CHAPTER -1

1.1 INTRODUCTION

Skill Assessment is the system followed in many of the companies to assess the
skill level of the employees. This system is usually followed for the purpose of
performance appraisal. The appraisal can be of any form like, hike in the salary,
promotion, etc. Skill Assessment test are the test designed to help the employers
to evaluate the skills of their job candidates and employees. This test helps
company to ensure that their job candidates, as well as their current employees
have the required skills to successfully perform their job.

Skill Assessment test are most commonly used in the hiring process. Many
employers ask their applicants to take skill assessment test in order to narrow
down their list of candidates who will be invited to a job interview. High quality
skill assessment tests are the only completely Standardised, Formal and
Scientific method for evaluating the skills of employees and job candidates.

By definition, Skill Assessment tests have to yield a clear score, rating,

description and a category. This is why these tests are able to more objectively
define, measure and evaluate candidates and employee’s skills and abilities.
Besides, Comparing with the skill assessment methods, skill assessment test
have many additional benefits. For example, when using other methods, you can
only hear what candidates themselves or some other people say about their
skills.

Competence assessment is a process in which evidence is gathered by the

assessor and evaluated against agreed criteria in order to make a judgement of
competence. Skill assessment is the comparison of actual performance of a skill
with the specified standard for performance of that skill under the circumstances
specified by the standard, and evaluation of whether the performance meets or
exceed the requirements. Assessment of a skill should comply with the four
principles of validity, reliability, fairness and flexibility.

Formative assessment provides feedback for remedial work and coaching, while
summative assessment checks whether the competence has been achieved at the
end of training. Assessment of combinations of skills and their foundational
knowledge may provide greater efficiency, and in some cases competence in
one skill my imply competence in other skills. The thoroughness rewired of
assessment may depend on the consequences of occasional poor performance.

Although skill assessment test are around for decades in the last few years the
percentage of employers who use them has grown enormously. Today, 82% of
companies use some form of pre-employment tests, according to the recent
Talent Board’s Candidate Experience Research report. This is due to the
scientific and technological advancement of skill assessment tools. Today these
tools are more affordable than ever, which is very convenient for employers.
Another reason why so many employers use skill assessment tests these days is
because they guarantee a great candidate experience. Candidate can access and
solve these skill assessment tests online from their own living room, at that time
that suits them the best.

1.1.1 Reasons for using Skill Assessment:

Besides being the most reliable, objective and affordable method for assessing
job candidates, skill assessment test have many additional benefits. The Society
for Human Resources lists the following reasons why employers use skill
assessment tests.

 To hire new employees

 To evaluate current employees for different roles,
 To identify employees with high leadership potential
  To compare talent within an organization against industry or geographical
benchmarks
 To understand talent strengths and gaps
 To develop employees long-term value

When we consider the skill assessment system, some of the industries are
conducting the skill test like a oral test, some industries are conducting written
test, some of the industries are conducting online test to assess their employees.
Skill Assessment System followed in Equitas small finance bank to assess the
skill level of various employees like Managers, Supervisors and Operators.

This system is usually done to assess the skill level and also the performance
level of the employees. Appraisal is done in Equitas small finance bank as per
the skill levels of the employees.

Measurement of Skills
There are five measures of critical skills required for high levels of performance
in the first-line supervisor position.
These skills are:

 Information Gathering and Communication

 Analysing and Understanding Information
 Problem Solving
 Scheduling and Prioritizing
 Supervising and Managing People.


Employees who benefit

Skills management provides a structured approach to developing

individual and collective skills, and gives a common vocabulary for discussing
skills. As well as this general benefit, three groups of employees receive
specific benefits from skills management.

Individual employees

As a result of skills management, employees should be aware of the skills

their job requires, and any skills gaps that they have. Depending on their
employer, it may also result in a personal development plan (PDP) of training to
bridge some or all of those skills gaps over a given period.

Line managers

Skills management enables managers to know the skill strengths and

weaknesses of employees reporting to them. It can also enable them to search
for employees with particular skill sets (e.g., to fill a role on a particular job.)

