COMPANY PROFILE

COMPANY PROFILE

Consumer Electronics and Home Appliances Videocon Industries Limited manufacture, assemble and distribute a comprehensive range of consumer electronics, products and home appliances, including finished goods such as television, Home entertainment systems, refrigerators, Washing machines, Air Conditioners and other small household appliances and components such as glass shell(panels & funnels), compressors, motors etc. Oil and Gas In the domestic oil & gas business, the Group has interests in exploration, prospecting and an intention to get into gas distribution. Beyond borders, Videocon is displaying considerable entrepreneurial flair by becoming active in bagging exploration and production in countries like Brazil, Mozambique, East Timor, Indonesia and Australia.This gives the Group hegemonic status in those countries along with the possibility of earning extraordinary profits. Power Business The Company is developing the Pipavav power project through a wholly- owned subsidiary of the Company, Pipavav Energy Private Limited. The Project is designed to have a capacity of 1200 MW and comprises two units of 600 MW each.

The Company is also developing the Chhattisgarh power project through a whollyowned subsidiary of the Company, Chhattisgarh Power Ventures Private Limited. The Chhattisgarh power project is designed to have a capacity of 1200 MW and comprises two units of 600 MW each. Telecommunication Videocon Group operate the GSM mobile services through Videocon

Telecommunications Limited (VTL). VTL was granted a licence by the Government of India to provide unified access services in the following 21 circles in India: Delhi, Mumbai, Tamil Nadu, Chennai, Kolkata, Maharashtra, Gujrat, Andhra Pradesh, Karnataka, Kerala, Haryana, Uttar Pradesh(West), Uttar Pradesh (East), Rajasthan, Madhya Pradesh, West Bengal, Himachal Pradesh, , Bihar, Orissa, Assam, North East, Jammu & Kashmir. Vision & Mission To delight and deliver beyond expectation: the end This segment not only underlines the importance of the ultimate goal - customer satisfaction (delight) and ultimate target - the customer, but also of intermediate processes and principals, which have contributed to building a robust, dependable Videocon value chain (deliver). As a result of its focus on developing loyal customers and reliable associates, Videocon is able to exceed expectations. through ingenious strategy: the means In the cutthroat world of today, it is only by taking recourse to advance planning and strategy that a business can hope to survive. Although textbook strategy has its uses, reproducing it in verbatim for the real world would be foolish because of the absence of textbook conditions. Thus, there is a need for a bounded rationality, a spontaneity and improvisation that is flexible enough for scenarios both imaginable and unimaginable. Videocons ingenious manoeuvres are actually flexi-strategy that abstracts from shifting ground conditions and decides game-plans, or sometimes changes the rules of the game. 3

intrepid entrepreneurship: the means An enterprise with the odds stacked against it makes great business sense. This is because higher the obstacles, lower the number of players likely to be active in that field - thus, fetching extraordinary returns. The only requirement is a bold and confident attitude willing to brave the odds. Videocons foray into oil and gas is a bold and intrepid endeavour that arises from immense faith on the surefooted competence of the companys in-house managerial talent. improved technology: the means Technology is no more a premium input; it has become the bare minimum in recent years. Rapid advances have only fuelled this phenomenon. Videocon is extremely vigilant in shunting out dated technology and replacing it with the best-in-class offers of the times. innovative products: the means Product development, innovation and customisation are the tools Videocon uses to stay ahead of the competition. This is because a continuous stream of innovative products excites the market and enhances brand recall. A strategy that Videocon banks on a lot, especially on the domestic front. insightful marketing: the means The market share battle scene has long shifted from technology and processes to the psyche of the customer. This means that those with deeper insights into the elusive mind of the buyer are likely to dominate. Videocon is reinforcing marketing strengths to read better the pulse of the market and help create products that map perfectly into customer preferences.

inspired thinking about the future.: the means The future is unpredictable, but not doing anything about it is fraught with grave risk. Videocon extrapolates future trends on the basis of current changes in technology and preferences as well as sheer gut feel. Fine-tuned business instincts are worth their weight in gold, lots of it. The company has perfected its practice almost into an art form with some calculated gambles like oil and gas proving to be absolute money-spinners. Values & Philosophy Shri Nandlal Madhavlal Dhoot, the founder of the Videocon Group, completed his education in Ahmednagar and Pune. He was a successful sugarcane and cotton cultivator. As a next logical step to vertical integration, he boldly took upon an entrepreneurial venture by importing machinery from Europe to set up the Gangapur Sakhar Karkhana (Sugar Mill) in 1955. Those were the times when the village did not even have electricity. Thus was unleashed an Industrial Revolution. The die was cast. Over the years, Nandlalji's path-breaking attitude found expression in a myriad ways, earning him the well-deserved reputation of the pioneer of industrial activity in Marathwada India. In early 80's Nandlalji initiated his three sons - Venugopal, Rajkumar and Pradeep into business. Through a technical tie up with Toshiba Corporation of Japan, he launched India's first world-class color Television: Videocon. Today, Videocon is household name across the nation- India's No. 1 brand of Consumer Electronics & Home Appliances, trusted by over 50 million people to improve their quality of life. Management Chairman Personal Profile Name Address - Office Venugopal Nandlal Dhoot Videocon Industries Ltd. 5

Fort House, 2nd Floor 221, Dr. D. N. Road Mumbai 400 001 Tel: 091-22-66113500 Fax: 091-22-66551985 vnd@videoconmail.com Date of birth Qualifications Hobbies/Interest Present Position Videocon Industries Limited Other Achievements a) Past President - The Associated Chambers of Commerce and Industry of India (ASSOCHAM) b) President Electronic Industries Association of Marathwada c) Member of Advisory Committee of Poona University Information Employment & Guidance. d) Adviser to Govt. of Orissa for Industrial Development of Orissa 30.09.1951 B.E. (Electricals), FIE. Flute recital & discourse on Bhagwad-Gita Chairman & Managing Director

Board of Directors Mr. Venugopal N Dhoot Mr. Pradipkumar N Dhoot Mr. K C Srivastava Mr. Satyapal Talwar

Mr. S Padmanabhan Maj. Gen. S C N Jatar Mr. Arun L Bongirwar Mr. Radhey Shyam Agarwal Ms. Gunilla Nordstrom (Nominee - AB Electrolux (Publ) ) Mr. Girish Nayak - ICICI Bank Limited

Milestones

C E & Home Appliances Videocon Industries Limited manufacture, assemble and distribute a comprehensive range of consumer electronics, products and home appliances, including finished goods such as television, Home entertainment systems, refrigerators, Washing machines, Air Conditioners and other small household appliances and components such as glass shell(panels & funnels), compressors, motors etc. Consumer Electronics

Television

Home Appliances 8

Oil and Gas

In the domestic oil & gas business, the Group has interests in exploration, prospecting and an intention to get into gas distribution. Beyond borders, Videocon is displaying considerable entrepreneurial flair by becoming active in bagging exploration and production in countries like Brazil, Mozambique, East Timor, Indonesia and Australia.This gives the Group hegemonic status in those countries along with the possibility of earning extraordinary profits. Power The Company is developing the Pipavav power project through a wholly- owned subsidiary of the Company, Pipavav Energy Private Limited. The Project is designed to have a capacity of 1200 MW and comprises two units of 600 MW each. The Company is also developing the Chhattisgarh power project through a whollyowned subsidiary of the Company, Chhattisgarh Power Ventures Private Limited. The Chhattisgarh power project is designed to have a capacity of 1200 MW and comprises two units of 600 MW each. 9

Telecommunication Videocon Group operate the GSM mobile services through Videocon

Telecommunications Limited (VTL). VTL was granted a licence by the Government of India to provide unified access services in the following 21 circles in India: Delhi, Mumbai, Tamil Nadu, Chennai, Kolkata, Maharashtra, Gujrat, Andhra Pradesh, Karnataka, Kerala, Haryana, Uttar Pradesh(West), Uttar Pradesh (East), Rajasthan, Madhya Pradesh, West Bengal, Himachal Pradesh, , Bihar, Orissa, Assam, North East, Jammu & Kashmir.

