View of HUMAN RESOURCE EMPLOYABILITY EXPECTATION OF INDUSTRY AND PROFESSIONAL INSTITUTES OF STUDENTS: A REVIEW

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Vol. 05, Special Issue 05, (ICET-2020)July 2020 Available Online: www.ajeee.co.in/index.php/AJEEE

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HUMAN RESOURCE EMPLOYABILITY EXPECTATION OF INDUSTRY AND PROFESSIONAL INSTITUTES OF STUDENTS: A REVIEW

Rubvita Chadha, Asst. Professor,

Shriram Institute of (Autonomous), Technology, Jabalpur (M.P.) 1. INTRODUCTION

Across the globe it is a known fact that countries can achieve economic well being and productive efficiencies only through higher intellect capital and professional capabilities of workforce. In today‟s competitive environment in both industry and academia it is important that both the sectors have a extremely good quality human resource base. So the concept of development which has been prevailing in industry and academia for the past two decades has moved from income and income distribution to development and training of human resource.

Thus it has become very important for the people in industry and academia to understand that the market is shifting from the welfare approach of education to the right based approach. This right based approach lays the foundation for the right approach to provide a dignified living to the youth through their transformative phase of development throughout the world. India is one of the fastest growing economies in the world. Over the last five years, the country has¹–

2. LITERATURE REVIEW

The literature review is a description of the literature relevant to a particular field or topic. It gives an overview of what has been said, who the key writers are, what are the prevailing theories and hypotheses, what questions are being asked and what methods and methodologies are appropriate and useful. A literature review may be purely descriptive, as in an annotated bibliography or it may provide a critical assessment of the literature in a particular field, stating where the weakness and gaps are, contrasting the views of particular authors or raising questions.

It is also important that business and engineering studies should involve training the students in developing a business plan and delivering sales pitch. Simultaneously it is also important that students should also learn to develop their written and communication skills. Students should be curious and motivated towards their task. In this study literature related to “An analytical study of gap between the human resource employability expectation of industry and professional institutes of students in Jabalpur division”

mainly reviewed.

Downs, Smeyak, & Martin (1980)² An interview is a specialized form of communication conducted for a specific task related purpose. Indeed, one reason why some

1“India: Growth and Jobs in the New Globalization”, A report by BCG & CII,http://media-publications.

bcg.com/BCG-CII-India-Future-of-Jobs-Mar-2017.pdf

2Professional Interviewing Hardcover – 1980, by Downs/Smeyak/Martin, Publisher: Harper & Row (1980)ASIN: B008I8QQZO

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managers perform poorly as interviewers is they treat this “purposeful communication” too casually, as though it were merely a conversation. As a result of poor planning and lack of attention to managing the interview process, they fail to accomplish their purpose and often alienate the interviewee in the process.

Roger Bennett, Vicky Langford³ (1980), stated an underlying assumption of all management education has been that exposure to the theories, concepts and techniques of the various disciplines and functions of management will help managers do their work better. In short, the result should be more effective managerial practices.

Sincoff & Goyer (1984)⁴ state that there certainly occurs some irregularity in organizations. Individuals interview to obtain a position; they interview to gather information to perform their jobs; and manager‟s interview subordinates to review their performance and provide counseling and coaching. Interviews are so common they are often taken for granted. People view interviews as simply conversations during which information is gathered. While interviews are similar to conversations, there are important differences in conversations & interviews.

Edward E. Lawler (1985)⁵ examines the relationship between education, management style, and organizational effectiveness. The increasing education level in the society is pointed to as a strong force toward a more participative management style.

Burke, Michael J.; Day, Russell R. (1986)⁶ presented Meta-analysis procedures which were applied to the results of managerial training (MT) studies. The meta-analysis results for distributions of MT effects representing certain training methods and criteria like subjective learning, objective learning, subjective behavior, and objective results indicated that MT was moderately effective.

Cooper H.M (1988)⁷ defines literature review as one which uses as its database reports of primary or original scholarship itself. The primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents. The types of scholarship may be empirical, theoretical, critical, analytical or methodological in nature.

Second a literature review seeks to describe, summarize, evaluate, clarify and integrate the content of primary reports.

Luthans, Hodgetts and Rosenkrantz (1988)⁸ have shown that effectiveness and success are not identical concepts. Their study was four years long, large and rigorous, using multiple techniques, and collecting and analysing information on managers across many companies and industries. It demonstrates that effective managers differ from successful managers in terms of what they do and how often they do it. They found successful managers and effective managers systematically differed in relative frequency of their activities.

