Dissertation jaro education

Dissertation Report
On
“Analysing Professional Behaviour Towards Online Education in Jaro
Education”
In Partial Fulfillment of Award of Master of Business Administration
By
KAVYA BHASIN
MBA )
(2017-19)
Enrolment Number: A30101917008
Under the supervision of
Dr. Aprajita Das Gupta Amist
Faculty Guide
Amity Global Business School,Noida
Amity Global Business School,
Amity University, Uttar Pradesh

CERTIFICATE
I, Dr.Aprajita Das Gupta here by certify that Kavya Bhasin student of Master of
Business Administration at Amity Global Business School, Amity University ,Uttar
Pradesh has completed the Dissertation Report on “Analysing the professional’s behavior
towards online education in jaro education.
Dr. Aprajita Das Gupta
Amity Global Business Schol

CERTIFICATE OF ORIGIN
This is to certify that I Kavya Bhasin, a student of Post Graduate Degree in MBA+PGPM,
Amity Global Business School, Amity University, Uttar Pradesh under the table guidance and
supervision of Dean Prof.Aprajita Das Gupta, Amity Global Business School, Amity
University. This dissertation has the requisite standard for the partial fulfillment of the Post
Graduate Degree in Marketing.
Signature

DECLARATION
I, undersigned, student of 4th semester of Amity Global Business School solemnly
declare that the project entitled ‘Analysing the professional’s behaviour
towards online education in Jaro Education’ is the outcome of my
Dissertation project that is prepared by me. To the best of my knowledge, any
part of this context has not been submitted earlier for any degree, diploma or
certification examination. The basic purposeof this project report was
experiencing and implementing the theoretical knowledge into practical
Knowledge. This Dissertation Report is mandatory towards fulfilment of Post
Graduate Diploma in Management.

ACKNOWLEDGEMENT
I express my sincere gratitude to my industry guide Mr. Prateek Bajpai,
Branch Manager Jaro Education for his able guidance, continuous support
and cooperationthroughout my project, without which the present work
would not have been possible.
I would also like to thank my Institution Amity Global Business School,
Amity University, Uttar Pradesh, for providing me with this opportunity to
carry out this project.
I perceive this opportunity as a big milestone in my career development. I will
strive to use gained skills and knowledge in the best possible way, and I will
continue to work on their improvement, in order to attain desired career
objectives. Hope to continue cooperation with all of you in the future.
Kavya Bhasin
Amity Global Business School
Noida

EXECUTIVE SUMMARY
Jaro Education is one of the leading companies in Indian Education Sector, catering to the
needs of working professionals by offering varies management programs through online
mode with the best in class learning methodology. Today’s world is a world of
competition and digitalisation. In this world, every individual wants to have things at the
instance without wasting their valuable time. This study depicts about those individuals
who wants higher certification and degree along with their job for the future goals and
promotions. Job specification of the individuals, interest of the employees and demand of
the market helps in analysing the selection of the course to beat the competition.
This project is related to the descriptive research methodology. Secondary data source
method is used to collect the data from the professionals towards effectiveness of the
online education. Data of the study is divided into the categories of the call i.e. No. of
leads, cold leads, warm leads and hot leads.
This project defines the Sales Funnel in the terms of descriptive of the calls. It is an
effective way to calculate conversion rates on specific user behaviours. In other words, a
sales funnel is the ideal process that your customers go through as they move from being
someone who could potentially be a customer to an actual one. The concept of a sales
funnel is to move people through these different stages and whittling down a large
number of suspects so they become actual customers.
Findings of the study was based on the total number of leads given by the HR of Jaro
Education during the internship i.e. was 2249, out of which 1851 strictly said No for the
further approach and 398 showed interest in listening. 398 cold leads generated by the
calling. Out of that 302 put their decision on hold and 96 were converted for a meeting
out of which 25 meetings were actually held. Out of 25 meetings held during the entire
tenure of internship, the number of enrolments of working professionals closed was 4.
The time period was not enough to conduct in depth study on the topic that was the
biggest limitation in the study.

SUMMARY OF THE REPORT
The report subsumes various chapters that begin from a brief introduction of the report to
the key findings of the analysis of the project. This summary encompasses an overview
for the report which would enable the reader a better understanding and provide a deep
yet brief insight into the report. Following is the brief succinct of the chapters written.
Chapter-1 Introduction
This chapter serves as the introduction part of this research, which addresses the core
value of the research. Here, the overview of the company’s profile, history of the
company, products, market area, customers and competitors will be discussed in a well-
manner. This chapter also covers the meaning and advantages of the online education and
sales concept in Jaro Education.
Along with a brief introduction the problem statement is included which in simpler words
is the research problem, which would give the reader a better perspective to the problems
and its reciprocating areas.
Objective of the study is a necessity to the report as it gives a surface area for the work
done.
Scope of the study is further included to enable the readers for any future probability
relating to the title of the study and it also gives an insight into how the study can be used
in the unforeseen. This chapter also focuses on the concept of the sales funnel that is
applied in the project.
Chapter-2 Literature Review
This chapter incorporates the various researches and studies on the topic related to online
education, and its relation to job satisfaction and the productivity of the employees.
This chapter would help the reader in developing a deep study into the history of the topic
which would further help him to gain a better perspective to what the research holds.
Researches and studies including topics such as definition of online education and
elearning have been discussed.

Chapter-3 ResearchMethodology
This chapter illustrates the research methodology explored in the present study. This chapter also
presents the research problem, sampling, sample size, data collection, and statistical tools.
Furthermore, the other section mentions the sources of the research data. It also describes the data
collection methods of the research. Next, sampling, design and technique that using in the research
showed. This project is based on the descriptive research which explains the sales funnel approach
in the end.
Chapter-4 Data Analysis
This chapter describes the analysis of the data collected by generating leads, prospecting, calling
and meeting. Data analysis is done by the graphical method in excel. Demographic characteristics
of the leads is categorised by the gender, age and experience based in this chapter. This chapter
covers the depth analysis of the total number of leads, cold leads, warm leads and hot leads.
Chapter-5 Conclusion
This last chapter depicts the key findings of the research. On the basis of the above chapter, the
results and conclusions have been derived. This chapter also includes the suggestions and
recommendations for the company and also discusses the limitations of the study.