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PROJECT STUDY

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PROJECT STUDY
CAREER Career is defined by the Oxford English Dictionary as a person's "course or progress through life (or a distinct portion of life)". It is usually considered to pertain to remunerative work (and sometimes also formal education). The etymology of the term comes from the Latin word carrera, which means race HISTORICAL CHANGES By the late 20th century, a wide range of choices (especially in the range of potential professions) and more widespread education had allowed it to become possible to plan (or design) a career: in this respect the careers of the career counselor and of the career advisor have grown up. It is also not uncommon for adults in the late 20th/early 21st centuries to have dual or multiple careers, either sequentially or concurrently. Thus, professional identities have become hyphenated or hybridized to reflect this shift in work ethic. Economist Richard Florida notes this trend generally and more specifically among the "creative class". SUPPORTING CAREERS Career assessments are tests that come in a variety of forms and rely on both quantitative and qualitative methodologies. Career Assessments can help individuals identify and better articulate their unique interests, values, and skills. Career counselors, executive coaches, career development centers, and outplacement companies often administer career assessments to help individuals focus their search on careers that closely match their unique personal profile. Career counseling advisors assess people's interests, personality, values and skills, and also help them explore career options and research graduate and professional schools. Career counseling provides one-on-one or group professional assistance in exploration

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and decision making tasks related to choosing a major/occupation, transitioning into the world of work or further professional training. The field is vast and includes career placement, career planning, learning strategies and student development. CAREER MANAGEMENT

Career Management is the combination of structured planning and the active management choice of one's own professional career. The outcome of successful career management should include personal fulfilment, work/life balance, goal achievement and financial assurity. The word career covers all types of employment ranging from semi-skilled through skilled, and semi professional to professional. The term careers has often been restricted to suggest an employment commitment to a single trade skill, profession or business firm for the entire working life of a person. In recent years, however, career now refers to changes or modifications in employment during the foreseeable future. There are many definitions by management scholars of the stages in the managerial process. The following classification system with minor variations is widely used: 1. Development of overall goals and objectives,

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2. Development of a strategy (a general means to accomplish the selected goals/objectives), 3. Development of the specific means (policies, rules, procedures and activities) to implement the strategy, and 4. Systematic evaluation of the progress toward the achievement of the selected goals/objectives to modify the strategy, if necessary. GOALS OR OBJECTIVES DEVELOPMENT The career management process begins with setting goals/objectives. A relatively specific goal/objective must be formulated. This task may be quite difficult when the individual lacks knowledge of career opportunities and/or is not fully aware of their talents and abilities. However, the entire career management process is based on the establishment of defined goals/objectives whether specific or general in nature. Utilizing career assessments may be a critical step in identifying opportunities and career paths that most resonate with someone. Career assessments can range from quick and informal like those on CareerBuilder or may be more indepth like those such as Myers-Briggs and CareerLeader supported assessments found on MyPath. Regardless of the ones you use, you will need to evaluate them. Most assessments found today for free (although good) do not offer an in-depth evaluation. The time horizon for the achievement of the selected goals or objectives - short term, medium term or long term - will have a major influence on their formulation. 1. Short term goals (one or two years) are usually specific and limited in scope. Short term goals are easier to formulate. Make sure they are achievable and relate to your longer term career goals. 2. Intermediate goals (3 to 5 years) tend to be less specific and more open ended than short term goals. Both intermediate and long term goals are more difficult to formulate than short term goals because there are so many unknowns about the future.

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3. Long term goals (more than 5 years), of course, are the most fluid of all. Lack of life experience and knowledge about potential opportunities and pitfalls make the formulation of long term goals/objectives very difficult. Long range goals/objectives, however, may be easily modified as additional information is received without a great loss of career efforts because of experience/knowledge transfer from one career to another. 4. Making career choices and decisions the traditional focus of careers interventions. The changed nature of work means that individuals may now have to revisit this process more frequently now and in the future, more than in the past. 5. Managing the organizational career concerns the career management tasks of individuals within the workplace, such as decision-making, life-stage transitions, dealing with stress etc. 6. Managing 'boundaryless' careers refers to skills needed by workers whose employment is beyond the boundaries of a single organisation, a workstyle common among, for example, artists and designers. 7. Taking control of one's personal development as employers take less responsibility, employees need to take control of their own development in order to maintain and enhance their employability. OTHER ELEMENTS INCLUDE:

Career change (Ibarra 2003) (Strenger 2008)

Career planning is a subset of career management. Career planning applies the concepts of Strategic planning and Marketing to taking charge of one's professional future. CAREER PLANNING WITHIN ORGANIZATIONS CAREER Dictionary meaning of career is an individual's "course or progress through entire life (or

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a distinct portion of life)". It is understood mainly to be concerned with the remunerative or professional work and also, sometimes with formal education.

Career planning process spans the entire or a significant portion of one's life. To start with it includes aiming for an occupation, getting necessary and related formal professional education, choosing a specific profession stream and getting an appropriate job.

Next step includes growing in one's job, possibly changing careers before finally, retiring. For some, it may be just once for every phase in career and for others, it may be a more dynamic process. For the latter, it is more likely to happen several times in their life span as they first define and then redefine their life time goals.

CORPORATE AND HR RESPONSIBILITY

While each individual on his job in an organization will start planning out his career growth path and crossing the mile stones along the path to finally reach his goals, organization where he works is also responsible to support or to proactively carve his career progression.

Therefore, the organizations should keep a track on the performance and progress of all the professionals working in the organization. Organizations should enable their people with the knowledge of the existing and future opportunities and growth avenues that can be pursued and achieved within. Organizations should also let their people know about what kind of systems and interventions the organizations have to support the attainment of these growth possibilities.

While organizations at the corporate level will be concerned about the career planning of their professionals even as a corporate strategy, it may finally be human resources departments' responsibility to execute this function.

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It is considered an important function of HRM but it is true also that it is one of the most the most neglected and least developed functions in large number of organizations.

HR departments should chalk out well-structured system of career planning in their organizations.

Career planning is now one of the most important elements of human resource management. Paradoxically, it is also among the most neglected and least developed in many companies. The initial idea sounds convincing. Outline a path that tracks the progress of all the

organizations professionals, enabling them to be fully aware of current opportunities and future growth possibilities that can be attained within the organization. This strategy has proved successful in retaining high potential individuals whose future appears to lie within the organization. Once employees have a clear idea of the rules of the game, they will be prepared to invest in the development that best suits their purposes with a view to moving up the career ladder. Career planning also creates a climate of transparency and impartiality for all. A wellstructured plan should strive to maintain a philosophy of fairness and equality of opportunity. ADVANTAGES OF CAREER PLANNING

A well structured career plan in an organization helps it to retain those employees whom the company wants and to motivate them fully to use their potentials, talents and capabilities in the best possible ways.

A good career planning system sends out a message that the organization believes in providing fairness and equal opportunities to all its employees with transparency.

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Since training and development of employees is an integral aspect of career planning, it prepares more competent professionals in the organization on an ongoing basis. This is advantageous to the organization as well as the employees.

CHALLENGES STRUCTURE

IN

INTRODUCING

EFFECTIVE

CAREER

PLANNING

Competent human resource is scarce and all the organizations compete for it. Hence attracting, satisfying, motivating and retaining the competent people is a huge challenge. On top of it, in situations when the growth opportunities for the employees are less in the organization, meeting the expectations of all the talented and capable persons is an additional challenge.

Yet another challenge in career planning is how to provide support to the marginal or average performers and how to facilitate the separation of the poor performers from the organization in a dignified manner.

ELEMENTS OF WELL STRUCTURED INTEGRATED CAREER PLANNING SYSTEM It is necessary for the organizations to design a well structure integrated career planning system for its employees which may preferably contain the following elements: 1. COMPETENCY MODEL: Organizations can do well by designing and implementing competency matrix and competency mapping system for defining the required technical and behavioral competencies for each job position and then, evaluating the existing competencies of the job holders against these. The competency gaps can be addressed and rectified by various interventions like on and off the job training and education, coaching, mentoring, task force assignments, job rotation, job enrichment, transfers etc. For details on competency model, you may like to refer: (Competency Life Matrix) http://competency-matrix.blogspot.com/, (CompetenciesManagement)

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http://shyam-bhatawdekar.blogspot.com/ or (Life Management: Competencies) http://knol.google.com/k/shyam-bhatawdekar/competency-matrix/6txz9nck6g3/4# 2. PERFORMANCE APPRAISAL SYSTEM: Well designed and well implemented performance appraisal system facilitates evaluation of an employee objectively on their existing jobs and for their potential for the jobs at higher hierarchical levels. The strengths and weaknesses of the employee allows the organization to plan to carve out an appropriate career plan and associated interventions. The decisions to promote an employee to a higher hierarchical level or motivating him at the current level by giving accelerated increments or other suitable rewards. For details on performance appraisal, refer: (Performance Management and Appraisal) http://performance-appraisalmanagement.blogspot.com/ 3. MENTORING AND CAREER COACHING: Counseling through formal or informal mentoring system in the organization and/or positioning of career coaches help the employees in getting insight into the career path they can steer through and for this what development tools should they use. For more on mentoring and coaching, refer: (Mentoring) http://mentormentorship.blogspot.com/, (Coaching) http://coaching-skill.blogspot.com/,

(Counseling at Workplace)http://counseling-skill.blogspot.com/ 4. ESTABLISHING CORPORATE CAMPUS: In partnership with the local colleges and consultants, the organizations can make available for its employees career development programs and courses. Based on the career plan, the employees can choose to join these programs/courses or be deputed by the organization. 5. JOB ROTATIONS, JOB ENRICHMENT AND JOB TRANSFERS: These are well tried out systems to prepare the employees to take on the responsibilities of different jobs/assignments so as to groom them as per their career plans. 6. TRAINING AND DEVELOPMENT: In-company training and development system can provide necessary inputs to the employees on the the subject of career planning and also on various competencies and skills that will be necessary to be

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imparted to make the employees ready to take up the responsibilities that will come their way as they progress on their career paths in the organization. MENTORING: Mentoring is the process in which leaders as mentors, take a deep interest in subordinates or mentees and help them to plan their careers. Through mentoring, subordinates learn wisdom, values, skills and perspectives from the leader. Employees receive advice from leaders on how to balance new responsibilities and develop professional standards. Leaders through mentoring try to groom their future successors in the organization. VERSATILITY OF A MENTORS ROLE Mentors can play a versatile role (Zelditch, 1990): advisors, who have career experience and share their knowledge supporters, who give emotional and moral encouragement tutors, who provide specific feedback on performance sponsors, who are sources of information and opportunities models of identity, who serve as academic role models. Think of mentoring as the consistent and developmental evolution of wisdom, technical knowledge, assistance, support, empathy, and respect to junior students through, and often beyond, their education. In other words, mentoring is a constellation of activities educational, interpersonal, and professionalthat mean much more than advising students on how to meet degree requirements, as critical as that is. It is the mentors continuous engagement in a students professional growth and the ongoing support and encouragement of students academic endeavors that shapes the kind of mentor you are.