Huber (1991)⁹ suggested steps approach in learning process cycle: Acquire learning gain with attainment of knowledge of organization, knowledge is grow by controlling environment, by research implementation, information systems to memorize and recycle data, training etc. Dissemination is process through which information is shared.

Knowledge can be communal and spread in formal or informal notes, articles, report and in form of skills.

Interpretation, this refers to how information is analyzed and interpreted before sharing. This step is work like a brain which shared understanding of information in organization. Organizational memory refers to a center where the knowledge will be memorized. This plays a vital role in organizational learning. Undoubtedly, putting this theory in to practice has a close relationship with the role and effectiveness of managers

3Roger Bennett, Vicky Langford, ―Managerial Effectiveness and Management Education‖ in Journal of European Industrial Training 1980, Vol. 4, No.6, Page. 17 – 20.

4Defining and Quantifying Potentially Discriminatory Questions in Employment Interviewing." 26p.; Paper presented^ at. tthe Annual Meeting of the Speech Communication Association (75th, San Francisco r CA, November 18'-21f 1989)

5 EDUCATION, MANAGEMENT STYLE, AND ORGANIZATIONAL EFFECTIVENESS, Authors, EDWARD E. LAWLER III, Personnel Psychology, First published: March 1985, Volume 38, Issue 1, March 1985, Pages 1–26

6Burke, Michael J.; Day, Russell R., ―A cumulative study of the effectiveness of managerial training.‖, Applied Psychology, Vol 71(2), May 1986, 232-245.

7Cooper, H.M. (1988), "The Structure of Knowledge Synthesis", Knowledge in Society, Vol–1, pp. 104–126

8Luthans, Hodgetts and Rosenkrantz (1988), Real Managers, The Acedamy of Management Review, Vol. 13, No. 4, October 1988, pp 661-633

9 Huber, G. P. (1991), “Organizational Learning: The Contributing Processes and the Literatures”, Organization Science, Vol. 2(1), pp. 88-115.

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3 and managerial skills and knowledge.

Edward E. Lawler (1994)¹⁰ examines the relationship between education, management style, and organizational effectiveness. The increasing education level in the society is pointed to as a strong force toward a more participative management style.

Dr. Appa Rao Korukonda (1994)¹¹ presents on distinction between management training, which refers to the acquisition of specific skills often on the job and management education which is the acquisition of a conceptual appreciation of management skills and knowledge.

Mr. Ortrun Zuber – Skerritt (1995)¹² indicated some specific facts regarding ideas and issue related to management education and development for the new learning organization and presents an example of a course design for experienced managers. It was highlighted in the article by him.

Farhad Analoui (1995)¹³ concluded in a research about the effectiveness of the senior officials within the public sector which has been disproportionately associated with task instead of people-related skills. A study of senior managers within Indian Railways, over three years, has revealed that managers, in order to become effective, not only require task and people skills but also self-development knowledge and skills.

Mr. Mohammad Shamsuddoha, Mr. Syed Ahsanul Alam and Mr. A.M. Javeed Ahsan (1995)¹⁴ study on the various MBA programs at universities of Bangladesh, which can keep a vital contribution to build a skilled executive after that who can handle the things properly in the organization.

Richard E. Boyatzis, David A. Kolb (1995)¹⁵ contend that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation.

In Australia, the Karpin Report (1995)¹⁶was commissioned by the Federal Government to review the performance of Australia„s managers compared to their counter parts in other countries. Its findings conclude that Australian managers lack competitive leadership skills and even awareness of the need, This twin deficit requires urgent redress and Redress is constituted by ongoing measures.

Robotham and Jubb (1996)¹⁷stated that developments in Business Simulations and Experiential Learning indicate that traditionally, the views surrounding the issue of managerial effectiveness have tended to be largely based on the assumptions about what managers do, and what they should do to be successful.

Center for Creative Leadership (1998)¹⁸ embarked on a research study designed to understand the capacities of individuals who are effective in global roles. It was created to examine the relationship between measures of effectiveness and the individual„s background, personality, learning skills, knowledge of the job, and the enactment of role behaviors. Seen from a larger perspective, the study worked within the scope of more than a decade of reports, books, articles, and other work devoted to answering the questions of what individuals need to be effective managing and leading global organizations.