Organization executives

A rolled-up view of skills and skills gaps across an organization can

enable its executives to see areas of skill strength and weakness. This enables
them to plan for the future against the current and future abilities of staff, as
well as to prioritize areas for skills development.

Assessing Employee Skills

Employee skill assessment is the process of determining the employee’s current

skills/knowledge/abilities or behaviors against the defined competencies for a
specific job.

Skill assessment is initially done when a job class “rolls – over” to a

banded class. Supervisors review individual employee assessments annually and
at the mid cycle along with the performance evaluation. Supervisors assess new
hires to determine salary and establish skill level. Supervisors/managers conduct
an assessment of each employee. These assessments are reviewed by
management and by HR.Assessing employee skills can help you determine if
 your employees are in the roles best suited for them, and if any of them are
ready to be promoted, or instead should be transferred to another department or
position. Your employees will also benefit from an employee skill assessment,
because they can use it as a learning tool to discover more about their strengths,
weaknesses and goals.

1.1.2 Benefits of Employee Skill Assessment:

 Ensure your current employees are in the best role for their skills.
 Identify employees who are ready to move up in the company.
 Determine which applicants are best suited to the position you're hiring
for.
 Help employees learn more about themselves, by sharing with them their
assessing employee skills list of results.
 Formalized testing can provide more accurate representation of individual
skill sets, allowing you to better match workers to projects or job
openings.
 Use skill assessment data to compare worker’s skills against each other,
in relation with a norm or in relation to a group.
 Review salaries against market data at roll over.
 Skill assessment can help you better to align training programs with
employee’s skill deficienciesIncrease morale of employees.

1.2 INDUSTRY PROFILE

A bank is a financial institution that creates credit by lending money to a

borrower, thereby creating a corresponding deposit on the bank's balance sheet.
Lending activities can be performed either directly or indirectly through capital
markets. Due to their importance in the financial system and influence on
national economies, banks are highly regulated in most countries. Most nations
have institutionalized a system known as fractional reserve banking under which
banks hold liquid assets equal to only a portion of their current liabilities. In
addition to other regulations intended to ensure liquidity, banks are generally
subject to minimum capital requirements based on an international set of capital
standards, known as the Basel Accords. Banking in its modern sense evolved in
the 14th century in the rich cities of Renaissance Italy but in many ways was a
continuation of ideas and concepts of credit and lending that had their roots in the
ancient world.

In the history of banking, a number of banking dynasties — notably, the

Medicis, the Fuggers, the Welsers, the Berenbergs and the Rothschilds — have
played a central role over many centuries. The oldest existingretail bank is
Monte deiPaschi di Siena, while the oldest existing merchant bank is Berenberg
Bank.

1.2.1 BANKING INDUSTRY IN INDIA

Banking in India in the modern sense originated in the last decades of the 18th
century. Among the first banks were the Bank of Hindustan, which was
established in 1770 and liquidated in 1829-32; and the General Bank of India,
established in 1786 but failed in 1791.