TABLE OF CONTENTS
S. NO. DESCRIPTION PAGE NO.
1. Title Page
2. Company Certificate
3. Declaration
4. Acknowledgement
5. Preface
6. List of Graphs
7. List of Tables
8. Table of Contents
9. Executive Summary
10. Summary of the Report
11. Ch-1 Introduction
12. Ch-2 Literature Review
13. Ch-3 Research Methodology
14. Ch-4 Data Analysis and Interpretation
15. Ch-5 Conclusions / Recommendations
16. References

Chapter 1
Introduction
1.1 Overview
This chapter helps in ministering the introduction to the research, which, in much simpler words
conveys the crux of the report. This chapter focuses on company profile, history of the company,
products, market capture, customers and competitors. This chapter also covers the meaning of the
online education, sales concept in Jaro Education. This chapter also focuses on the concept of sales
funnel which is applied in the project.
1.2 Background of the study
Online education provides professionals with the flexibility to improve and update their skill set while
working simultaneously. This helps them in staying updated about the existing advancements and
technologies. Online education serves to be a time saving and cost effective procedure for any career.
Online education has removed all the geographical and financial barriers for receiving quality
education
Distance education has a very promising future in the country and the expectations of the students are
quite high. The quality of education and the overall learning experience will see tremendous
improvement with online education. Online education is all set to transform the education scenario in
India.

Jaro Education
Jaro Education is one of the leading companies in Indian Education Sector, catering to the needs of
working professionals by offering varied management programs through online mode with the best in
class learning methodology.
Taking ahead the legacy of providing quality, the company believes in catering to the ethereal quality
of education tailored-in with the relevance to the present times and the current industry standards; thus
projecting a complete educational experience for the students. The company’s strategy is to respond
meticulously and diligently to the needs of the industry and student community across the globe.
With various academic achievements and accolades, Jaro Education is known for providing one of the
most Innovative & Successful Online MBA programs in India. Jaro Education was established in the
year 2009 by Dr. Sanjay Salunkhe.
1. PROMOTERS
Dr. Sanjay Salunkhe, an Engineer with an MBA Degree, and a successful first generation
entrepreneur, with three decades of experience in Education and Recruitment Industry is
the promoter of JARO Education.
2. CREDENTIALS
With team strength exceeding 500 employees and 12 offices across India, Jaro Education
has a track record of enrolling more than 1,25,000 students successfully in last 10 years.
Jaro Education, across PAN India has eight offices in eight cities, Mumbai, Delhi, Pune,
Bengaluru, Hyderabad, Gurgaon, Chennai and Kochi

Jaro Education provides online MBA programs in association with leading International and Indian
Universities of repute. International MBA is provided in association with URAL Federal University
(UrFU), Russia. Jaro Education has academic collaboration with leading Indian management institutes
and universities such as Alliance University (Bengaluru), Welingkar’s Institute of Management
(Mumbai).
Jaro Education is an enrollment partner for these universities :
. INTERNATIONAL PARTNERS
The Ural Federal University (UrFU), the international partner of Jaro Education, is ranked as 5th
in
Russia. The University includes 18 institutes offering over 120 Bachelor’s degree programs and nearly 80
Master’s degree programs. Ural Federal University has produced more than 3,00,000 graduates during 95
years of its history. UrFU research facilities include dozens of research centers, innovation, infrastructure,
and research library boasts a collection of over three million books, several museums, and specialized
collections.
4. INDIAN PARTNERS

a) WELINGKAR INSTITUTE OF MANAGEMENT
Welingkar Institute of Management, approved by AICTE, is one of the leading business schools in
Asia, located in Mumbai and Bangalore. The Mumbai centre was established in the year 1977.
WeSchool offers full-time as well distance learning courses in various specializations. Its distance
learning Hybrid PGDM is UGC-DEB recognized. WeSchool has received the award for the best
Innovative Institute by Associated Chambers of Commerce of India (ASSOCHAM) in the year
2016..Welingkar is one institute providing quality education and learning support to the students since
three decades.
WeSchool ranked 9th in Learning Experience by Business Today and India Today Magazine in their
B-School Survey 2015. Also, ranked 13th in the Private B- School category, Careers360 magazine in
their B-School survey 2015.
b) ALLIANCE UNIVERSITY
Alliance University is a private University established in Karnataka State by Act No.34 of year 2010
and is recognized by the University Grants Commission (UGC), New Delhi. . Alliance University
was honored with the ‘Shining Image of India Award’ for the Most Emerging University of 2013 in
recognition of its outstanding and remarkable contributions to learning, teaching and scholarly
research. Also, Alliance was awarded “Best Private University of the Year” at the Associated

Chambers of Commerce and Industry of India (ASSOCHAM) National Summit on Skill
Development and Education & Excellence Awards 2014 held at New Delhi recently. It is one of the
top 10 business schools of India.
ONLINE COURSES IN JARO EDUCATION
PRODUCT 1: 2 YEAR PGDM-HB PROGRAMME
1) ABOUT WELINGKAR INSTITUTE OF MANAGEMENT
Welingkar Institute of Management - one of the leading business schools of Asia, has embarked on
several remarkable ventures, one of them being – “Distance Education”. Introduction of PGDM
Hybrid Program ensured Welingkar's distance education institute in India went beyond the
geographical limitations, for promising aspirants who stayed in distant cities.
It's an alluring opportunity breaking physical barriers to learn from one of the best distance learning
B schools in India, without having to leave home. Welingkar Institute of Management is a part of the
ShikshanaPrasarakaMandali, a 120 year old trust that has over 43 schools and colleges under its
purview.
Jaro Education has collaborated with Welingkar Institute of Management for its hybrid course. This
PGDM distance learning centers are located in various metro cities like Mumbai, Bangalore, Pune,
Hyderabad, Delhi, Gurgaon and Chennai.
2) WHY WELINGKAR'S PGDM HYBRID PROGRAMME
Welingkar is the best education institute in India that maintains to deliver quality education, while
providing distance learners with the flexibility & convenience they need. In Distance Learning
Hybrid PG Course, instructions are delivered, and the program work is fulfilled from a remote
location through print and web mode. New trends in the online learning culture in recent times have
made distance learning Hybrid PGDM, an increasingly popular option for institutions and students