10Edward E. Lawler, ―Education, Management style and organizational effectiveness‖, Personnel Psychology, Volume 38, Issue 1, Pages 1 – 26.

11Dr. Appa Rao Korukonda ―Managerial action skills in Business Education: Missing Link or Misplaced Emphasis?‖ Journal of Management Education and Development, Canada, 1994, P.28-34. Vol.12 No.6.

12Mr. Ortrun Zuber – Skerritt, ―Developing a learning organization through management education by action learning‖, “The learning Organization”, June 1995, Vol. 2, No. 2, Page 36 - 46.

13Farhad Analoui, (1995) "Management skills and senior management effectiveness", International Journal of Public Sector Management, Vol. 8 Iss: 3, pp.52 – 68.

14Mr. Mohammad Shamsuddoha, Mr. Syed Ahsanul Alam and Mr. A.M. Javeed Ahsan, ―Developing skilled Executives Through Various MBA Programme: A Study on Private Universities in Bangladesh‖ in Pakistan Journal of Social Science, 2005, Vol. 3, No. 3, page 445 - 451.

15Richard E. Boyatzis, David A. Kolb, ―From learning styles to learning skills: the executive skills profile, Journal of Managerial Psychology, 1995, ISSN 0268-3946, volume 10, issue 5, page 3-17.

16Enterprising nation: renewing Australia's managers to meet the challenges of the Asia-Pacific century [Karpin report], Author: Karpin, David, http://hdl.voced.edu.au/10707/139524.

17Robotham and Jubb (1996), Competences : Measuring the Unmeasurable, Management Development Review, 9(5), 25-29, September 1996

18Managerial Effectiveness in a Global Context, By Jean Brittain Leslie, Maxine A. Dalton, Christopher Ernst, Jennifer J. Deal, Centre for leadership report, 2002

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Judy D. Olian, Cathy C. Durham, Amy L. Kristoff, Kenneth G. Brown, Richard M. Pierce and Linda Kunder(1998)¹⁹ focuses on strategically aligned training and development systems that advance and sustain the organization's competitive position in its market. Traditionally, T&D systems were relegated to narrowly defined support roles, where individuals were trained around current job-based deficiencies or predicted knowledge and skill needs.

Card and DiNardo (2000)²⁰ said that the rise in wage inequality in the U.S. labor market during the 1980s is usually attributed to skill-biased technical change, associated with the development of personal computers and related information technologies. We review the evidence in favor of this hypothesis, focusing on the implications of economy- wide trends in wage inequality, and for the evolution of wage differentials between various groups.

F. Analoui, H. Labbaf and F. Noorbakhsh (2000)²¹ suggested Managerial skills are viewed as being of fundamental importance for improved managerial performance and effectiveness as the whole. Recent developments in the field point to the presence of three paramount and overlapping categories of managerial skills namely, task-, people- and self- related, that play a crucial role towards increasing the effectiveness of the senior managers in both private and public sector organizations.

Debasish N. Mallick (2000)²² stated that study attempts to explore the content and process of technology management education in the context of masters of business administration (MBA) programs in the US. Based on two mail surveys, the research identifies the knowledge and skills that are necessary for effective management of technology. Except for a few specific knowledge and skill areas, general agreement was found to exist between academicians and practitioners as to what knowledge and skills are important for effective management of technology.

Farhad Analoui, Mirza Hassan Hosseini (2001)²³ said that the effectiveness of the processes involved in business administration programs for managers in Iran. It aims to understand the foundation of appropriate business administration for managers and to explore their views and perceptions in relation to the skills and knowledge required of them.

The results showed that a combination of these skills enables the managers to work more effectively.

Azim Premji Foundation (2000)²⁴is a not-for profit organisation that has been working since 2000 with the elementary education system in rural government schools. The Foundation began by implementing various programmes to improve educational quality across the country. Today, the Foundation with 1000+ employees has field institutes in 40+

districts across states and 1 union territory (Karnataka, Rajasthan, Uttarakhand, Chhattisgarh, Madhya Pradesh, Telangana and Puducherry) reaching more than 3,50,000 schools across the country.