 The largest bank, and the oldest still in existence, is the State Bank of
India (S.B.I). It originated as the Bank of Calcutta in June 1806. In 1809,
it was renamed as the Bank of Bengal. This was one of the three banks
funded by a presidency government, the other two were the Bank of
Bombay and the Bank of Madras. The three banks were merged in 1921
to form the Imperial Bank of India, which upon India's independence,
became the State Bank of India in 1955. For many years the presidency
banks had acted as quasi-central banks, as did their successors, until the
Reserve Bank of India was established in 1935, under the Reserve Bank
of India Act, 1934
 In 1960, the State Banks of India was given control of eight state-
associated banks under the State Bank of India (Subsidiary Banks) Act,
1959. These are now called its associate banks.[5] In 1969 the government
nationalised 14 major private banks. In 1980, 6 more private banks were
nationalised. These nationalised banks are the majority of lenders in the
Indian economy. They dominate the banking sector because of their large
size and widespread networks. The Indian banking sector is broadly
classified into scheduled banks and non-scheduled banks. The scheduled
banks are those which are included under the 2nd Schedule of the
Reserve Bank of India Act, 1934. The scheduled banks are further
classified into: nationalised banks; State Bank of India and its associates;
Regional Rural Banks (RRBs); foreign banks; and other Indian private
sector banks. The term commercial banks refers to both scheduled and
non-scheduled commercial banks which are regulated under the Banking
Regulation Act, 1949.
 Generally banking in India is fairly mature in terms of supply, product
range and reach-even though reach in rural India and to the poor still
remains a challenge. The government has developed initiatives to address
this through the State Bank of India expanding its branch network and
through the National Bank for Agriculture and Rural Development with
facilities like microfinance.
The Indian banking sector is broadly classified into scheduled banks and non-
scheduled banks. All banks which are included in the Second Schedule to the
Reserve Bank of India Act, 1934 are Scheduled Banks. These banks comprise
Scheduled Commercial Banks and Scheduled Co-operative Banks. Scheduled
Co-operative Banks consist of Scheduled State Co-operative Banks and
Scheduled Urban Cooperative Banks. Scheduled Commercial Banks in India are
categorised into five different groups according to their ownership and/or nature
of operation:

 State Bank of India and its Associates

 Nationalised Banks
 Private Sector Banks
 Foreign Banks
 Regional Rural Banks.
Payment Bank

Payments bank is a new model of banks conceptualised by the Reserve Bank of

India (RBI). These banks can accept a restricted deposit, which is currently
limited to ₹1 lakh per customer.

These banks may not issue loans or credit cards, but may offer both current and
savings accounts. Payments banks may issue ATM and debit cards, and offer
net-banking and mobile-banking.

The banks will be licensed as payments banks under Section 22 of the Banking
Regulation Act, 1949, and will be registered as public limited company under
the Companies Act, 2013. There are six payments banks

1. Aditya Birla Idea Paymnts Bank Ltd.

2. Airtel Payments Banks Ltd.
3. Fino Payments Bank Ltd.
4. India Post Payments Bank Ltd.
5. Jio Payments Bank Ltd.
6. PayTm Payments Bank Ltd.
Small finance banks

To further the objective of financial inclusion, the RBI granted approval in 2016
to ten entities to set up small finance banks. Since then, all ten have received the
necessary licences

A small finance bank is a niche type of bank to cater to the needs of people who
traditionally have not used scheduled banks. Each of these banks is to open at
least 25% of its branches in areas that do not have any other bank branches
(unbanked regions).
There are ten small finance banks

1. AU Small Finance Bank Ltd.

2. Capital Small Finance Bank Ltd.
3. Equitas Small Finance Bank Ltd.
4. ESAF Small Finance Bank Ltd.
5. Fincare Small Finance Bank Ltd.
6. Jana Small Finance Bank Ltd.
7. North East Small Finance Bank Ltd.
8. Suryoday Small Finance Bank Ltd.

9.Ujjivan Small Finance Bank Ltd.

10.Utkarsh Small Finance Bank Ltd

1.3 COMPANY PROFILE

ORIGIN OF EQUITAS:

 Equitas a latin word- which translates into “Equitable” in English- being fair
and Transparent.
 Company incorporated in June 2007
 Started Micro finance operations in 2007
 Created an eco-system for our customers.
 Free medical camps and tie-ups with various hospitals to provide
free/concessional treatment to our customers.
 Team of trainers to provide skill training to our customers to enhance their
income earningpotential
 Chain of 22 retail stores to provide food security to our customers.
 Chain of 7 schools to provide holistic education for our customer’s children
 Diversified into used commercial Vehicle Finance, Loan Against property
and housing finance in 2011
 Introduced Micro SME loans ranging from 75k to 5 lakhs for eligible Micro
Finance Customers in 2013.

 Introduced Gold loans, two wheeler loans and freight Aggregation Business
in 2015
 Awarded an “in-Principle” license to operate as a small finance bank in 2015
by RBI.
Equitas Holdings Limited (‘the Company’) is a Non-Deposit Taking
Systemically Important - Core Investment Company – (CIS-ND-SI)
registered with The Reserve Bank of India. The activity of the company is to
making investment in subsidiary companies and providing loans to them. It
has no other operations.

