? Yes/No

C. Soft Skill

1. Personality Development

I) Faculty

How was the knowledge and skills of the faculty A/B/C/D

How was the instructor’s voice clarity and confidence? A/B/C/D

II) Methodology

How were the PD sessions? A/B/C/D

Were they participatory and activity based? A/B/C/D

What changes these sessions bought in your personality (List down all the

responses)

A/B/C/D

2. Spoken English

I) Faculty

How was the knowledge and skills of the faculty A/B/C/D

How was the instructor’s voice clarity and confidence? A/B/C/D

Was the instructor aware of the student’s level of understanding? A/B/C/D

II) Methodology

How you will rate the Spoken English classes? A/B/C/D

Did these help to enhance your English level? A/B/C/D

Does special attention given as per the need? A/B/C/D

D. Interview Preparedness

How you will rate the interview preparedness? A/B/C/D

How is the placement assistance? A/B/C/D


Were you been given enough orientation about the interview? Yes/No

Do you feel confident about facing interview? Yes/No

E. Support Staff (Warden & Admin.)

Were they approachable and extended support when needed? A/B/C/D

Were they having accommodative and supportive attitude? A/B/C/D

F. Committee

I) Grievance Redressal Committee

Have you complaint against any person (Faculty, trainees, staff)/ anything

related to physical facilities (light, fan) or anything else?

Yes/No

If yes, let us know the issue and to whom you have reported?

Are you aware about the action taken against your compliant? Yes/No

Are you satisfied with that action? A/B/C/D

II) Disciplinary Committee

Do you know about the committee and have you reported any incidence to

disciplinary committee?

Yes/No

Are you satisfied with the actions taken by Disciplinary committee? A/B/C/D

III) Food Committee

Are you aware about the role and responsibilities of F.C.? Yes/No

Are you satisfied with their performance? A/B/C/D

IV) Counseling

Are you aware about the counseling committee? Yes/NO

Have you taken services? Yes/NO

If yes, are you satisfied with the counseling done? A/B/C/D

V) Hostel Committee


Do you have weekly hostel meetings? Yes/No

Are they effective? A/B/C/D

VI) Health Committee

Did you get medical assistance in time of need? Yes/No

Are you satisfied with that? A/B/C/D

Would you recommend your friends or relatives for the course at GMRVF?

Suggestion for area of improvement:

Student’s Signature


ANN XI

R E S U M E

P. SRILATHA Mobile: 91+ 9399985570 CAREER OBJECTIVE: To pursue a challenging and responsible position in a reputed organization where in my technical skill education will contribute for the success of the organization. EDUCATIONAL PROFILE: Academic : SSC Passed (Spring field high school)

: Intermediate – Passed (Vani Jr. College)

: B. Com from P.G.R.R Centre for Distance Education Osmania University

Technical : Certification course in Beauty Culture.

: Computer Basics

Language Fluency : Telugu, Hindi & English

Hobbies : Watching T.V.,

PERSONAL PROFILE:

Name : P. Srilatha

Father’s Name : P. Yadaiah

Date of Birth : 11th, May 1986

Gender : Female

Marital Status : Unmarried

Passport

Size

Photo


Permanent Address : P. Srilatha Q. No. –B, Type – II, D.R.R. New Quarters N.A.A.R.M Campus, Rajendra Nagar, Hyderabad – 500030. DECLARATION:

In view of the above I request you to be kind to gives opportunity to serve your esteemed organization in the capacity mentioned above for which act of kindness. I shall be very thankful to you. I hereby declare that the above and furnished information is true and correct to the best of my knowledge. Date :

(P. Srilatha)

ITDP (Individual Trainee Development Plan)

Name of the Student-______________________________________ Course-

_____________________________

Date- ____________________

Assessment- First/Second/Third

S.

No

Dimensions Rating Remarks

I Time Management

A Regular

B Punctuality

C Meeting Deadlines

II Interpersonal Skills

A Team Work

B External People from the Industry

C Sensitivity


III Communication

A Listening

B Participation

C Speaking

D Contents

E Body Language

IV Maturity

A Decision Making

B Focus

C Understanding the Job market

D Handling Responsibility

E Reporting

V Leadership Skills

A Initiative

B Managing a team when group

work needs to be done

C Resourceful- Ensures that the

work gets done

D Creative- giving new ideas and

perspectives

E Able to cope when under stress

and disharmony

VI Personality


A Etiquette

B Confidence

C Grooming

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