The District Institutes work in

David A. Latif (2002)²⁵ research focuses on the management skills component of managerial effectiveness. It reviews the relevant management literature related to what effective management skills are, why they are important, and describes one model, based

19Judy D. Olian, Cathy C. Durham, Amy L. Kristoff, Kenneth G. Brown, Richard M. Pierce, Linda Kunder,

―Designing management training and development for competitive advantage: lessons from the best‖ in Human Resource Planning, 1998, Vol.

20Skill-Biased Technological Change and Rising Wage Inequality: Some Problems and Puzzles David Card, University of California Berkeley and National Bureau of Economic Research John E. DiNardo, University of Michigan and National Bureau of Economic Research, http://davidcard.berkeley.edu/papers/skill-tech- change.pdf

21F. Analoui, H. Labbaf and F. Noorbakhsh ―Identification of clusters of managerial skills for increased effectiveness: the case of the steel industry in Iran‖, International Journal of Training and Development, Volume 4, Issue 3, pages 217– 234, September 2000.

22Debasish N. Mallick, Abhijit Chaudhury, ―Technology management education in MBA programs: a comparative study of knowledge and skill requirements Technology management education in MBA programs: a comparative study of knowledge and skill requirements‖, Journal of Engineering and Technology Management Volume 17, Issue 2, June 2000, Pages 153-173.

23Farhad Analoui, Mirza Hassan Hosseini, (2001) "Management education and increased managerial effectiveness:

The case of business managers in Iran", Journal of Management Development, Vol. 20 Iss: 9, pp.785 – 794.

24Azim Premji Foundation, 2002. A Study Of Evaluate Impact Of Community Learning Centres. APF, India

25David A. Latif (2002), Model for Teaching the Management Skills Component of Managerial Effectiveness to Pharmacy Students.‖ Bernard J. Dunn School of Pharmacy, Shenandoah University, Winchester.

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on empirical research, for teaching management skills to MBA students. This paper focuses on the last component of managerial effectiveness: management skills. The goal is to use research findings from the business literature in an attempt to answer the aforementioned questions concerning the managerial skills component of management education.

Richard E. Boyatzis, Elizabeth C. Stubbs, and Scott N. Taylor(2002)²⁶ indicated a major challenge to MBA education is to develop the ability to use management knowledge.

Entering and graduating data from six full-time and three part-time cohorts taking an MBA program designed to develop these competencies is analyzed and compared to baseline data on two full-time and two part-time cohorts. Results show that cognitive and emotional intelligence competencies can be developed in MBA students, but not with a typical MBA curriculum.

Clinton O. Longenecker and Sonny S. Ariss(2002)²⁷ discussed how organizations can use management education to create competitive advantage by an article entitled,

“Creating competitive advantage through effective management education and concludes that management education and development is essential in order for an organization to remain competitive”.

Darryl Reed, York University, Toronto writes in Information Age Publishing, (2002)²⁸ about ―Management Education in an Age of Globalization: The Need for Critical Perspectives. The purpose of this paper is to examine how the analysis of these processes of globalization and their effects should be incorporated into management education. A basic premise underlying the argument developed in this paper is that management is a profession and that, as such, it has a responsibility to critically examine the effects of how it functions and investigate how its contributions to society may be improved.

Mr. Robert Hogan and Mr. Rodney Warrenfeltz (2003)²⁹ believe continuous changes in both the economy and technology, as well as changes in the speed of change;

suggest that managers who lead modern organizations need to be engaged in a constant learning process. They review executive education with three goals in mind i.e. Defining some key terms associated with learning and education that are often left unspecified, Proposing the taxonomy of learning outcomes associated with self knowledge; the taxonomy is exhaustive in that it can account for all existing competency models and Suggesting that executive education will proceed most efficiently and productively when it is preceded by an assessment of the executives„ capabilities, relative to their role responsibilities (present and future) and the organizational culture in which they work.

Shane Douglas Muldoon(2003)³⁰in his thesis titled ―Excellent Managers: Exploring the

Kenworthy (2003)³¹in a paper proposes the use of the Managerial Competency Questionnaire(MCQ) as a reliable, valid set of scaled 100 competencies that have sets of behaviors ordered into levels of sophistication or complexity, as a suitable assessment tool to examine the extent to which the different programmes impact on the managerial competency of the individuals participating in the programmes.