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THE MENTORING RELATIONSHIP Period of time. The mentoring relationship provides a developmental opportunity for both parties and can thus be of mutual benefit. (CCDU, 1994, The University of Leeds). This is a particularly useful definition as it perceives the mentors role to be facilitative, supportive and developmental. This is important to note as mentoring relationships are between equals: a mentor should have no supervisory responsibility or authority over a mentee. This definition also emphasises that the benefits of the mentoring relationship are mutual. Good mentoring relationships are close, individualized relationships that develop over time between a graduate student and one or more faculty members, or with other professionals who have a strong interest in the students educational and career goals. It includes not only academic guidance, but also prolonged nurturing of the students personal and professional development. Mentoring focuses on the human relationships, commitments, and resources that help students find success and fulfillment in their academic and professional pursuits. Mentoring is a journey mentors and mentees embark on together. Throughout this journey, two or more individuals help each other arrive at a common destination called professional excellence. Naturally, the journey can be challenging, with occasional muddy trails and blind spots but with many more panoramic lookouts and high points. Good mentoring is a matter of awareness, intention, and a genuine desire to see protgs succeed or simply the best way to get there. MENTORING FRAMEWORK: OUTCOME & INFLUENCING FACTORS Formal mentoring involves assigned pairings of mentors with protgs. While informal mentoring relationships develop because of mutual identification and interpersonal comfort (Ragins, 2002), formal mentoring programs match individuals as part of a student development process, and the two individuals must then strive to get to know one another. The formal mentoring relationship is part of an organized, facilitated student development program for a specified duration and protgs are generally prompted to

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have developmental goals in mind. Formal mentoring participants must initiate interaction and establish rapport within this context. Mentoring activities have been shown to provide both developmental (academic) and psychosocial (e.g., friendship, role modeling, counseling, and acceptance) functions for protgs. Psychosocial functions are more personal, relying on an emotional bond between the mentor and protg. The level of mentoring that occurs in the relationship, including both members of the formal mentoring dyad, is influenced by protg and mentor characteristics, dyad characteristics, and organizational support. This happens via three primary mechanisms: via selection (who one selects as a relationship partner), evocation (the responses that are evoked from others), and manipulation (how individuals shape the course of their relationship). Given that most formal mentoring programs have an external party complete the matching of the mentor and protg, we may focus on two specified personality characteristics (pro-activity and openness to experience) whose theoretical origins suggest would be critical in driving the mechanisms of evocation and manipulation of interactions within a formal mentoring context. Pro-activity refers to a tendency to shape and influence ones environment. An individual with high pro-activity is likely to take action and respond to opportunities, while low pro-activity reflects little initiative, passivity, and the likelihood of maintaining the status quo. Protg pro-activity is purported to affect the amount of mentoring via initiation and maintenance of scheduled meetings between the mentor and protg (evocation) and through goal-oriented behaviour during mentor interactions (manipulation). Because formal programs aim toward the protg, it is the protg that is typically responsible for arranging meetings (Coley, 1996). Yet, barriers such as the perceived inaccessibility of the mentor (inducing intimidation on the part of the protg, and an unwillingness to bother the more senior individual) and time constraints highlight the situation as one where initiative will play a role in ensuring such meetings are scheduled. Because proactive individuals seize opportunities for growth, they may also be more prepared for mentoring meetings, articulating questions and directing conversation in a manner that elicits higher amounts of mentoring. While psychosocial mentoring might be elicited if the two individuals connect on a more personal level, we

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expect that pro-activity of the protg will especially elicit mentoring, due to the ambition and initiative components. Mentor pro-activity is theoretically relevant for similar reasons. Even if formal mentoring programs are supposed to be protg-driven, a mentor higher in pro-activity will be more likely to schedule meetings if the protg does not initiate sufficient contact and will be more apt to plan discussions. Openness to experience encompasses imagination, intelligence, curiosity, originality, and openmindedness. We expect the openness to experience of the protg and mentor to be important to the amount of both developmental and psychosocial mentoring that occurs in a formal mentoring context. Through both mechanisms of evocation and manipulation, it may be suggested that individuals with higher openness to experience will be more inquisitive and receptive to new ideas and perspectives from a mentor that they may not have gravitated to on their own accord. High openness to experience is expected to similarly predispose mentors to be more willing to mentor an individual that is not a mirror reflection of themselves, and the openness to evoke a more comfortable atmosphere for self-disclosure. Protgs, who perceive themselves as similar to their mentors in regard to issues such as values, perspectives and work styles, report receiving higher levels of both developmental and psychosocial mentoring. THE QUALITIES OF A MENTOR It is worth thinking about the personal qualities and professional skills which make effective mentors: PERSONAL QUALITIES good interpersonal and communication skills approachable empathy good listening skills a genuine desire to help others an open mind and flexible attitude

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is supportive without being controlling can give guidance to a mentee without making their decisions will always give honest answers doesnt apportion blame but looks to find solutions actively questions the mentee ability to probe and challenge willingness to debate and discuss has realistic expectations of themselves and others good organizational skills.

PROFESSIONAL SKILLS excellent teacher practitioner knowledge and experience of the mentees new area of work knows organisational routines, procedures and policies enthusiastic about teaching can offer a range of perspectives and teaching and learning techniques can make suggestions informed by their own expertise and experience can empower the mentee with the knowledge gained from their experience can help the mentee to identify practice which meets professional requirements.

THE ADVANTAGES OF MENTORING For the mentee, mentoring provides: a point of personal contact other than faculty advisors/course instructors a source of support and guidance a critical friend with whom weaknesses can be explored and addressed and achievements shared and built upon 24

regular meetings in which specific issues and ideas can be discussed and developed a chance to explore teaching and learning in a non-assessed and non-threatening environment a smoother transition into the workplace.

For the mentor, mentoring provides: a catalyst to reflect upon ones own practice a way of developing personal and professional skills further opportunities to network with other professionals job satisfaction and increased self-esteem new opportunities for career and professional development.

PHASES IN MENTORING Frank and mutual exploration of expectations and interests should be the focus of first successful meetings with mentees. Early on, a mentor recognizes a students unique qualities and believes the student deserves special coaching. In turn, this recognition inspires the student, who seeks to benefit from the mentors support, skills, and wisdom. Later, both parties explore and deepen their working relationship. After a while, the protg may grow in ways that require some separation from the mentor, to test his or her own ideas. This distancing is a sign that the mentoring relation-ship is maturing and providing the protg with the skills needed to function independently. Finally, both mentor and mentee may redefine their relationship as one of equals, characterized over time by informal contact and mutual assistance, thus becoming true professional colleagues. WHAT DOES A MENTOR ACTUALLY DO?