The company has the following Wholly Owned Subsidiaries:

Equitas Small Finance Bank Limited, licensed under Section 22 of the

Banking Regulations Act, 1949 to carry on the business of Small Finance
Bank.

Equitas Technologies Private Limited (ETPL), a Company registered

under the Companies Act, 2013 engaged in the business of freight
aggregation. Equitas Technologies Private Limited is engaged in freight
facilitation business under the brand name of ‘Wowtruck’. The Company
provides a common platform for transporters and customers to connect
'online' and carry out transactions on real-time basis

Equitas Small Finance Bank Limited is a Small Finance Bank (SFB),

licensed by Reserve Bank of India under Section 22 of the Banking
Regulation Act, 1949 to carry on the business of Small Finance Bank.

The Bank commenced the business of SFB on September 5, 2016. It is the

first Private Sector Bank from Tamil Nadu to commence operations post
Indian Independence.ESFBL, with pan India operations, is focused on
providing financing solutions for

individuals and micro and small enterprises (MSEs) that are underserved
by formal financing channels while providing a comprehensive banking
and digital platform for all.
True to its tag line - “It’s Fun Banking”, the bank offers customized savings
products with a focus towards giving children, youth, families and
entrepreneurs across India, a new and a fun way to bank

The company offers saving accounts, such as basic and small, standard
saving, regular saving, value plus, wings savings, yellow army saving, and
selfie saving account; current account; loans comprising gold loan, home
loan, business loan, MSME loan, loan against property, commercial vehicle
finance, and micro finance; life, general, and health insurance; and
investment services.also provides locker, payment and merchants, and debit
and credit card services, as well as Internet banking services.The company
was formerly known as Equitas Micro Finance Limited and changed its
name to Equitas Small Finance Bank Limited in September 2016. The
company was incorporated in 1994 and is headquartered in Chennai, India.
Equitas Small Finance Bank Limited is a subsidiary of Equitas Holdings
Limited

Vision, Mission, Values:

Mission Statement

OBJECTIVES:

Supply of credit to small business units, small and marginal farmers, micro and
small industries and other unorganised sector entities, through high technology-
low cost operations.Our focus customer segment includes low income groups
and economically weaker individuals operating small businesses, as well as
MSEs with limited access to formal financing channels on account of their
informal, variable and cash-based income profile.

 Providing micro-housing and affordable-housing loans to self-employed

individuals who have limited access to loans from banks and larger housing
finance companies
 Working with a number of hospitals to organize medical awareness and
preventive healthcare programs.
 Operating several English-medium schools primarily for children from low-
income households.
 Conducting job fairs for candidates from economically weaker segments,
and organizing vocational skill development workshops.
 Chain of grocery stores that provide certain food staples.

Invisible Mission Statement:

Unlike other organizations, our Mission statement is not displayed anywhere in

the Head Office or in any of the branches. However it resides in the heart of
every employee of the Company. All our actions are benchmarked against the
Mission of the Organization and aligned constantly towards the same.

Value:

Equitas has been ranked within the top 100 companies in India as a Great Place
to Work for the past few years consistently. The company has adopted unique
HR practices such as :

 ESOP (Employee Stock Ownership Plan) for all employees at every level
enabling them to participate in the value creation of the company.
 Health insurance for all staff.
 Our implementation of these practices has made the workplace a Great Place
to Work for everyone.

List of branches-State wise

 Andhra Pradesh
 Chattisgarh
 Delhi
 Gujarat
 Haryana
 Karnataka
 Madhya Pradesh
 Maharashtra
 Pudhucherry

 Punjab
 Rajasthan
 Tamilnadu
 Uttar pradesh
Milestone of the company:

 2007-Incorporation of the Company.