Dr. Farhad Analoui (2003)³² researches on ―Increasing Women Senior Managers Effectiveness: Evidence from Romania‖. In the wider context of increased participation of women to managerial positions, the issue of effectiveness at work has become equally important for female managers. Therefore it is important to identify the factors, which can determine an increase in their managerial effectiveness. This article looks at the factors conducive to managerial effectiveness in organizations, as perceived by women senior

26Richard E. Boyatzis, Elizabeth C. Stubbs, and Scott N. Taylor, ―Learning Cognitive and Emotional Intelligence Competencies Through Graduate Management Education‖, Academy of Management Learning and Education, 2002, Vol. 1, No. 2, 150–162.

27Clinton O. Longenecker, Sonny S. Ariss, (2002) "Creating competitive advantage through effective management education", Journal of Management Development, Vol. 21 Iss: 9, pp.640 – 654.

28Darryl Reed, ―Management Education in an Age of Globalization: The Need for Critical Perspectives.‖ Information Age Publishing, York University, Toronto 2002, 209-236.

29Mr. Robert Hogan and Mr. Rodney Warrenfeltz, ―Educating the Modern Manager‖ in Journal Academy of Management Learning and Education, 2003, Vol. 2, No. 1, Page 74–84.

30Shane Douglas Muldoon, ―Excellent Managers: Exploring the Acquisition, Measurement, and Impact of Leader Skills in an Australian Business Context‖, Victoria University of Technology. P.Hd thesis 2003

31John Kenworthy and Annie Wong, ―A Study of the Attributes of Managerial Effectiveness in Singapore:

Implications for a Competency model for Managers in Singapore‖, Gainmore Leadership Advantage.

32Dr. Farhad Analoui, ―Increasing Women Senior Managers Effectiveness: Evidence from Romania‖, Romanian Journal of European Affairs vol. 3, no. 1, 2003.

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6 managers in Romania.

`Kim T. Mueser, Steve Aalto,, Deborah R. Becker, John S. Ogden, Rosemarie S.

Wolfe, M.S., Diane Schiavo, B.A., Charles J. Wallace and Haiyi Xie (2005)³³ evaluated whether a supplementary skills training program improved work outcomes for clients enrolled in supported employment programs. Some recently employed clients with severe mental illness who were receiving supported employment services at a free-standing agency were randomly assigned to participate in either the workplace fundamentals program, a skills training program designed to make work more "successful and satisfying," or treatment as usual.

David et al (2006)³⁴ state that one solution for preparing engineering graduates to become better workplace problem solvers is converting their curricula to problem-based learning (PBL). PBL programs replace traditional courses with integrated, interdisciplinary sets of complex problems that students learn to collaboratively solve.

The indispensable soft skills for students include firstly, teamwork that involves Face - to - Face Feedback, Conflict Management and Curriculum Vitae. Second set of the soft skills for students include Negotiation and Influencing which consists of Interview Techniques, Presentation and Debating & Discussing and Thirdly Personal Pitch under which the attributes like Networking and Intercultural communication is included.

Sylvia J. Hysong submitted to Rice University, Houston, Texas(2008)³⁵ in their thesis ―The Role of Technical Competence in Managerial Effectiveness: Mediators and Moderators tested three hypothesis: (a) Technical skill provides incremental value over administrative and interpersonal skill in managerial effectiveness; (b) Technical skill is related to social power and influence tactics;(c) Group autonomy significantly moderates the relationship between technical skill and expert power. The hypotheses were partially supported; technical skill provided incremental value, and was related to power and influence tactics only when measured judgmentally.

Mohammed Abdullah Mamun and Ariffin Bin Mohamad (2009)³⁶ present that an attempt to understand the changing need of management expertise to face the contemporary challenges of management and the roles of business school in this concern.

The business has to know the implications of the changes and accordingly has to prepare the people by their capabilities required to implement the strategies.

Sonnenberg and Marinus Verhagen (2010)³⁷said that the concept of talent management is changing. Organizations are struggling with serious talent shortage and therefore have to ensure they retain talented people that are necessary for realizing business opportunities. In order to retain talent, first it is of importance to look at the individual level; the talented employees. This research investigates the effect of the amount of Talent Management practices on affective organizational commitment of talented employees, with a mediating role of psychological contract fulfillment.

Polziehn (2011)³⁸said that the making lists of soft skills and offering sessions to students may be the first step to getting graduate students to think about what they can offer future employers Training Requirements for Research Students provided an excellent framework to layout the expectations we have of doctoral students‟ research skills in their pursuit of an academic career, and to superimpose the requirements non-academic employers have for our graduate students.