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A mentor helps to induct, orientate and develop the teaching and learning skills of the mentee by: Attending regular meetings with the mentee Being well-prepared for meetings with the mentee Helping the mentee to set the agenda for discussions Making oneself available on an ad hoc basis to freely provide appropriate support and guidance Developing, monitoring and reviewing an Individual Learning Plan with the mentee Initiating reflective dialogue with the mentee, particularly about teaching and learning Sharing, exploring and reflecting on teaching and learning pedagogies Listening, clarifying, reflecting back and discussing Acting as a sounding board Conducting developmental non-graded observation(s) of the mentee Being observed by the mentee Facilitating the mentee to observe others Providing constructive feedback after observation Informing and supporting the mentee to adopt the policies, practices and documentation relating to both internal systems and accrediting bodies Conducting oneself within professional boundaries, adhering to the providers own policies and practices

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Observing the confidential nature of the relationship and the dialogue arising within it

Attending group meetings with other mentors Attending relevant training to improve ones own performance and skills Sharing information to the mentee about continuing professional

development and opportunities Having a duty of care towards the mentee and helping them to deal with any emotional responses triggered by the training process Guarding against the exploitation of the mentee by other parties

THE MENTORING CALENDAR The first month starting from the day of admissions is the most important period of the calendar. The fortnight surrounding the mid-semester examinations and that preceding the end-semester examinations are very important for the mentor to continuously track the mentees academic performance. A mentor needs to be vigilant throughout the first semester to track any case of ragging and/or involuntary exploitation during hostel or other activities. FREQUENCY OF MEETINGS Mentoring meetings should be organised in accordance with organisational policies. Most organisations find that a weekly meeting of an hour works best. This time should be timetabled for both mentor and mentee and seen as a regular commitment with the same status as a timetabled lesson. This also ensures that mentoring is seen as part of the mentors workload and not an add on or extra. THE PURPOSE OF MENTORING MEETINGS Mentoring time should not be seen simply as an opportunity for a chat and a cup of coffee, they are professional meetings crucial for the development and success of the

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mentee. Mentoring time should, therefore, evolve around a definite focus topic or task. This does not mean that you cannot add to this plan or deviate from it as necessity dictates, but it can provide a framework and starting point for your meetings. The mentor is expected to put the mentee at complete ease in discussing any incident that might prop up in his mind. TIPS FOR SETTING MENTORING AGENDAS Before meeting your mentee for the first time, brainstorm possible topics for discussion by thinking about the training needs of someone in their situation. Be aware of the demands on the mentee especially in terms of their academic commitments. Try to consider what they will need support in achieving and how this can be done in your mentoring time. Encourage the mentee to discriminate between urgent developmental issues or questions which must be dealt with as soon as they arise and the sorts of everyday or incidental issues for which an answer or advice may not need to be sought immediately but which are, nevertheless, very important to the mentee. Agree with the mentee a way of them noting down these everyday or incidental questions and concerns which come to light during their working life so that they are not forgotten before the next mentoring meeting. This could be a notebook or diary where they may want to incorporate their ideas. Agree with the mentee when and how you will deal with these everyday or incidental questions. (i.e, at the beginning or end of each mentoring session). Potential focus topics or tasks will often come to light during mentoring sessions. Be flexible and either respond to them immediately, if appropriate and practical to do so, or negotiate with the mentee for a future date and time to discuss them. Finish each mentoring meeting by establishing what the focus or agenda items will be for your next meeting and ensure that both parties are aware of any materials they will need to bring.

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Do not overload your mentoring meetings; try to have one focus topic or task as your main outcome.

THE STRUCTURE OF MENTORING MEETINGS Whilst mentoring meetings should be conducted in a relaxed atmosphere, it is worth agreeing a general structure with your mentee the first time you meet. This demonstrates to the mentee from the offset that you take your role as a mentor seriously and see it as an important professional tool. For many people, structure is comforting and a discussion of this kind can, therefore, actually relax the mentee in the knowledge of whats to come rather than making the process seem overly officious. This would also facilitate the mentor in being sincere, committed and regular in his duties. A possible structure for mentoring meetings: 1. Everyday or incidental concerns which have arisen since the last meeting. 2. The main focus or task, as negotiated during the previous meeting. 3. Next meeting: focus/agenda; time; place etc. DOCUMENTING MENTORING MEETINGS Documentation (online via the forum or otherwise), if any, should form the basis of a reflective dialogue between the mentor and mentee and provide a useful record for everyone to refer back to. It should not be seen only as a way of providing evidence that mentoring has taken place. The following points should be taken into account when devising documentation for mentoring: It should be confidential The responsibility for its completion should lie with the mentee Ownership of the documentation should rest with the mentee It should include the opportunity to reflect upon developmental observations

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The policy regarding what parties will be privy to and/or retain copies of this documentation should be agreed within the team and both mentor and mentee made fully aware of this policy.

BEFORE MEETING YOUR MENTEE FOR THE FIRST TIME Find out the name of your mentee and something about him or her. Make a point of going to see your mentee on their first day and introduce yourself to him/her if this has not already been done previously. Discuss with line managers whose responsibility it is to compile and provide the mentee with relevant documentation such as: staff handbook, curriculum/syllabuses, organisational documentation etc. Ensure you know how you need to document the mentoring meetings and any lesson observations you or the mentee undertakes. Ensure you know who should have access to mentoring documentation in accordance with organisational policy. THE FIRST MENTORING MEETING Make your mentee feel comfortable. Recognise the mentees previous experience. Clearly define your role as mentor. Explain when and where mentoring meetings will take place. Negotiate the basic structure you would like to use for your mentoring meetings. Explain any documentation which will be used to record your mentoring meetings and who will have access to this.

30

Explain any documentation which will be used to record lesson observations and who will have access to this. Describe the ways the agenda for mentoring meetings will be set and agreed, including suggestions for keeping notes on everyday or incidental concerns.

A PROFESSIONAL CODE OF PRACTICE FOR MENTORS The mentoring relationship is a professional partnership and should be treated as such. A professional, well organised mentor who can ascertain the needs of the mentee and respond accordingly can make the difference between failure and success for the mentee. Furthermore, the mentoring meeting is committed time and part of the mentees training entitlement. A mentor should arrange regular meetings with their mentee Mentoring meetings should be arranged at a designated time and place. If unavoidable circumstances mean that the mentoring meeting can not go ahead at the usual time, it should be rescheduled for the next available opportunity. A mentor should arrive for mentoring meetings punctually. A mentor should arrive prepared for the agreed meeting. Mentors should give mentees their undivided attention: carrying out other tasks whilst discussing things with the mentee or taking phone calls during mentoring time should be avoided. Mentoring meetings should have a definite focus. The mentor and mentee should set the mentoring agenda together. A mentor should respond to the developmental needs of the mentee and should not impose their own issues or concerns on the mentoring time. A mentor should adhere to organisational policies regarding confidentiality.

31

A mentor should not pay lip-service to paperwork which records the mentoring time but should record meetings in a way which allows the mentee to develop by using it for future reference and reflection.

A mentor should never exploit the mentoring relationship and should guard against the exploitation of the mentee by other parties. A mentor must realise their own limitations and request the help of coordinators/fellow mentors in order to meet the developmental needs of the mentee.

A mentor has a duty of care towards the mentee and should help the mentee deal with any emotional responses triggered by the training process. A mentor should handle any problems concerning the mentoring process in a professional manner and in accordance with the quality assurance procedures within their organisation.

STRUCTURING THE CAREER PLAN The cornerstone of any career plan is a competency model that will be used to shape the job profile. Competencies are those observable and habitual characteristics shown by individuals who successfully perform their responsibilities. Competencies comprise two principle components: knowledge and behavior. being defined. profile. The next step is to structure an evaluation process for the respective competences. This serves to identify those competencies already held by employees and highlight any breaches between the current occupants profile and the ideal version. No job

profile can be effectively drawn up without the key technical knowledge for each position The resulting technical profile is then complemented with those behaviors that each particular company wishes to emphasize, thereby giving the ideal

32

The results not only help employees compare themselves against the profile for their current job, but also to gain a clear perspective of what is sought further up the hierarchy as well as in other horizontal positions. A key factor behind the success of this program is the undertaking of a completely objective evaluation process. However, once discrimination enters the equation or the misrepresentation of information in the belief that subsequent pay increases can be manipulated, the system is doomed to failure. The next challenge is to establish the means of working with employees in the development of their competencies to ensure the continuance of their career plan and, ultimately, its success. training, etc. Companies need to pay particular attention as to how they manage career plans. Each development curve is different. Young professionals, for example, need continuous But feedback as a consequence of the high expectations usually harbored at that age. challenges and rewards for achievements also need to be incorporated. On the other hand, their more mature colleagues seek greater responsibility and financial stability. THE PROCESS OF CAREER PLANNING Career planning is the key process in career management. It uses all the information provided by the organization's assessments of requirements, the assessments of performance and potential and the management succession plans, and translates it in the form of individual career development programs and general arrangements for management development, career counseling, mentoring and management training. CAREER PLANNING THE COMPETENCY BAND APPROACH Various options are available, including coaching, feedback,

33

It is possible to define career progression in terms of the competencies required by individuals to carry out work at progressive levels of responsibility or contribution. These levels can be described as competency bands. Competencies would be defined as the attributes and behavioral characteristics needed to perform effectively at each discrete level in a job or career family. The number of levels would vary according to the range of competencies required in a particular job family. For each band, the experience and training needed to achieve the competency level would be defined. These definitions would provide a career map incorporating 'aiming points' for individuals, who would be made aware of the competency levels they must reach in order to achieve progress in their careers. This would help them to plan their own development, although support and guidance should be provided by their managers, and HR specialists . The provision of additional experience and training could be arranged as appropriate, but it would be important to clarify what individual employees need to do for themselves if they want to progress within the organization. The advantage of this approach is that people are provided with aiming points and an understanding of what they need to do to reach them. One of the major causes of frustration and job dissatisfaction is the absence of this information. A competency band career development approach can be linked to

AIMING POINTS 1. Competence band 1 definition Basic training and experience 2. Competence band 2 definition Continuation of medium training and experience 3.Competence band 3 definition

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Continuation of advanced training and experience CAREER PLANNING IS FOR CORE PEOPLE AS WELL AS HIGH FLYERS The philosophy upon which career plans are based refers not only to advancing careers to meet organizational and individual requirements, but also the need to maximize the potential of the people in the organization in terms of productivity and satisfaction under conditions of change, when development does not necessarily mean promotion.