 2008-The Company set up EDIT with the objective of furthering social
initiatives.
 2009-Investment in core banking solution by a license agreement with
Temenos Singapore Pte. Limited
 2010-Incorporation of Equitas Housing Finance Private Limited as a wholly
owned subsidiary of the Company.
 2011-Acquisition of the entire shareholding of V.A.P Finance Limited and
Singhivi on March 21, 2011 and July 7, 2011 respectively, which were
registered with the RBI as non-banking financial institutions.

 2012-Demerger of the micro finance business undertaking pursuant to the

order by the Madras High Court dated January 11, 2012 approving the
Demerger Scheme with effect from April 1, 2011. The name of the Company
was changed to Equitas Holdings Private Limited
Conversion of the Company into a public limited company and
change of name to Equitas Holdings Limited.
 2016-Equitas launches small finance bank
 2017- Equitas wins the time network award for Marketing
excellance in banking and financial services & insurance sectors.
 2018- Best Brand Campaign award in the BFSI category

1.4 NEED OF THE STUDY:

 The identification of individual weakness and strengths is required in

order to assign the suitable tasks to the employees.
 There is a need to understand how the workers react to the skill
assessment system and policies of the organization.
 The need of the organization to know what are the various requirements
and expectations of the workers and the various problems that workers
face in working place.
  It is the need of the organization to know what type of training program
to be offered to workers based on the skill assessment system.

1.5 OBJECTIVES OF THE STUDY

Primary Objective

To study the EFFECTIVENESS OF SKILL ASSESSMENT SYSTEM

in EQUITAS, Chennai.

Secondary Objectives

1. To determine level of the satisfaction of employees.

2. To identify the human potential based on skill assessment system.
3. To identify the increase in the performance, motivation level,
productivity and employee morale.
4. To Improve the Training and Development practices among employees.
5. To know the actual reward and awards given to the employees to improve
the skill.
6. To Know the Balance life of the employee during the technology
development.
7. To suggest the changes or improvements needed in the skill assessment
system or tools used in skill assessment system.
1.6 SCOPE OF THE STUDY:
1. Skill creates a feeling of confidence in the minds of workers of
EQUITAS. It gives a feeling of safety to them at the work-place.
2. Skill which serves and develops as valuable personal assets of employees
of EQUITAS. It remains permanently with the worker himself.
3. Skill helps in earning higher remuneration and monetary benefits to the
workers EQUITAS as their productivity are increased.
4. Skill develops adoptability among workers EQUITAS. They need not
worry about the changes in the work procedures and methods.
 5. It provides an overview of current and future skills required for the job. It
also provides coordination and consistence intelligence required to
understand current and future skills needed.
6. It supports skill developments for the employees of EQUITAS.
7. Filling identified skill gaps could be filled by appropriate training
programs.

CHAPTER 2

REVIEW OF LITERATURESkills can often be

divided into domain-general and domain-specific skills. For example, in the
domain of work, some general skills would include time management,
teamwork and leadership, self-motivation and others, whereas domain-specific
skills would be useful only for a certain job. Skill usually requires certain
environmental stimuli and situations to assess the level of skill being shown and
used.
The skills involved can be defined by the organization concerned, or by
third party institutions. They are usually defined in terms of a skills framework,
also known as a competency framework or skills matrix. This consists of a list
of skills, and a grading system, with a definition of what it means to be at
particular level for a given skill.

To be most useful, skills management needs to be conducted as an

ongoing process, with individuals assessing and updating their recorded skill
sets regularly.
 These updates should occur at least as frequently as employees' regular
line manager reviews, and certainly when their skill sets have changed.

Skills management systems record the results of this process in a

database, and allow analysis of the data.

In order to perform the functions of management and to assume multiple

roles, managers must be skilled. Robert Katz identified three managerial skills
that are essential to successful management: technical, human, and conceptual*.
Technical skill involves process or technique knowledge and proficiency.
Managers use the processes, techniques and tools of a specific area. Human skill
involves the ability to interact effectively with people. Managers interact and
cooperate with employees. Conceptual skill involves the formulation of ideas.
Managers understand abstract relationships, develop ideas, and solve problems
creatively. Thus, technical skill deals with things, human skill concerns people,
and conceptual skill has to do with ideas.