33Kim T. Mueser, Steve Aalto, Deborah R. Becker, John S. Ogden, Rosemarie S. Wolfe, Diane Schiavo, Charles J.

Wallace, Haiyi Xie, ―The Effectiveness of Skills Training for Improving Outcomes in Supported Employment‖, Psychiatric Serv 56:1254-1260, October 2005.

34David Savage & Shubhagato Dasgupta (2006) Governance and Urban Services, Yojana, July 2006

35Sylvia J. Hysong, ―The Role of Technical Competence in Managerial Effectiveness: Mediators and Moderators‖, Rice University, Houston, Texas, 2008

36Mohammed Abdullah Mamun and Ariffin Bin Mohamad, ―Management Education for Contemporary Challenges:

The Role of Business School‖, European Journal of Scientific Research, ISSN 1450-216X Vol.30 No.4 (2009), pp.649-661.

37 The impact of an imbalance in employees‟ and employers‟ obligations on well-being of employees mediated by Psychological Contract breach. Name : C. de Bok (s833138), Supervisor : dr. Mariëlle Sonnenberg Senior Manager at Accenture Assistant Professor at Tilburg University Second assessor : dr. Marinus Verhagen Program Director of MSc Human Resource Studies at Tilburg University Project period : February 2010 – December 2010

38Polziehn, R. (2011), Skills expected from graduate students in search of employment in academic and non- academic settings. Edmonton: University of Alberta.

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Whentten and David (2011)³⁹ said that the creating an environment in which individuals can feel empowered requires that they be guided by a clearly articulated vision of where the organization is going and how they can contribute as individuals. We all desire to know the purpose of the activities in which we engage, what the ultimate objective is, and how we fit into that objective. The worst circumstance we can experience is one with a total lack of direction, where people do whatever comes to mind, or where no common object most frequently occurring form of communication. According to them the dimension for empowering the students is – Access to Information, Reward System, Competence and Self- Determination.

Bedia and Padmawat (2013)⁴⁰said that the idea of managing talent is not very new, four or five decades ago, it was viewed as a secondary responsibility related to the human resource department, now talent management is an organizational task that is being taken more genuinely and seriously. There is nothing new about the different approaches contained in the concept of talent management – attraction (acquisition), retention, motivation, engagement, development and succession planning.

Lussier and Shadrick (2013)⁴¹ - said that we tried to make the case that the requirements for activities early in the process of skill acquisition are different from those later in the skill acquisition process. We argue that the training phase intermediate between acquiring relevant knowledge and practicing in a realistic environment – is very important to the rate of acquisition and ultimate level of expertise obtained. We also argued that this conclusion applies to cognitive skills as much as it does to more overtly behavioral skills.

John Kenworthy and Annie Wong (2014)⁴²in their paper summarize that the findings of a study to establish the attributes demonstrated by managers deemed to be effective, in Singapore. The paper synthesizes relevant previous research in the field of study and develops a useful new competency framework from research forums with business leaders, practicing managers and human resource professionals.

Barkhuizen and Mogwere (2014)⁴³ said that the Support staff in higher education institution plays an important role in representing an institution‟s client service and competence. This research is a step towards recognizing the unique contribution that support staff makes towards the effectiveness and competitiveness of higher education institutions. Therefore the effective talent management of support staff should become a strategic priority and management intervention in all higher education institutions The main objective of this research was to determine the relationship between talent management, work engagement and service orientation of support staff in a South African Higher Education Institution.

2.1 Research Gap

The above analysis brings us to Research Gap in the study of the topic “An analytical study of gap between the human resource employability expectation of industry and professional institutes of students in Jabalpur division”.

1. From the Review of Related Literature it can be concluded that very few studies had been conducted in India on the above said topic. while at global level a number of studies had been conducted on the same topic. So there is a major gap in between international and Indian scenario.

2. In Madhya Pradesh no any studies had been conducted in the past on the topic of “An analytical study of gap between the human resource employability expectation of industry and professional institutes of students in Jabalpur division” in the selected

39Developing Management Skills, 8th Edition, David A. Whetten, Retired; Brigham Young University, Kim S.