CAREER PLANNING IS FOR INDIVIDUALS AS WELL AS THE ORGANIZATION Career planning procedures are always based on what the organization needs. But they have to recognize that organizational needs will not be satisfied if individual needs are neglected. Career planning has to be concerned with the management of diversity. CAREER PLANS MUST THEREFORE RECOGNIZE THAT: * members of the organization should receive recognition as individuals with unique needs, wants, and abilities; * individuals are more motivated by an organization that responds to their aspirations and needs; * individuals can grow, change and seek new directions if they are given the right opportunities, encouragement and guidance. CAREER PLANNING TECHNIQUES Career planning uses all the information generated by the succession plans, performance, and potential assessments and self assessments to develop programs and procedures which are designed to implement career management policies, achieve succession

35

planning objectives and generally improve motivation, commitment and performance. The procedures used are those concerned with: 0 personal development planning . 0 training and management development. 0 mentoring 0 career counseling In addition, career planning procedures may cater for the rising stars by 'fast tracking' them, that is, deliberately accelerating promotion and giving them opportunities to display and enlarge their talents. But these procedures should pay just as much, if not more, attention to those managers who are following the middle route of steady, albeit unspectacular, progression. 1. CAREER COUNSELING Performance management processes, should provide for counseling sessions between individuals and their managers. These sessions should give the former the opportunity to discuss their aspirations and the latter the chance to comment on them helpfully and, at a later stage, to put forward specific career development proposals to be fed into the overall career management programs. 2.Personal development planning Personal development planning is carried out by individuals with guidance, encouragement and help from their managers/HRM as required. A personal development plan sets out the actions people propose to take to learn and to develop themselves. They take responsibility for formulating and implementing the plan, but they receive support from the organization and their managers in doing so. The purpose is to provide a 'self organized learning framework'. Personal development planning consists of the following stages: 36

1. Analyse current situation and development needs. This can be done as part of a performance management process. 2. Set goals. These could include improving performance in the current job, improving or acquiring skills, extending relevant knowledge, developing specified areas of competence, moving across or upwards in the organization, or preparing for changes in the current role. 3. Prepare action plan. The action plan sets out what needs to be done and how it will be done under headings such as outcomes expected (learning objectives), the development activities, the responsibility for development (what individuals are expected to do and the support they will get from their manager, the HR department or other people), and timing. A variety of activities tuned to individual needs should be included in the plan, for example observing what others do, project work, planned use of e learning programs and internal learning resource centres, working with a mentor, coaching by the line manager or team leader, experience in new tasks, guided reading, special assignments and action 3. MANAGEMENT DEVELOPMENT

Formal approaches to management development The formal approaches to management development include:

* development on the job through coaching, counseling, monitoring and feedback by managers on a continuous basis associated with the use of performance management processes to identify and satisfy development needs, and with mentoring;

* development through work experience, which includes job rotation, job enlargement, taking part in project teams or task groups, 'action learning', and secondment outside the 37

organization; *formal training by means of internal or external courses;

*structured self development by following self managed learning programs agreed as a personal development plan or learning contract with the manager or a management development adviser these may include guidance reading or the deliberate extension of knowledge or acquisition of new skills on the job. The formal approaches to management development are based on the identification of development needs through performance management or a development centre. The approach may be structured around a list of generic or core competences which have been defined as being appropriate for managers in the organization. INFORMAL APPROACHES TO MANAGEMENT DEVELOPMENT Informal approaches to management development make use of the learning experiences that managers meet during the course of their everyday work. Managers are learning every time they are confronted with an unusual problem, an unfamiliar task or a move to a different job. They then have to evolve new ways of dealing with the situation. They will learn if they analyse what they did to determine how and why it contributed to its success or failure. COMPETENCY BASED MANAGEMENT DEVELOPMENT Competency based management development uses competency frameworks as a means of identifying and expressing development needs and pointing the way to self managed learning programs or the provision of learning opportunities by the organization. Competency based management development may concentrate on a limited number of core or generic competences which the organization has decided will be an essential part

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of the equipment of their managers if they are going to take the organization forward in line with its strategic plans. For example: strategic capability to understand the changing business environment, opportunities for product market development, competitive challenges and the strengths and weaknesses of their own organization in order to identify optimum strategic responses; change management capability to identify change needs, plan change programs and persuade others to participate willingly in the implementation of change

team management capability to get diverse groups of people from different disciplines to work well together. relationship management to network effectively with others to share information and pool resources to achieve common objectives; international management to be capable of managing across international frontiers working well with people of other nationalities. MENTORING Mentoring is the process of using specially selected and trained individuals to provide guidance and advice which will help to develop the careers of the 'prot6g6s' Allocated to them. Mentoring is aimed at complementing learning on the job, which must always be the best way of acquiring the particular skills and knowledge the job holder needs. Mentoring also complements formal training by providing those who benefit from it with individual guidance from experienced managers who are 'wise in the ways of the organization'. Mentors provide for the person or persons allocated to them :

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advice in drawing up self development programs or learning contracts; general help with learning programs; guidance on how to acquire the necessary knowledge and skills to do a new job; advice on dealing with any administrative, technical or people problems individuals meet, especially in the early stages of their careers; information on 'the way things are done around here' the corporate culture and its manifestations in the shape of core values and organizational behaviour ; 0 COACHING IN SPECIFIC SKILLS; 0 help in tackling projects not by doing it for the trainees but by pointing them in the right direction, that is helping people to help themselves; 0 a parental figure with whom the trainee can discuss their aspirations and concerns and who will lend a sympathetic ear to their problems.

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NEED OF THE STUDY

41

NEED OF THE STUDY

Videocon is growing at a very fast speed. Now it is becoming the main part of growth of Indian economy. Different companies are entered in home appliances . The sources of income of these companies are selling home appliances at national , international platform . I did my training in Video Con , So I want to know about the Videocon and to analysis about the career Planning within the Videocon . It tells about the ability of company to satisfy the employees regarding career planning . Some parameters which I have taken for the research study such as different questions for analysis & interpreter for results .

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LITERATURE REVIEW

43

LITERATURE REVIEW
Recent expansion of work-based career development programs has resulted in a larger literature base. Because career development is increasingly regarded as the shared responsibility of employee and employer, the importance of this topic is likely to grow. Of interest to employers, human resource staff, and adult educators, this ERIC Digest discusses the purposes of career development programs in the workplace and describes the components of such programs. Guidelines for the creation of an organizational career development program are presented. WHAT IS CAREER DEVELOPMENT? Career development refers to "the outcomes of actions on career plans as viewed from both individual and organizational perspectives" (Gutteridge 1986, p. 52). The outcomes desired by organizations include achieving the best match between people and jobs. Individuals' desired outcomes range from status to job flexibility to monetary rewards, depending upon the situation. Career development is just one component of human resource management in organizations. Others include control and evaluation, organizational design, and human resource planning (Gutteridge 1986). WHY IS CAREER DEVELOPMENT NECESSARY?

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Both external and internal factors influence the need for career development. Among these factors, Slavenski and Buckner (1988) list the following: o The need to identify and forecast personnel needs o Social and demographic trends o The changing nature of work o Changing types of jobs o Equity and a multicultural work force o Worker productivity o Technological change and decreasing advancement opportunities o Organizational philosophies Employers are motivated to establish career development programs because such programs are seen as an effective response to various personnel problems, because top managers prefer to promote existing employees and to ensure a good fit between the work and the worker, and because employees have expressed interest in career development as a benefit (Gutteridge 1986). Above all, "most organizations adopt career development programs in response to pragmatic human resource concerns and because they believe it will help ensure a continued supply of qualified, talented personnel" (Gutteridge 1986, p. 58). WHAT IS THE MANAGEMENT CYCLE? The management cycle provides a framework for career development practice. Each of the steps in the management cycle corresponds to career development strategies that help both manager and employee maximize career growth (Slavenski and Buckner 1988). These steps, with appropriate career development tasks, are the following: HIRE OR PROMOTE Strategies at this phase focus on assessing job candidates and hiring or promoting the person whose skills and interests best match the job. ORIENT OR COMMUNICATE This step involves making known to the new employee what is expected, what the organizational culture is like, and what the value systems are. Some companies establish mentoring programs to assist with this task. OBSERVE PERFORMANCE Employee performance is measured with reference to expectations. Feedback is provided.

45

MANAGE PERFORMANCE Employees are rewarded for their strengths. Positive aspects of performance are emphasized. DEVELOP EMPLOYEE Various tools can be used for staff development, including inservice training, career planning workshops, and counseling and assessment services. At this stage, managers may place employees with high potential on the "fast track."