equally. This technique of delivery allows students and instructors to network with each other even
though they are not at the same place
Major Advantages of Distance Learning PGDM are :
i. No interference to your professional life.
ii. Convenience and flexibility in online mid term exams.
iii. End term exams from nearby aptechcentres.
iv. Advancement of educational and career goals.
3) TEACHING - LEARNING METHODOLOGY
i. On taking admission to the PGDM Hybrid Program, students are provided with study
material, and the student Identity Card. Also the student profiles are activated on the system so
that the student remains updated with various notices put up on the website.
ii. The Institute conducts live lecture sessions for selected subjects from its campus studio.
Students availing VCF can attend these lectures using a computer. It is mandatory to have a
256 kbps broadband connection to take advantage of this facility. Students get an opportunity
to interact with the professor during the two-way audio-video lectures. However, students are
required to register online and obtain their username to avail the VCF lecture.
iii. Personal Contact Programs (PCPs) : This is an on-ground activity conducted at regular
intervals to promote peer interaction, and to answer any queries related to the course or
curriculum in person.
iv. As mere theoretical knowledge is not sufficient hence, to supplement the theoretical part of
the curriculum with hands on experience, and to develop the overall personality, the
Experiential Learning Methodology has been developed.
As part of the second semester, students go through a soft skills development program through
Experiential Learning Workshop. At these workshops, students are tested on several fronts like
perseverance, decision making, problem solving, and thinking on their feet etc. The activities are
designed to guide through the process of identifying areas of weakness, and applying solutions
significantly & positively to improve their performance back on the job.

4) VALUE ADDED SERVICES
i. Placement updates including international job openings are uploaded over website on the daily
basis. After enrolling the Program, a student can access every job opening, state-wise and
specialization-wise.
ii. Individual lecture CDs for all 1st year subjects are given to students at the time of enrollment.
These CDs contain audio-video lectures ranging from 5-15 hours per subject.
iii. Additional academic support is provided in the form of E-Learning Toolkit on the website. The
toolkit contains the subject-wise, chapter-wise summary, PPT as well as skill builder modules.
iv. Students are kept updated with news on the latest industry news and developments in their
chosen specialization through the link provided on the website.
v. In addition to the learning experience of our students, Industrial Visits are planned at regular
intervals during 2nd & 3rd semesters. Students can participate in these visits by paying nominal
charges.
vi. Video lectures on current topics are developed with the help of experts in various
management fields. New video lectures are uploaded every few days in the section of the “We Tube”
section.
1.5 Problem Statement
Today’s world is a world of competition and digitalisation. In this world, every individual wants to
have things at the instance without wasting much of their precious time. This study depicts about
those individuals who wants higher certification and degree along with their job for the future goals
and promotions. Job specification of the individuals, interest of the employees and demand of the
market helps in analysing the selection of the course to beat the competition.
1.6 Scope of Study
Owing to the steady economic growth and globalisation, education in India is not just restricted to
a classroom study as it is no longer just a teacher talking to a bunch of students in a classroom.

With more than 370 million internet users and hundreds of local as well as global business
tycoons willing to invest in the future of education, online
education in India is increasing rapidly In fact, the e-learning market in the country is estimated to
be worth more than $3 billion. According to a recent survey, India is now the third largest online
market for education in the world. This enables people to take better advantage of the resources
available online
Owing to the fact that people are becoming more used to internet these days and they have access to
internet 24*7, the scope for Online Education gets widened. It provides a platform where people can
get access to world class learning experience when traditional higher education, i.e. regular higher
management programs are not possible for everyone to pursue with because of financial or personal
constraints. Online education provides an incredible opportunity to the people who suffer from some
mental or physical disabilities to continue their education and complete their degree or specialisations
program through online courses.
1.6.1 ADVANTAGES OF ONLINE EDUCATION:
1.6.1.1 Convenience and Flexibility
The major benefit of enrolling for online education is the comfort. Online courses gives the
flexibility to the students to study according to their own convenience, ie they can study when
they are at their peak energy, either early morning or late at night. All the study material and
lectures are provided via online platform so one can easily access them from home or office or
while travelling
1.6.1.2 Lower Costs
Online courses are much cheaper in comparison to the regular programs. It makes the online
programs more affordable than the traditional colleges. Also there are multiple online courses
which are free of cost. For Example: MIT offers all the course materials online without any
fee. Though free courses don’t come with certificate of completion but they are still more
useful for people who wants to study from prestigious educators.
1.6.1.3 Variety Of Programs
The huge variety of online programs and courses is a great advantage of this type of education.
Students can take advantage of all the courses available online from nursing to neuroscience.
They can also earn every academic degree online, all the way from a career certificate to a
doctorate. Thus online education offers the opportunity to study what exactly you want to
study.

1.6.1.4 Career Advancement
Students can take online courses and even complete entire degrees while working, while in-
between jobs, or while taking time to raise a family. It helps in maintaining balance between
work life and personal life and since a degree is a degree and if obtained from a prestigious
university can boost your career with the speed of light
1.6.1.5 Continuity In Profession
It is not necessary that in order to complete a degree program, employee has to leave their
current job. For most students today, college costs mean that it’s necessary to continue
working while in school. The previously mentioned flexibility of online degree programs
enable students to keep working while also pursuing academic credentials.
1.7 OBJECTIVE OF THIS STUDY
The main objective of this research study is to better understand and measure students' and working
professionals’ attitudes and perceptions towards the effectiveness of online education.
• To analyse the behaviour of the working professionals towards online education
• To analyse the effectiveness of online education
1.8 PROSPECTING
Prospecting is the first step in the sales process, which consists of identifying potentialcustomers, aka
prospects. The goal of prospecting is to develop a database of likely customers and then systematically
communicate with them in the hopes of converting them from potential customer to current customer.
Efficient organization of time and thorough planning of work are earmarks of above average
salespersons. They arrange travel and call schedules to economize on time spent enroute and distance
travelled. They make appointments to avoid prolonged waiting for call backs. They do not waste time
trying to sell to people who cannot buy or are not likely to do so. The planning work, which is
essential in eliminating calls on non-buyers, is called “prospecting”