Cameron, University of Michigan, Pearson Publicatio, 2011 https://www.pearson.com/us/higher- education/product/Whetten-Developing-Management-Skills-8th-Edition/9780136121008.html

40Bedia and Padmawat (2013) Comparative analysis of talent management practices in selected public and private sector organizations, IRC‟s International Journal of Multidisciplinary Research in Social & Management Sciences, Volume 1, Issue 4, October-December 2013

41 Applying principles of motor learning and control to upper extremity rehabilitation,Lisa M. Muratori, PT, EdD, Eric M. Lamberg, PT, EdD, CPed, Lori Quinn, PT, Ed D, and Susan V. Duff, PT, OT, EdD, CHT, PMC, PMCID: PMC3773509, NIHMSID: NIHMS502120, April – June, 2013.

42John Kenworthy and Annie Wong, ―A Study of the Attributes of Managerial Effectiveness in Singapore:

Implications for a Competency model for Managers in Singapore‖, Gainmore Leadership Advantage (2014).

43Talent Management, Work Engagement and Service Quality Orientation of Support Staff in a Higher Education Institution Nicolene Barkhuizen, Puleng Mogwere, Nico Schutte, Mediterranean Journal of Social Sciences, Vol 5 – No 4, 2014, http://www.mcser.org/journal/index.php /mjss/article/view/2195

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city of Madhya Pradesh. This study fills the gap regarding the absence of any study on the same topic in the region.

3. On the topic of employability there is a lot of work done in India by a number of researchers but analyzing the gap and its implementation has not been done before in India and especially in Madhya Padesh.

4. Thus this study makes an attempt to study the measure customer satisfaction of internet banking users in a Jabalpur city of Madhya Pradesh gap between the human resource employability expectation of industry and professional institutes of students in Jabalpur division” for the first time.

5. The research suggest that there is gap in importance attached by management and engineering institutes and corporate on factors influencing the job selection, importance attached by management and engineering institutes and corporate on employability skills and its relationship on placement of management and engineering students. Hence this particular research identifies its topic of research as “An analytical gap between the Human Resource Employability Expectation of Industry and Professional Institutes of Student in Jabalpur Division.”

3 CONCLUSION

One of the approaches to tackle the problem of lacking job readiness in the country is partnerships between the industry and academia. Many companies are partnering with academic institutions and universities.

1. 'Campus Connect' program has been launched by Wipro to align the education with the industry demands. As of December, 2015, Infosys has –

 Partnered with 335 colleges across India

 Trained 87,042 students in soft skills

 Enabled 12,814 faculty through their faculty development program

2. Tech Mahindra has collaborated with École Centralein June 2014 with to set up Jawaharlal Nehru Technological University, Hyderabad. This university will focus on higher education, research in the field of science. This university will produce graduates who will be ready to join Tech Mahindra workforce.

3. Wipro Academy of Software Excellence, has joined hands with BITS (Pilani), The curriculum taught by BIITS is designed in consultation with WIPRO‟s Talent Transformation division. Evaluation is done by Wipro‟s Talent Transformation division. BITS Pilani arranges for the degree.

4. CCENT is a Cisco Certified Entry program for the students who are interested in the job of Network Technician. This program runs in various state run Polytechnic's &

ITI's. The aim of the program is to prepare them as per the industry needs. Cisco has –

 160 Cisco Academies across 26 states & union territories

 7,600+ student currently enrolled in the program

 4900+ graduated 160 Cisco Academies (across 26 states & union territories) with

 7,600+ student currently enrolled in the program

 4900+ professionals graduated from CCNA.

 67,000 Cisco Certified professionals in India.

5. Net Acad is another program of Cisco. The program is in existence since 1997 and has trained 6 million students till date. This online academy has around 22000 mentors, 9500 courses and 1 million students who enroll every year. Net Acad localizes program as per the student needs, demand of Indian market and the program is available in Hindi too for the students of Rural India. Students passing out from Net Acad are capable to support national & global organizations. Major program run by Net Acad are –

 CCNA,

 CCNP,

 Network Security,

 Fundamentals of Wireless LAN,

 Principles& practice of designing, building, and maintaining networks.

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3. Analoui, F. (1995). Management skills and senior management effectiveness. International Journal of Public Sector Management, Vol. 8 I.

4. Analoui, F., Labbaf, H & Noorbakhsh, F. (2000) Identification of clusters of managerial skills for increased effectiveness: the case of the steel industry in Iran‖. International Journal of Training and Development, (Vol 4).

5. Arnold, E., Managing human resources to improve employee retention. The Health Care Manager, 24(2), 2005.

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