A manager's level in the organization determines the relative importance

of possessing technical, human, and conceptual skills. Top level managers need
conceptual skills in order to view the organization as a whole. Conceptual skills
are used in planning and dealing with ideas and abstractions. Supervisors need
technical skills to manage their area of specialty. All levels of management need
human skills in order to interact and communicate with other people
successfully.

As the pace of change accelerates and diverse technologies converge,

new global industries are being created (for example, telecommunications).
Technological change alters the fundamental structure of firms and calls for
new organizational approaches and management skills.

García-Beltrán and Martinez (2006) created a web-based self-

assessment environment to enhance students’ motivation in programming.
Setting aside his assessment character of this approach, they were also
interested in creating an environment that would encourage students to practice
programming. Students can select a variety of tests and also re-take them if they
want to re-assess their learning. This is an important characteristic of automated
tools which will be addressed in a later section.

Lister (2005) presented a multiple-choice exam for assessing

undergraduate students’ learning in programming. In his paper, he discusses
criteria for assessing such questions. He created a twenty-six multiple-choice
question exam to address three learning objectives covering object-oriented
programming concepts, programming constructs and arrays. The researcher
intended to start a community discussion about criteria to assess such exams and
to suggest a repository with assessment questions in which students’ responses
should be stored as well for future analysis.

Kuechler and Simkin (2003:396) provide a list of advantages of employing

multiple-choice questions in an exam: “machine scoring, volume grading,
covering a wide range of course topics, more objective tools”.

Kuechler and Simkin (2003) also explored the correlation between multiple-
choice questions and constructed response questions in computer programming
in higher education. Even though their results do not suggest using
multiplechoice questions exclusively for assessment, the authors argue that
other factors, such as limited budget and large number of students, could justify
the exclusive use of multiple-choice questions for assessment tasks. In a similar
vein, Roberts (2006) welcomes this assessment for programming and describes
a way of connecting multiple-choice questions with feedback and the benefits of
this approach to learning. He argues that multiple-choice questions provide
opportunities for learning and are objective instruments; thus, disagreement
over marking hardly arises.
Woodford and Bancroft (2005) also proposed guidelines for educators on
creating effective assessment multiple-choice questions for Information
Technology courses

Gawade Santosh Bhiwa “Skill Development-an engine of economic growth”

found that although India had acquired the membership of G20 countries still
our human development index is low and requires a huge intervention and
initiatives from the government. Our expenditure on education share 3.4 of
GDP in comparison of other countries like thailand which share 7.6 share of
GDP. India’s world population share is 17.6 % having the largest number of
working age group providing an opportunity to achieve inclusion and
productivity through investing in education and enhancing the technical skill,
soft skill and industry knowledge of Indian youth. Government has taken
initiative like launch of National Skill Development Council, National
Knowledge Commission, etc to promote skill development programs in various
sectors.

Anita Singh and Rinku Sanjeev (2016) “Need For Re-Skill training towards
Make in India Initiative” carried out exploratory factor analysis to identify the
factors affecting employee’s attitude towards re-skilling training programmes in
IT sector. Factors identified are need orientation, appropriate re skill training,
soft skill training, value addition, updated knowledge, and advance growth on
which factor matrix was created and tested by KMO and Bartlett’s test which
depicts 0.585 KMO measures of sampling adequacy and 892.952 of chi values.
The findings suggested attitude of employees is influenced by the factors tested.

Sushendra Kumar Misra (2015) “Skill Development: A Way to Leverage the

Demographic Dividend in India” the objective of the study was to understand
the present skill development policy and through skill development schemes
finding out the way to produce world class skilled manpower. Paper discussed
about the policies of National skill development council, National Skill
Development Co- ordination Board, and National Skill Development Agency
and concluded that existing skill development policy should be modified in
accordance with the need of the industry and global market and should promote
the private partnership to accomplish the skill targets.