1.8.1 STEPS IN PROSPECTING
The steps in prospecting are as follows:
1.8.1.2 Formulating prospect definitions:
Prospecting customers must have the willingness, the financial capacity and the authority to
buy and they must be available to the salesperson. Time should not be wasted on the people
who neither have need for the product nor money to pay for it. It is important to ascertain the
right customer. Key characteristics that identify profitable accounts are assembled into
descriptions of the various classes of the customers and these are the prospect definitions.
1.8.1.2 Searching out potential accounts :
The salespersons combs different sources for the names of probable prospects or they are also
known as “suspects”. Sources of prospect information include directories of all kinds, news
and notes in trade papers and magazines, credit reports, membership lists of chambers of
commerce, trade and manufacturers’ associations, lists purchased from list brokers and records
of service requests.
1.8.1.3 Qualifying prospects and determining probable requirements :
As information is assembled on each tentative prospect, it is easier to estimate the probable
requirements of each for types of products sold by the company. Prospects with too small
requirements to represent profitable business are removed from further consideration unless
their growth possibilities show some promise.
1.8.1.4 Relating company products to each prospect’s requirements :
The final step is to plan the strategy for approaching each prospect. From the information
assembled, it is usually possible to determine each prospect’s probable needs. From what the
salesperson knows about the company’s products, their uses and applications, he or she selects
those that seem most appropriate for a particular prospect.
1.9 PREPARATION TO MEET INDIVIDUAL PROSPECTS
Before meeting a selected customer, the sales person should find out as much as possible about the
same. In case of an organisation as a customer, the sales person should know what products the
organisation is currently using and how his product is better than the one already in use. The sales
person should also find out what is the purchase procedure in the organisation and what is the total
budget earmarked by that organisation, for his kind of products. The sales person should also try to
find out personal likesand dislikes of his prospective buyers so as to tailor make his presentation to

suit the prospect. The sales person should also have a clear idea about the questions that the prospect
may ask so as to prepare himself to face them.
Now, the sales person is ready to contact the prospect and to make the presentation. It should be borne
in mind that the sales person should take a prior appointment with the prospect so as to exercise a
good time management. By doing so, he can save on his as well as the prospect’s time.
1.10 MAKING THE PRESENTATION
This is a very important component of the total process of personal selling. In essence, it amounts to
using all the information, knowledge and skills of the sales person, so as to actually make the sales. In
this stage, a sales person draws ATTENTION of the customers, holds INTEREST in his offering,
builds the DESIRE for his product and finally stimulates his customer to take a favourable ACTION
towards his product,i.e., the prospect purchases his product. As discussed in the theories of selling, it
involves implementing the AIDAS theory of selling.
1.11 DRAW ATTENTION
The prospects, attention can be drawn by asking a creative question, or by pointing out a startling new
fact about the product. By finding out the actual need of the customer and then phrasing the question
in such a manner that it actually tells the customer that your product can meet the prospect’s needs.
1.12 HOLD INTEREST AND BUILD DESIRE
After drawing attention the sales person should hold the INTEREST of the customer in his sales talk.
Here there is no set pattern. Also there is no choice other than actually demonstrating the performance
of the product. In such instances where the sales person can't demonstrate the performance of his
product, he should creatively use various audio-video media to hold INTEREST of the customers. In a
large number of cases the sales person uses various promotional inputs like literatures, gifts, visual
aids, voice modulation, pitch, tone, body language, etc., to maintain the INTEREST of his customers
in his presentation or the sales talk. While making the presentation, the sales person uses various
presentation inputs like brochures, literatures (as stated above).
excellent communication ability
i. good command over language
ii. excellent knowledge about the product and the competitors’ product

iii. ability to keep the presentation coherent
iv. good public speaking ability
v. ability to win the customer by understanding his/her needs
Moreover, before he goes to make the presentation to the prospective buyer, the sales person must
rehearse his complete presentation, several times at home. This will go a long wa
y in inculcating the necessary confidence in the sales person, which in turn, will help him in clinching
the deal or getting an order.
The desire of a customer can be built by emphasising on those benefits of the product, which meet a
customer’s present needs, and promise the customer his value for money. In other words, the sales
person should translate the features or attributes of his product into the benefits that the prospect is
going to desire. The prospect is not interested in the features or attributes of the product. He is only
interested in benefits and how the product is going to make his life better.
It is an essential aspect of a salesman's functioning in the total framework of the selling process. The
objective is to creatively establish a desire in the prospect for the product.
1.13 SALES RESISTANCE
Even after proper prospecting, preparation to meet each individual and making a winning presentation,
the sales personnel can face some resistance from the prospects. Such a resistance may be exhibited,
typically, in terms of objections.
The objections are the sincere or insincere reasons put forth by the prospects in order to circumvent or
the culmination of a sales call into the actual purchase. An objection requires a tactful handling by the
sales person at its best. Otherwise, it can spoil the sales person's total effort in securing order The
sincere objections are the real objections or real reasons put forth by the prospect for not buying the
product. Insincere objections, on the other hand, are the imaginary or unreal objections .A few
examples of real objections are, “I have no surplus cash at the moment to buy your product, though I
am convinced about its utility”. “I have recently bought a similar product”. Sincere objections can also
be put by the prospects to gather more information about the product.