MAKE PERSONNEL SELECTION DECISIONS As organizational needs arise, potential employees are recruited and the cycle starts again with a job match. WHAT ARE THE COMPONENTS OF A CAREER DEVELOPMENT

PROGRAM? Slavenski and Buckner (1988) divide the career development process into three distinct phases: (1) staffing and orientation, (2) evaluation, and (3) development. Each of these phases is composed of strategies from which the employer may choose to create a customized career development system. The staffing and orientation phase is composed of providing career information to the job candidate (whether internal or external) and using selection techniques to match potential workers with the right job. The type of career information provided may include knowledge of jobs within the organization and possible career paths for the employee. Selection techniques that are used to match employee and employment opportunity include assessment center exercises and job posting systems even for positions that are to be filled internally (a form of self-selection). The next phase is the evaluating phase. Two key tasks in this phase are performance review and succession planning. The purpose of performance review, from a career development perspective, is to provide feedback to employees on their skills and

46

knowledge, both to increase job satisfaction and to help them prepare for their next job. Succession planning, at the initiative of the employer, links information from and about individual employees to the human resource needs of the organization. During the developing phase, more visible career development strategies are employed. Tools used during this phase include career discussions between employee and supervisor, career resource centers, self-assessment and career counseling, and career planning workshops. Career discussions between employee and supervisor form an integral part of any career development system. Training supervisors for their career discussion role is necessary for success; even more important and difficult is convincing supervisors to apply that training. Career resource centers have been found to be effective if they support a larger career development system. According to Slavenski and Buckner, employees view career resource centers as a concrete symbol of company support of career development and openness of information. Although career counseling does exist in organizations, self-assessment is a more common tool. A trend appears to be the formal incorporation of career counseling into employee assistance programs, as career issues become more complex. Career workbooks and similar activities are currently among the most popular self-assessment tools. Recent policy trends have guided the design and use of career development workshops. Among the most important are the following trends: o Emphasis on teaching employees to feel more power o Less encouragement for employees to explore other career fields; focus on employees experiencing success in their current jobs o Emphasis on life career planning For example, IBM's career planning workshop focuses on the interests, skills, and contributions inherent in the individual's current job. Employees study their jobs' components and learn how to make the work more challenging. In addition, participants learn how jobs evolve from business needs (Bardsley 1987).

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HOW IS A CAREER DEVELOPMENT PROGRAM ESTABLISHED? The first step in establishing career development in the workplace is the assessment of organizational needs and the needs of individual employees. Several ready-made instruments exist to help organizations with this step, including "What's Your Career Development Quotient?" by Farren, Kaye, and Leibowitz and the "Career Development Opportunity Inventory" by Goldner, Hutcheson, and Otte. These instruments assist the organization with determining what is already working in career development and what is needed (Slavenski and Buckner 1988).

Leibowitz, Farren, and Kaye (1985) present a model for designing and implementing a career development system. Their guidelines include the following: o State specifics o Tie the program to overall human resource development o Tailor the program to the culture o Build from a conceptual base o Plan long-term approaches, short-term payoff o Design multiple approaches o Co-design and manage the project o Ensure top management support o Publicize accomplishments Evaluating the system and improving it based on those evaluations are also important steps in the creation process. Like employee career growth, program growth should be continual. Slavenski and Buckner (1988) conclude their paper with a list of recommendations garnered from the literature and from their own experiences with career development in the workplace. Among their recommendations for persons designing and implementing career development are the following: o Link new programs to other parts of the career development system o Design the program in terms of the specific organizational culture o Think of career development as a process, not a program o Involve line management In summary, career development is now viewed as the shared responsibility of employee and employer. Employers are implementing career development in order to match work and workers for optimal productivity. Various tools exist that organizations can use as part of their career development system. Employers wishing to develop such a system should first assess organizational needs and then decide which components of career

48

development systems would work best in their culture. Finally, it is important to evaluate and continue to improve the career development system.

The literature survey conducted here also includes the academic books and websites The research inspiration was from Tripathi P.C.5, Human Resource Management. PP 312-313. HRD climate and organizational climate in an organization is based on same goals ad beliefs which include capabilities of employees, team spirit, dyadic relationship, clear paths, developmental climates healthy work climate etc. (Rao V.S.P., Human Resource Management. PP245251.) The HRD climate and organizational climate is determined by various factors like organization structure, size, policies, leadership style followed in organization etc. (Gupta C.B.-3 , Management theory and practice) The entire research study is to evaluate the conduciveness of the organizational climate for HRD practices (Jerald Greenberg 4, Behavior in organizations) The research study is a dynamic and untouched research area. And the researcher has tried to cover almost every area of the research topic and has tried to gain an insight into perception of employees regarding how conducive the organization climate is for HRD practices because human behavior is most complex, dynamic and every employee has certain personal traits like values, needs, experiences etc and human resource is an asset for the organization. attitudes,

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OBJECTIVE OF THE STUDY

50

OBJECTIVE OF THE STUDY

To study the Career Planning To know about the different techniques & tools of Career Planning To study the satisfaction of videocons employees regarding their career. To know about the consultancy services regarding career planning provided to employees of videocon

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RESEARCH METHODOLOGY
52

MEANING OF RESEARCH
Research in common parlance refers to a search for knowledge. One can also define research as a scientific and systematic search for pertinent information in a specific topic. The advanced learners dictionary of current English lays down the meaning of research as a casefull investigation or inquiry specially through search for new facts in any branch of knowledge. Redman and Mory defnes research as a Systematized effort to gain new knowledge. Research is an academic activity and as such the term should be used in a technical sense. According to Clifford woody research comprises defining and redefining problems, formulating hypothesis or suggested solutions; and collecting, organising and evaluating data; making deductions and reacting conclusions; and at last carefully testing the conclusions to determine whether they fit the formulating hypothesis. Research is thus, an original contribution to existing stock of knowledge making for its advancement. It is persuit of truth with the help of study, observation, comparison and experiment. OBJECTIVE OF RESEARCH Through each research study has its own specific purpose, we may think of research objectives as falling into a number of following groupings:

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1. 2. 3.

To gain familiarity with a phenomenon or to achieve new insights into it. To portray accurately the characteristics of a particular individual, situation or a group. To test a hypothesis of a causal relationship between variables.

Step in Research

Develop Objective

Research Design

Field Work

Data Analysis and Interpretation.

Report Presentation

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RESEARCH METHODOLOGY
Research is common parlance refers to research for Knowledge one can also define research is a scientific and systematic search for pertinent information and specific topic . The advance learner dictionary of current English lays down the meaning of research as : A Careful Investigation or enquiry specially through search for new fact in any branch of Knowledge Some People consider search as a moment from not to not so : Research Always start with the problems Its purpose is to find answer or solution of the Problem through application of scientific method . It is a systematic The Purpose of and Intensive study Directive towards a more complete search is to discover answers to Questions through the knowledge of the subject studies. Applications of Scientific procedures. The main aim of search is to find out the truth which is hidden and which has not been discovered as yet. TYPES OF RESEARCH Descriptive Vs. Analytical : Descriptive Research includes survey and fact finding Enquiries of different kinds. The major purpose of descriptive research is decryption of the state of affairs as it exist at present . In social science and business research be quit open use the term as fast facto research for descriptive research studies . Applied Vs. Fundamental : Research can either be applied research or fundamental research . Applied Research aims at finally a solution for an immediate problem facing a society or an industrial / business 55

organization . Where as fundamental research is mainly concerned with generalization and with the formulation of a theory . Quantitative Vs Qualitative : Quantitative research is based on the measurement of quantity on the other and is concerned with qualitative Phenomena. Conceptual Vs. Empirical : Conceptual research is that related to some abstract ideas or theory . It is generally used by Philosopher and thinkers to develop new concepts or to reinterpret existing ones. On the other hand empirical research realize on experience or observation alone , often without due regards for system and theory . of amount. It is

applicable to phenomena that can be expressed in terms of quantity . Qualitative research

TYPES OF RESEARCH USED IN STUDY In this study descriptive research is used. The major purpose of descriptive research is description of the state of affairs . As it Exist at present . In this study the information collected about the product from retailer as well as consumers by using interviews and questionnaires . RESEARCH DESIGN Design regarding what where when how much by what means concerning an enquiry for research study constitutes research design . A Research design is the arrangement of conditions for collection and analysis of data is a manner that aims to relevance to the research purpose with economy in procedure . combine

56

Questionnaire and interview method was designed and administered to the respondents for the objective of the study. DATA COLLECTION In dealing with any real life problem is often found that data at hand are in adequate and hence it becomes necessary to collect data that are appropriate . There are several ways of collecting the appropriate data which differ considerable in context of money cost time and other resources at the disposable of Researcher . The data source are secondary as well as primary : Primary Data : Primary Data can be collected either through experiments or through surveys it . If the researcher conducts and experiments, he observes some Quantitative experiments, or the data with the help of which he examines the truth contained in his hypothesis . But in the case a survey data can be collected by anyone or more of the followings way: By observation : The method implies the collection of Information by way of

investigators own observation . Without interviewing the respondents the information obtained relates to that is currently happening and is not complicated by either the past behaviour or future intentions or attitudes of Respondents. Through personal interview: The investigator follows a rigid procedure and seeks answers to a set off preconceived Questionnaire through personal interviews.