Sanjay S. Kaptan (2014) “Skill Development and Capacity Building-Role of

education Institution” the study discussed about the importance, role, and need
of skill development and capacity building programme as the principal purpose
of education. Paper discussed about the suitability of education to meet the
requirement of industry and labour market, improving the quality and
competency of labour through skill development programme as conventional
education system lack synergy between industries and institutions. Paper finally
concluded that there is a strong need of capacity building & skill development
programmes and there should be strong active participation of educational
institution to accomplish the mission.

Sanjeeb Hazarika (2016) “Skill Development for Rural Entrepreneurship: A

study on State Institute of Rural Development (SIRD), Assam” the paper
attempt to find out the different skill development facilities provided by State
Institute of Rural Development for rural entrepreneurship and to examine the
motivational role of training provided by the institute in assam. Paper discussed
about various, infrastructural facilities like resource centre, Development and
Management of Growth centre and common facility centre, resource centre in
IT motivational infrastructure, SATCOM and training programmes conducted
by the state institute rural development. Study found out that due to lack of
awareness growth of enterprise in Assam is comparatively low.

Karanveer and Amandeep (2015) “Skill Development in Higher Education:

Trends and Issue” studied the present scenario of India on skill and education,
examine opportunities available to learners, and suggested the future prospects
of skill development. Comparing the percentage of employers experiencing in
filling job vacancies world-wide India rank on 7th position facing major
difficulty in the field of Accounting & Finance Staff ,IT Personnel, Secretaries,
PAs, Receptionists, Admin Asst. & Office Support Staff , Teachers, Engineers,
Marketing / Public Relations / Communications Staff Sales Managers,
Management / Executive (Management / Corporate),Legal Staff, Researchers
(R&D). Although there was increase in the number of universities but with the
widened gap lead to introduction of skill development programme. Target are
divided among various sectors with private partnership skill programmes are
introduced with emphasis on quality & affordability of education

Manoj Kumar (2015) “Skilling India: An Indian Perspective in The Global

Context” paper deals with the efforts made, recent trends in, and critical issues
and challenges pertaining to Skill Development in India. According to global
statistics India has 2% skilled workforce of total working population. it discuss
various issues like, employability, graduateness, economic growth and social
development through skill development initiative, creating effective learners,
desired practical benefit of higher education and technical education, etc. It also
suggests various modes, modalities, methods of the Dr. Deepa Gupta &
Sugandha Agarwal: Skill Development Initiative- Literature Review 321
Industry and Academia Interaction, for better results in the endeavour of skills
development initiatives for sustainable and inclusive growth and development
of India’s economy.

Neelofar Raina “Skilling Initiative for Undergraduate students at the Entry

Level: A Case study” A primary study was conducted through feedback
analysis to study about skilling attempts in a undergraduate college to bridge
skill gaps. The six parameters soft skills, wellness, dance, general awareness,
orientation day 1 and orientation day 2 was analysed on relevance, enjoyment
and information. The study concluded that efforts need to be made on
transforming the system from present model of education to developmental
education integrating it with the market need and opportunities.

Rupam Jyoti Deka and Bhavika Batra (2016) “The Scope of Skill
Development, Employability of Indian Workforce in Context of Make in India:
A Study” through secondary data the paper attempt to find out the effect of
Make in India on employability and scope of skill development. The paper has
discussed about generating employment through Make in India, relevance of
skilled labour in manufacturing sector, various initiatives by Government on
skill development, national skill development policy, and challenges in skill
development initiative. It concluded that to male Make in India mission
successful youth need to be skilled through formal education, vocational and
technical training.

Seema Pandey (2016) “Improvising Skill Development & Employability

Potential through Higher Education, Research & Innovations in India” the
objective of the paper is to study policies framed for skill development and
identifying the gap between the government and private programmes. The paper
discuss on the current scenario on skill development programme, vocational
education and women, private and public sources of skill development,
initiatives under ministry of skill development and entrepreneurship. It discuss
about the role of bringing the higher education system under the umbrella of
NSDC, UGC and Make in India. Paper recommends the shift in the skill
development sector, in favour of innovations, improvements and high quality
training.