1.14 CLOSING SALES
Prospecting, if well done, puts the salesperson in the proper frame of mind for the close. The
salesperson feels that a real service is being performed for the prospect, not that, “a bill of goods is
being sold”. At closing time, either the salesperson sells the prospect an order or the prospect sells the
salesperson on a “no sale”. Closing time provides an opportunity to register tangible proof of selling
skill. Occasionally even the best salesperson must rely upon closing skill to make the sale.
The selling tactics followed affect the ease of closing the sale. When the sales presentation is complete
and clear, no difficulty is met in closing the sale. All obstacles to the sale and all objections have been
removed, to the prospect’s entire satisfaction. Basic agreement has been reached and the prospect is
ready to accept the proposal.
When an attempted close fails, the salesperson should normally try another. The refusal does not
necessarily imply an unwillingness to buy; it may indicate the prospect’s need for additional
information or for clarification of some point. Some executives recommend that sales personnel
should attempt as many as five closes before giving up. Early closing attempts should be so expressed
that a refusal will not cut off the presentation. A salesperson judges the sincerity of a prospect’s
refusal, surrendering gracefully when it is clear that no sale will be made.
CONCLUSION
Sales executives must understand the jobs of those reporting to them. Of the tasks assigned to sales
personnel, among the most important are those requiring application of selling techniques. When sales
executives understand the tasks assigned to sales personnel, and have insight into how these tasks
affect the thought processes and behaviour patterns of sales personnel, they are ready to manage sales
personnel. They have the necessary background to train sales personnel, to direct the sales force’s
efforts and to evaluate individual salesperson’s achievements.
KEY WORDS
a) Prospect: A potential customer with not only the need for the product but also the purchasing
power and the authority to make the decision.
b) AIDAS theory: It is suggests that the prospect goes through five different stages of Attention,
Interest, Desire, Action and Satisfied during a sales presentation.
c) Buying formula: It emphasises the needs and problems of the buyer and suggests that the sales
person must assist in finding solution to those problems.

d) Probe: A technique of asking questions to be prospects with the objectives of drawing his
attention to be contents of salesman's presentation is called probing.
1.15 SALES FUNNEL APPROACH
A sales funnel is a visual representation of the sequence of steps required to sell the product or service
of a company. The sales funnel gives a complete overview of the sales process. It also helps in
determining the status of your invested money.
A sales funnel implies the number of prospects in each stage of the sales cycle, and also provides the
details of the conversion rates for each stage. This helps in determining whether or not you have
enough deals in your funnel to meet your goals, and whether you need to give special attention to
certain deals to accomplish your goals.
Sales funnel is also known as a revenue funnel or sales process. It is a process through which
companies lead customers when purchasing their products or services. A sales funnel is bifurcated into
several steps which differ depending on the particular sales model. Measuring the sales funnel metrics
of your business is the first step to effective sales funnel management. It helps in benchmarking
current results and future trends.

OLD V/S NEW
Traditionally businesses did one-to-many mass communication in order to get their messageout.
”Spray-and-Pray marketing”. When a potential lead would contact and show a bit of interest, the
business would have their sales teams reach out to their leads at first point ofcontact in order to figure
out if they were ready to buy or not (qualification) and then do what they can to close the lead. This
old model heavily relied on cold calls and sales reps visiting customers. This still happens a lot,
especially in early stage startups as they just need to learn about their (potential) customers.
What we see today is that the line between when sales teams get involved has moved. Today, most
businesses do most of the lead qualification using lead scoring techniques within their preferred
marketing automation tool. In that way, sales teams receive their leads much warmer than what they
have previously got, ensuring maximum efficiency among the sales force

CHAPTER 2
Literature Review
2.1 Overview
This chapter incorporates the various researches and studies on the topic related to online
education, and its relation to job satisfaction and the productivity of the employees. This
chapter would help the reader in developing a deep study into the history of the topic which
would further help him to gain a better perspective to what the research holds. Researches and
studies including topics such as definition of online education and elearning has been discussed.
2.2 Definition
Online education can be viewed as an education that is received through the use of varied
technologies. Online education is distance education which utilizes internet based delivery, and
employs internet based technologies (Kaya, Kesan, &Izgiol, 2013; Cejda, 2010; Johnson, 2004;
Ahem &Repman, 1994). In the internet based delivery, community colleges and universities
have relentlessly embarked on online education; where curriculum developers, course
administrators have included varied courses in the course shells. Consequently, full time and
part time faculty members are contracted to teach courses that may be already prepared, or the
courses they collaboratively prepare.
Teaching is a strong ingredient of online education which irresistibly has grown like a wild fire
penetrating education, colleges, and universities (Cejda, 2010; Sener, 2010). Although face to
face teaching and learning is not totally wiped out of the face of the educational ecology, online
education as is rapidly expanding and its growth is " by leaps and bounds across all sectors of
education, from corporate training to higher education to education
One author says that Online accessibility to higher education has allowed working
professionals, military personnel in isolated locations and those living in rural areas to earn
degrees that were wholly inaccessible just a few years ago (Grenzky and Maitland, 2001; Li,
2007). Furthermore a number of traditional institutions report that residential students, seeking
to increase their course load, or take advantage of the flexible scheduling and convenience of
online programs, account for a significant portion of their online sections (Carnevale and Olsen,
2003; Rungtusanatham, et al., 2004).
In one study, it is researched that When students’ perception of quality, and their performance,
were compared during traditional and online deliveries in the same course (the blended or

hybrid model), it was found that the online segments were as effective as the traditional
segments.
India is a growing market for education where traditional classrooms are being steadily
replaced by interactive whiteboards with projectors and speakers all over the country. Various
government initiatives are being adapted to boost the growth of distance education market,
besides focusing on new education techniques, such as E-learning and M-learning, observes T
Radhakrishan of Elets News Network (ENN).
E-learning has the following advantages – firstly, it gives the learner the flexibility and
Convenience to complete course materials where and when he or she desires, which means
learner can study from any part of the world, without necessarily having to be on the
institution’s campus to be taught and to learn (McDonald, 1999-2000; “Elearning,” 2003).
Secondly, e-learning has pedagogical advantages over traditional face-to-face, because it
enables the use of multimedia tools as part of learning exercises, which enables the learner to
apply concepts realistically. Thirdly, e-learning enables animations to be used to help
demonstrate concepts and topics that are difficult to portray in traditional classes, which in
turn, can facilitate a more accurate communication and understanding of complex ideas and
topics which might not have been easily understood without these additional tools to make the
teaching and learning an easier one (Smart &Cappel, 2006). As can be seen, e-learning
E-learning method has more independence. Some experts believe that in learning, learner
autonomy and self-determination are important. They also believe that education and distance
learning derive from technological teacher and student separation, where learner frees from
restriction of movement and travel and inflexible scheduling .In addition, in computer learning,
student himself starts his training and leads educational requirements.
Of the other advantages of e-learning the following can be mentioned: learning at anytime,
anywhere in any field without similar learning prerequisites, individual learning along with
cooperative learning, determining the pace of learning process and according to individual
needs, 50% savings in time, 60% savings in cost, the possibility of teaching and learning for all
people, training and learning bilaterally, getting fast results in teaching and learning, learning
by using multimedia features and conservation of resources and reduction of environmental and
noise pollution.