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Through Telephone Interviews: This method of Collecting information includes contacting the respondents on telephone itself . This is not a very widely used method but it place an important role in industrial survey . In developed reasons particularly , when the survey has to be a ccoplished in a very limited time .

By mailing of Questionnaire : In this method the researched and respondents do not come in contact with each other . Questionnaire are mailed to the respondents with a request to return after completing the same . It is the more expensively used method. Through Scheduled : Under this method the enumerators are appointed given training . They are provided with schedules containing Relevant questions . These enumerators go to respondents with the schedules . Data are collected by filling up the schedule by enumerators on the bases of replies given by Respondents . Secondary Data : The Secondary Data on the other hand are those which have already been collected someone else and which have already been passed through the statically process. When the researcher utilized secondary data then he has to look into various sources from he can obtained them . For e.g.: Books, Magazines , Newspapers , Internet , Publications and Reports . Method used in study : In this study both primary and Secondary method of Data collection is used . in Primary the observation method and interview method was used . Researcher taken the interview of the retailer and consumers and find what they think about the Career Planning . This is

58

find out that how career planning help the employees and employer in the progress of Company . The study is Fresh and for the first time and happen to the original in character. Not used any previous reports of company in Primary Data. Secondary Source for collecting data used in this research are internet and from Magazines the information collected from the retailers and the consumers . Source of Data The data sources are secondary as well as primary. In secondary, the data consists of Information that already exists some where that have been collected for another purpose. In primary source the data consist of original information gatherered for the specific purpose. The cluster sampling technique is decided to collect the data from organizations employees.

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DATA ANALYSIS & INTERPRETATION

60

DATA ANALYSIS & INTERPRETATION

The Demographic Features of the Participants

50% 40% 30% 20% 10% 0% 20-29 years 41%

44%

Series1 9% 6% 50 years

30-39 years

40-49 years

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47% 47% 46% 45% 44% 43% 42% 41% Male Female 43% Series1

30% 26% 25% 20% 15% 10% 5% 0% Less than 1 Betw een 1- Betw een 4- Betw een 7- Betw een More than year 3 years 6years 9 years 10-12 years 12 years 3% 9% 15% 23.50% 23%

INTERPRETATION :
Table 1 shows a part of the the demographic features of the participants. The table reveals that the participants are of young or middle age. The senior peole are quite few. This might be seen as this organization has a personnel which can be trained and is open to changes and developments. Therefore, the management and its staff are to have effctive communication skills. The participants are equally diversed as women and men. The numbers from both gender is the same. Seeing the participants working years at this organization 5% of them have been working at that institution for 12 years or more. It was seen that the participants have been working in this company for mostly 1 to 9 years. However, there is one issue of which reasons are to be searched , in this company s management there are few or none peole who have not been working there for a long time. 62

The General Understanding of Career Planning

Tablo 2 The institutions specifying the promotion options in accordance with the individuals aptitudes

45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Strongly disagree 6%

41%

29.50% 23.50% Series1

0% Disagree Not sure Agree Strongly agree

INTERPRETATION :
In this part, some results of the data have been worded interms of the participants understanding of career planning and their thoughts on how career planning might affect the organizational communication and organizational devotion. Table 2. shows the responses for the item The institution specifies the promotion options in accordanve with the individuals aptitudes. Analyzing the Table 2, it is seen that 45% of the participants responded as I disagree or I strongly disagree whereas, 29,5 % said I agree. No participant did respond as I strongly agree. However, the discrepancy is not much. The results can be seen in two ways. One way could be as that the institution is in a dispute for some individuals.In other words, some workers might think that they are

63

seen as a part of career planning interms of their aptitudes, whereas, some others might believe that the institution does not have an objective policy for that. The other way might be some deficiencies in the organizational communication process i.e the workers might be throughly included in career planning process considering their personal aptitudes, but this process might not be clarified explicitly or completely. The institution should have an immediate action to assess those two ways. This has gerat to do with increasing the level of organizational devotion. If an individual feels that his institution has such a policy and applies it accordingly, he will have more efforts to fill the gaps in his improvement, so he will have a stronger feeling of devotion. However, one thing should be kept in mind that the workers will have a better understanding of such a policy via a qualified organizational communication.

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FREQUENCY OBTAINED BY THE RESPONSES FOR THE ITEM

Table 3. Filling The Possible Vacancies Priorily From The Organizations Own Staff

60% 50% 40% 30% 20% 12% 10% 0% Strongly disagree Disagree Not sure 3% 26%

59%

Series1

0% Agree Strongly agree

INTERPRETATION :
Table 3. shows the frequency obtained by the responses for the item the institution meets the needs of present or potential personnel priorily from its own staff using a promotion policy. 59% of the participants said they agreed on the idea that the institution has such a policy. 15% responded as I disagree or I strongly disagree. However, the percentage of undecided is 26% which is not a little percentage. If there is a vacancy for a position in any organization and if there is a need for a new personnel for

65

that, there should be a quick action bearing in mind this vacancy should be filled from the organizations human resources priorily. The present staffshould be promoted or assigned for this position. Such a policy will contribute to motivate both the present staff fostering their trust or devotion for the organization and the people who are skillful and ambitious will apply to such an institution foreseeing their future promotion possibilities.In such a setting, the people in and out of the organization will be aware of such policies via the organizational communication process.

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In The Career Planning Process, The Organizations Offering A Consultancy Service.

Table 5.

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Strongly disagree 9%

82%

Series1

6% Disagree Not sure

3% Agree

0% Strongly agree

INTERPRETATION :
Table 4 shows the frequency obtained by the responses from the item the institution offers a consultancy service to lead the workers career planning. As in the previous table, Table 5 reveals that organizational communication has a huge hole to fix. To be sucessful in career planning, one of the important issues to be handled is offering the workers an effective consultancy service. In the planning process, defining the vacancy in detail, looking for the right man fitting for that positions requirements and analyzing the

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possible fillers aptitudes and skills are included in such a consultancy service. Having an effctive consultancy depends on a strong structure of organizational communication. Keeping this knowledge on the definition of consultancy service in mind, 91% of the participants are not satisfied with their organizations consultancy. Their responses prove that this organization is lack of a well structured organizational communication.

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Table5. Workers Contribute More To The Organization When They Know That The Organization Makes Investments For Them

80% 70.50% 70% 60% 50% 40% 30% 20% 10.50% 10% 0% 0% Strongly disagree 0% Disagree 0% Not sure Agree Strongly agree Series1

INTERPRETATION :
Table 5 reveals that the organization has a systematically running organizational communication based on investing on the human resources in the organization. The item for Table 6 is Investing for the workers increases the contribution to the organization. Career plannings priorit must be investing for the human resources. Then the workers should be informed about that. All the participants responses reveal that they all feel that

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their company is satisfactorily working on that issue. All the participants responded as I agree or I strongly agree for this item. Making the workers informed about the investments made for them can be run through a settled organizational communication. So, the workers feeling of belongingness for the organization is being strenghtened. The workers with high level of belongingness will contribute more for the organization.

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Table 6. Having No Possibility For A Promotion Makes The Workers Stay Away From The Organizations Goals

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 3% 0% Strongly disagree Disagree Not sure 6%

50% 41%

Series1

Agree

Strongly agree

INTERPRETATION :
Table 6 reveals the responses given for the item Having no possibility for a promotion makes the workers stay away from the organizations goals. One of the issues making the workers motivated is the possibility of future promotions. Such an opportunity keeps the workers dynamic and makes their excitement for their job and organization alive. However, in the organization where this study was conducted, the participants have such a despair. 91% of the participants responded in that way. No matter how well the

71

organizational communication is in such a company, the workers will stay away from the company goals. Table 7. Adjusting The Workers And The Companys Needs Improves The Feeling Of Belongingness

80% 70.50% 70% 60% 50% 40% 30% 20% 10% 0% 0% Strongly disagree 3% Disagree 3% Not sure Agree Strongly agree 23.50% Series1

INTERPRETATION :
Table 7.reveals the data gathered by the item Adjusting the workers and the companys needs improves the feeling of belongingness. Analyzing the needs of both the workers and the organization can be done via a well structured organizational communication.

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The sucess of the institton depends on adjusting and overlapping the needs of the workers and the company. In other words, making the workers informed about the companys goals and needs, and similarly, the managers being aware of the workers expectations and desires can be done via a well-structured communication. Such an adjustment will make the workers have the feeling of belongingness. Analyzing the data, it can be said that the company where this study was conducted has a settled organizational communication for such an adjustment.

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LIMITATION OF THE STUDY

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LIMITATIONS OF THE STUDY

Indeed the survey programme was not as easy as it appeared on the face of it. Everything has its virtues attached to it and the same would be the case here. Some phenomenal and unavoidable limitations that will crop up are:

The study was limited only to single industry . Being an opinion survey, the personal biasness of respondents might enter into
their responses.