The purpose of this study was to develop a survey based on the findings in existing research
regarding students' perceptions and preferences related to online course delivery. Researchers
have found that the following areas are important for student satisfaction with online
instruction, interaction among students, quality and timely interaction between student and
professor, consistent course design across courses, technical support availability, and flexibility
of online courses compared to face-to-face. The student survey, once developed, was used to
assess the quality of online course delivery by the faculty at a small upper level university in
Texas. Results of the survey indicate that faculty at this institution are delivering online classes
that meet the students' needs in regard to interaction with professors and classmates and course
content. Results also indicate the need to develop a consistent course structure across classes
and to provide extended technical support hours.
A qualitative research study was also designed to analyse the development and implementation
of effective online learning environments by exploring, from both teacher and student
perspectives, what constitute effective online learning experiences. The study examined course
content, tasks, and pedagogical approaches, as identified by students and instructors, which
contributed to or hindered positive online learning experiences. Researchers interviewed 6
online course instructors and 10 adult students to understand their experiences in undergraduate
and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform
the analysis of data, findings revealed an emphasis on text-based content and lecture;
instruction that led to disconnect between students, teachers, and course content and goals; and
one innovative program that links real-world experiences with online classroom learning.

CHAPTER 3
RESEARCH METHODOLOGY
3.1 Overview
This chapter illustrates the research methodology explored in the present study. This chapter
also presents the research problem, sampling, sample size, data collection, and statistical tools.
3.3 Sampling, Designand Technique
3.3.1 Sampling
Random sampling is used in this research. In statistics, a simple random sample is a subset of
individuals (a sample) chosen from a larger set (a population). The principle of simple random
sampling is that every object has the same probability of being chosen. In thistechnique, each
member of the population has an equal chance of being selected as subject.
Random sampling is the best method of selecting your sample from the population ofinterest.
It is one of several methods statisticians and researchers use to extract a sample from a larger
population. Two advantages of sampling are that the cost is lower and data collection
is faster than measuring the entire population. Another advantage of a simple randomsample
includes its ease of use and its accurate representation of the larger population.Random
sampling eliminates bias by giving all individuals an equal chance to be chosen.
3.3.2 Study
A descriptive statistic is a summary statistic that quantitatively describes or summarizes
features of a collection of information. It refers to the usage of graphs, table or numerical
calculations to summarise and present the data in an efficient manner. It is used to analyse and
represent the data that have been previously collected. Descriptive research gives meaning to
the quality and standing of facts. It is something more and beyond data gathering. It involves
collection of data to answer questions concerning the current status of the subject of the study.
3.4 Objective of this study:
The main objective of this research study is to better understand and measure students' and
working professionals’ attitudes and perceptions towards the effectiveness of online education.
• To analyse the behaviour of the working professionals towards online education
• To analyse the effectiveness of online education
3.5 ResearchProblem:

Today’s world is a world of competition and digitalisation. In this world, every individual
wants to have things at the instance without wasting much of their precious time. This study
depicts about those individuals who wants higher certification and degree along with their job.
Job specification of the individuals, interest of the employees and demand of the market helps
in analysing the selection of the course to beat the competition.
3.6 Sources of ResearchData
In this research, secondary data is used. Secondary sources mean the sources containing data
which have been collected and compiled for another purpose. Therefore, secondary data are the
researches or data done by other researchers. Basically, we can search secondary data from
journal, website, books, newspaper, government and other nations' statistical reports and article.
3.7 Data Collection Methods
Data is collected with the help of the following sources :
Source of Data
1) Mass SMS
2) Old leads
3) Website enquiries
4) Company data through sales force
5) Corporate events and fairs
6) References of enrolled candidates
7) Job portals like naukri.com, shiksha.com
3.7.1 Statistical Tools
Under this study, the data is represented by the graphical method.
3.7.2 Sample Size
Sample size of the study is 2249 which is the total number of leads in the tenure of 30 days.

CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 Overview
This chapter describes the analysis of the data collected by generating leads, prospecting,
calling and meeting. Data analysis is done by the graphical method in excel. Demographic
characteristics of the leads is categorised by the gender, age and experience based in this
chapter. This chapter covers the depth analysis of the total number of leads, cold leads, warm
leads and hot leads.

Table 4.1: Gender specification of the no. of leads
DAYS NO. OF CALLS MALE FEMALE
1 80 55 25
2 65 45 20
3 92 60 32
4 56 20 36
5 89 40 49
6 101 80 21
7 45 30 15
8 83 65 23
9 75 50 25
10 67 35 32
11 82 55 27
12 105 70 35
13 57 23 34
14 96 56 40
15 67 28 39
16 98 48 50
17 71 40 31
18 66 36 30
19 52 22 30
20 90 40 50
21 47 27 20
22 53 30 23
23 69 30 39
24 74 34 40
25 82 50 32
26 95 45 50
27 58 38 20
28 69 39 30
29 75 50 25
30 90 50 40

Graph 4.1: Gender specification of the number of calls
Interpretation :
➢
From the above graph we can interpret that in the tenure of 30 days, out of 2249 total
leads, 1291 were males and 963 were females.
➢
About 64% of the leads for day 4 are the highest number of female respondents among
all the days. As well as about 79% of the respondents on day 6 is the highest number of
male respondents.
➢
If we talk about the average of all the days then 57% of the total respondents were males
and 43% of the respondents are females. So it is inferred that majority of the
respondents during the internship tenure are males.

Table 4.2: Qualification specification of the no. of leads
DAYS NO. OF CALLS GRADUATE POSTGRADUATE
1 80 65 15
2 65 56 9
3 92 70 22
4 56 50 6
5 89 70 19
6 101 65 36
7 45 32 13
8 83 75 8
9 75 55 20
10 67 40 27
11 82 68 14
12 105 80 35
13 57 51 6
14 96 86 10
15 67 52 15
16 98 68 30
17 71 51 20
18 66 30 36
19 52 46 8
20 90 75 15
21 47 37 10
22 53 23 30
23 69 60 9
24 74 56 18
25 82 60 22
26 95 75 20
27 58 40 18
28 69 59 10
29 75 62 13
30 90 75 15

Graph 4.2 : Qualification specification of the number of leads
Interpretation:
➢
leads, 1732 were graduates and 529 were post-graduates.
➢
About 90% of the leads for day 8 is the highest number of graduate respondents
among all the days. As well as about 56% of the respondents on day 22 is the highest
number of post graduate respondents.
➢
If we talk about the average of all the days then 77% of the total respondents were
graduates and 23% of the respondents were post-graduates. So it is inferred that
majority of the respondents during the internship tenure are graduates.
44

Table 4.3 : Experience specification of the number of leads
DAYS NO. OF CALLS 0-5 YEARS 5-10 YEARS ABOVE 15 YEARS
1 80 60 10 10
2 65 30 25 10
3 92 42 32 18
4 56 30 12 14
5 89 60 10 19
6 101 79 11 11
7 45 35 5 5
8 83 60 13 10
9 75 45 15 15
10 67 30 26 11
11 82 62 10 10
12 105 80 15 10
13 57 10 37 10
14 96 76 18 2
15 67 60 2 5
16 98 72 18 8
17 71 40 25 6
18 66 54 8 4
19 52 12 32 8
20 90 50 25 15
21 47 35 8 4
22 53 23 20 10
23 69 55 8 6
24 74 55 15 5
25 82 70 6 6
26 95 80 10 5
27 58 40 10 8
28 69 55 8 6
29 75 58 10 7
30 90 60 20 10
45

Graph 4.3 : Experience specification of the number of leads
Interpretation :
➢
leads, 1518 were holding experience of 0-5 years, 464 were holding 5-10 years
experience and 268 were holding experience of more than 15 years.
➢
If we talk about the average of all the days then 67% of the total respondents were
holding experience of 0-5 years, 21% of the respondents were holding 5-10 years
experience and 12% of the respondents were holding experience of more than 15
years. So it is inferred that majority of the respondents during the internship tenure are
holding experience of 0-5 years.
46

Table 4.4: Age specification of the number of leads
DAYS NO. OF CALLS 20-30 YEARS ABOVE 30YEARS
1 80 55 25
2 65 35 30
3 92 60 32
4 56 30 26
5 89 75 14
6 101 79 22
7 45 14 31
8 83 60 23
9 75 50 25
10 67 57 10
11 82 52 30
12 105 80 25
13 57 30 27
14 96 46 50
15 67 55 12
16 98 78 20
17 71 59 12
18 66 57 9
19 52 38 14
20 90 62 28
21 47 31 16
22 53 30 23
23 69 49 20
24 74 50 24
25 82 62 20
26 95 50 45
27 58 38 20
28 69 50 19
29 75 60 15
30 90 65 25
47

100%
90%
80%
70%
60%
ABOVE 30 YEARS
50%
20-30 YEARS
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Graph 4.4: Age specification of the number of leads
Interpretation :
➢
leads, 1557 were of the age between 20-30 years and 529 were above 30 years.
➢
If we talk about the average of all the days then 69% of the total respondents were of
the age between 20-30 years and 31% of the respondents were above 30 years. So it is
inferred that majority of the respondents during the internship tenure are of the age
between 20-30 years.
48

Table 4.5: Description of the number of leads
DAYS NO. OF LEADS STRICTLY SAID NO COLD LEADS
1 80 65 15
2 65 40 25
3 92 70 22
4 56 50 6
5 89 75 14
6 101 89 12
7 45 31 14
8 83 79 4
9 75 70 5
10 67 61 6
11 82 60 22
12 105 80 25
13 57 37 20
14 96 82 14
15 67 55 12
16 98 88 10
17 71 59 12
18 66 57 9
19 52 48 4
20 90 72 18
21 47 41 6
22 53 30 23
23 69 53 16
24 74 69 5
25 82 75 7
26 95 81 14
27 58 49 9
28 69 60 9
29 75 60 15
30 90 65 25
49

100%
90%
80%
70%
60%
Cold leads
50%
Strictly said NO
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Graph 4.5: Description of the number of leads
Interpretation:
➢
leads, 1851 strictly said No and 398 showed interested in listening.
➢
If we talk about the average of all the days then 82% of the total respondents strictly
said No and 18% of the respondents showed interested in listening. So it is inferred
that majority of the respondents during the internship tenure strictly said no.
50

Table 4.6: Description of type of leads
DAYS NUMBER OF LEADS COLD LEADS WARM LEADS
1 80 15 12
2 65 25 20
3 92 22 18
4 56 6 5
5 89 14 12
6 101 12 8
7 45 14 10
8 83 4 2
9 75 5 3
10 67 6 5
11 82 22 17
12 105 25 19
13 57 20 15
14 96 14 11
15 67 12 9
16 98 10 7
17 71 12 8
18 66 9 6
19 52 4 2
20 90 18 15
21 47 6 4
22 53 23 20
23 69 16 13
24 74 5 3
25 82 7 6
26 95 14 11
27 58 9 5
28 69 9 4
29 75 15 10
30 90 25 22
51

Table 4.7: Specification of number of meetings converted
DAYS NUMBER OF LEADS WARM LEADS HOT LEADS
1 80 12 3
2 65 20 5
3 92 18 4
4 56 5 1
5 89 12 2
6 101 8 4
7 45 10 4
8 83 2 2
9 75 3 2
10 67 5 1
11 82 17 5
12 105 19 6
13 57 15 5
14 96 11 3
15 67 9 3
16 98 7 3
17 71 8 4
18 66 6 3
19 52 2 2
20 90 15 3
21 47 4 2
22 53 20 3
23 69 13 3
24 74 3 2
25 82 6 1
26 95 11 3
27 58 5 4
28 69 4 5
29 75 10 5
30 90 22 3
53

100%
90%
80%
70%
60%
Hot leads
50%
warm leads
40%
30%
20%
10%
0
%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Graph 4.7: Specification of number of meetings converted
Interpretation:
➢
From the above graph we can interpret that in the tenure of 30 days, out of 2249
total leads, 302 put their decision on hold and 96 were converted for a meeting.
➢
If we talk about the average of all the days then 13.43% of the total respondents
put their decision on hold whereas 4.27% were converted for a meeting.