Time constraint The selected sample might have affected the results of study .

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FINDINGS

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FINDINGS
The senior peole are quite few. This might be seen as this organization has a personnel which can be trained and is open to changes and developments. Therefore, the management and its staff are to have effctive communication skills. The participants are equally diversed as women and men. The numbers from both gender is the same. Seeing the participants working years at this organization 5% of them have been working at that institution for 12 years or more. It was seen that the participants have been working in this company for mostly 1 to 9 years. However, there is one issue of which reasons are to be searched , in this company s management there are few or none peole who have not been working there for a long time. some results of the data have been worded interms of the participants understanding of career planning and their thoughts on how career planning might affect the organizational communication and organizational devotion. Table 2. shows the responses for the item The institution specifies the promotion options in accordanve with the individuals aptitudes. Analyzing the Table 2, it is seen that 45% of the participants responded as I disagree or I strongly disagree whereas, 29,5 % said I agree. No participant did respond as I strongly agree. However, the discrepancy is not much. The results can be seen in two ways. One way could be as that the institution is in a dispute for some individuals.In other words, some workers might think that they are seen as a part of career planning interms of their aptitudes, whereas, some others might believe that the institution does not have an objective policy for that. The other way might be some deficiencies in the organizational communication process i.e the workers might be throughly included in career planning process considering their personal aptitudes, but this process might not be clarified explicitly or completely. The institution should have an immediate action to assess those two ways. This has 77

gerat to do with increasing the level of organizational devotion. If an individual feels that his institution has such a policy and applies it accordingly, he will have more efforts to fill the gaps in his improvement, so he will have a stronger feeling of devotion. However, one thing should be kept in mind that the workers will have a better understanding of such a policy via a qualified organizational communication. 59% of the participants said they agreed on the idea that the institution has such a policy. 15% responded as I disagree or I strongly disagree. However, the percentage of undecided is 26% which is not a little percentage. If there is a vacancy for a position in any organization and if there is a need for a new personnel for that, there should be a quick action bearing in mind this vacancy should be filled from the organizations human resources priorily. The present staffshould be promoted or assigned for this position. Such a policy will contribute to motivate both the present staff fostering their trust or devotion for the organization and the people who are skillful and ambitious will apply to such an institution foreseeing their future promotion possibilities.In such a setting, the people in and out of the organization will be aware of such policies via the organizational communication process. To be sucessful in career planning, one of the important issues to be handled is offering the workers an effective consultancy service. In the planning process, defining the vacancy in detail, looking for the right man fitting for that positions requirements and analyzing the possible fillers aptitudes and skills are included in such a consultancy service. Having an effctive consultancy depends on a strong structure of organizational communication. Keeping this knowledge on the definition of consultancy service in mind, 91% of the participants are not satisfied with their organizations consultancy. Their responses prove that this organization is lack of a well structured organizational communication. Career plannings priorit must be investing for the human resources. Then the workers should be informed about that. All the participants responses reveal that they all feel that their company is satisfactorily working on that issue. All the

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participants responded as I agree or I strongly agree for this item. Making the workers informed about the investments made for them can be run through a settled organizational communication. So, the workers feeling of belongingness for the organization is being strenghtened. The workers with high level of belongingness will contribute more for the organization One of the issues making the workers motivated is the possibility of future promotions. Such an opportunity keeps the workers dynamic and makes their excitement for their job and organization alive. However, in the organization where this study was conducted, the participants have such a despair. 91% of the participants responded in that way. No matter how well the organizational communication is in such a company, the workers will stay away from the company goals. Analyzing the needs of both the workers and the organization can be done via a well structured organizational communication. The sucess of the institton depends on adjusting and overlapping the needs of the workers and the company. In other words, making the workers informed about the companys goals and needs, and similarly, the managers being aware of the workers expectations and desires can be done via a well-structured communication. Such an adjustment will make the workers have the feeling of belongingness. Analyzing the data, it can be said that the company where this study was conducted has a settled organizational communication for such an adjustment.

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SUGGESTIONS

80

SUGGESTIONS
The study aimed at specifying the stages of career planning, revealing how and in what ways those stages affect the level of devotion and offering some suggestions to insert career planning stages into the organization. To conduct the study the related literature was reviewed first, then a questionnaire was devised. The questionnaire has 3 categories and 14 items. The questions in the first part are related to the participants demographic features, inthe second part they are about the stages of career planning, and the questions seeking the answers for the factors of devotion to the organization are in the last part. This questionnaire was applied to the 34 white collared personnel in Tepe Furniture T rade and Joint-Stock Company, which is in Eskiehir. Based on the data gathered by the questionnaire, it has been found out that the company has no attempt to insert career planning into the organization, but it has some satges of it. Therefore, not all the factors related to the feeling of devotion to the organization have been observed. The data gathered by the questionnaire was analysed statistically using SPSS packet program. According to the results of the study the average age of white collared personnel is 32. In the study group, 1 person has been working at the company for less than 1 year. 16 participants are female and 17 are male. As the company has no policy for career planning, the questions in the questionnaire are based on the stages of career planning and the study aimed to find out how those stages affect the level of devotion to the organization. Analyzing the stages of career planning, it has been seen that the company offers promotion chances and meets the needs of new personnel from the compant itself priorily by using the promotion system. However, the company has no career planning process which is to provide workers with training, interview and consultancy. It does not search for the expectations of the workers and it

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does not strive to get information on the workers aptitudes. Therfore, the white collared personnel in this company has a low level of feeling of devotion to the organization. Analyzing the data in general, the organization has only a few satges of career planning. As long as the company attempts to adopt all the stages of career planning, the level of devotion and contribution to the organization will increase, personal efforts for improvement will be fostered, the people will develop a sense of belongingness and they will adopt the companys goals. By the help of career planning they will meet the future needs for a new personnel from its own staff. The organization should specify the expectations of the workers, and use their aptitudes to make the workers devoted, satisfied and have high performance. To fulfill all those things above, they should make investments for the organizations human resources. In general, the company workers consider that they have a chance to promote at that workplace. However, to make such a plan more structured the companies must offer a kind of consultancy service. There should be training on career planning. The individuals aptitudes and expectations about their jobs should be specified, and the company and the individuals should be in contact for that matter. The individuals are to evaluate themselves before starting all those applications and find out his interests, weaknesses, strenghts and his aptitudes. The companies should insert some methods into its applications such as mentoring, evaluation, psychotechnic mathods, performence evaluation and they should offer consultancy service for the possible problems. By having a career planning policy the companies should adjust the individuals and the companys needs, so they will increase the level of devotion to the company which affects the companies consistent sucess.

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CONCLUSION

83

CONCLUSIONS
Guidelines can be of great help in steering employees along their career plan and towards professional growth. Nevertheless, individual responsibility should not be overlooked. No success can be achieved without the required drive and capacity. contribution consists of clear definitions and transparent rules of play. The mere fact of having a career plan brings a series of benefits for the organization (and its employees) such as those analyzed above. While it would be a mistake to think that setting up career planning will ensure the long-term retention of human talent within an organization, it does at least ensure that while talent remains within the company, their skills are fully exploited for the benefit of all. The companys

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BIBLIOGRAPHY

85

BIBLIOGRAPHY
Ball, B. (1997). "Career management competences the individual perspective". Career Development International 2 (2): 7479. doi:10.1108/13620439710163653. Ibarra, Herminia (2003). Working identity: unconventional strategies for reinventing your career. Harvard Business Press. ISBN 9781578517787. Strenger, Carlo (2008). "The Existential Necessity of Midlife Change". Harvard Business Review. February 2008: 8290.

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ANNEXURE

87

ANNEXURE
The Demographic Features of the Participants

Age Gender Working Years in Company The General Understanding of Career Planning FREQUENCY OBTAINED BY THE RESPONSES FOR THE ITEM Filling The Possible Vacancies Priorily From The Organizations Own Staff In The Career Planning Process, The Organizations Offering A Consultancy Service Workers Contribute More To The Organization When They Know That The Organization Makes Investments For Them Having No Possibility For A Promotion Makes The Workers Stay Away From The Organizations Goals

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Adjusting The Workers And The Companys Needs Improves The Feeling Of Belongingness

TABLE OF CONTENTS
DESCRIPTION OF CONTENTS Certificate Declaration Acknowledgement Preface COMPANY PROFILE PROJECT STUDY CAREER PLANNING NEED OF THE STUDY LITERATURE REVIEW OBJECTIVES OF STUDY RESEARCH METHODOLOGY ANALYSIS AND INTERPRETATIONS LIMITATIONS OF THE STUDY FINDINGS SUGGESTIONS CONCLUSION BIBLIOGRAPHY APPENDIX PAGE NO. i ii iii iv 1-10 11-40 41-42 43-49 50-51 52-59 60-73 74-75 76-79 80-82 83-84 85-86 87-88
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