Table 4.8: Specification of the number of meetings held
DAYS NUMBER OF LEADS MEETINGS PLANNED MEETINGS HELD
1 80 3 1
2 65 5 1
3 92 4 1
4 56 1 0
5 89 2 1
6 101 4 1
7 45 4 2
8 83 2 0
9 75 2 0
10 67 1 1
11 82 5 1
12 105 6 2
13 57 5 2
14 96 3 0
15 67 3 1
16 98 3 0
17 71 4 1
18 66 3 1
19 52 2 0
20 90 3 0
21 47 2 2
22 53 3 0
23 69 3 1
24 74 2 0
25 82 1 1
26 95 3 1
27 58 4 1
28 69 5 1
29 75 5 1
30 90 3 1
55

Graph 4.8: Specification of the number of meetings held
Interpretation:
➢
leads, 96 were converted for a meeting out of which 25 meetings were actually held..
➢
If we talk about the average of all the days, 4.27% of the total respondents were converted
for a meeting whereas 1.11% of the meetings were actually held.

Chapter 5
Conclusion
5.1 Overview
This chapter draws the conclusion of the reports. It also concludes the findings and the limitations
to the reports.
5.2 Findings
1. From the data collected and shown in Graph 4.1, it is inferred that majority of the
respondents during the internship tenure are males, ie, 57% of the total respondents are
males.
respondents during the internship tenure are graduates, ie, 77% of the total respondents are
graduates.
respondents during the internship tenure are holding experience of 0-5 years, ie, 67% of
the total respondents were holding experience of 0-5 years.
respondents during the internship tenure are of the age between 20-30 years, ie, 69% of the
total respondents were of the age between 20-30 years.
respondents during the internship tenure strictly said No, i.e., 82% of the total respondents
strictly said No.
A sales funnel illustrates the ideal journey that your prospects go through on their way to
becoming customers. While you may market your products or services to thousands of people,
only a small percentage will provide contact information and become leads. Of those leads, only a
fraction will become clients.
It is an effective way to calculate conversion rates on specific user behaviours. In other words, a
sales funnel is the ideal process that your customers go through as they move from being someone
who could potentially be a customer to an actual one. The concept of a sales funnel is to move
people through these different stages and whittling down a large number of suspects so they
become actual customers.

A sales funnel is just a way of describing the steps involved to move potential customers to paying
customers. The stages in the funnel correspond to various levels of a lead development. The idea
of the funnel is that the number of leads grows smaller as they move down the funnel. At the top
of the funnel, there are many people who are not even aware about your product. So the first job is
to make people aware about our product. Awareness about the product is created initially from
sales force with the motive of generating prospects through cold calling. Thus, it can be said that it
is the visual representation of the customer journey, depicting the sales process from awareness to
action. Once the awareness is created, then their interest is captured so they can be converted into
prospects. Then, the middle of the funnel is smaller as there are less people who will actually
consider buying from you and the bottom of the funnel is even smaller as the number of people is
narrowed down who are in a position to actually buy the product. In other words, the opportunity
is closed prospects are converted into business clients.
Diag. 1 is explained below:
1) The target assigned for the entire tenure was 3 and the closing number was 4.
2) Total number of leads given during the internship tenure was 2249, out of which1851
strictly said No and 398 showed interested in listening.
3) Out of 398 cold leads generated, 302 put their decision on hold and 96 were converted for
a meeting out of which 25 meetings were actually held.
4) Out of 25 meetings held during the entire tenure of internship, the number of enrolments
of working professionals closed was 4.
No. of

5.3 Findings from past studies:
1. Online education market of India in 2018 was USD 247 Mn, which is expected to grow to
USD 1.96 Bn by 2021 (with a CAGR of 52%, which is quite high).
2. Number of users are expected to grow to 9.6 Mn by 2021 from 1,6 Mn in 2018
3. There is 175% increase in cost of traditional education from 2008 to 2014, hence online
education is a low cost alternative to traditional education.
4. Internet penetration rate in India is 31% today with almost 409 Mn internet users, and
nearly 735 Million new users are predicted by 2021.
5. Open learning and distant learning courses are supposed to grow to 10 Mn by 2021.
6. Nearly 46% population is between 15–40 age group. And young population with high
aspirations but lower income is good target market for online education. And,
acceptability of online channel is high in younger demographic.
All these figures, give us an overview of the growth potential which India has for online
education. Presently it is e-learning and test preparation which are leading the market, but in
future years to come- application of technologies like Virtual Reality and Artificial Intelligence is
going to make an impact in the pedagogy. Let’s have a look how the future technologies can drive
online education:
1. Big Data: Users create digital footprints via interaction of the platform, which arecaptured
by system to map their profiles and suggest them proper course and material.
2. Data Analytics: Mapping academic/professional background and drive
purchasebehaviour.
3. Wearable devices: New mode of content consumption.
4. Virtual Reality: Virtual labs can be setup to perform experiments.
5. Machine Learning: A detailed feedback given to each student with level of
accuracy,grasping power, time spent on different concepts, historical performance.
6. Artificial Intelligence : Providing profile based customized course suggestions
toprospective students. It help students to make an informed choice on course content,
type of course, type of evaluation and course duration.
And from the Business Model point of view, online players may adopt hybrid channels to reach
their customers. Like, online learning platforms may start engaging with the students
through offline touch points - labs, group discussions, panel discussions, to bridge the gap with
traditional modes of learning.

All in all, India has exciting opportunities in Ed-tech sector with rising young population,
increasing internet penetration and acceptance of online learning as a cost effective channel.
5.4. Limitations
1. Time limitation because the stipulated time period was not enough to conduct in depth study
on the topic.
2. The data provided was only of Noida branch that is why bigger perspective is not evaluated.
5.5. Suggestions and Recommendations:
1) The company must expand the business to more cities in the country with potential
candidates. Currently, the company has its operations in 12 locations in the country in
cities like Pune, Mumbai, Delhi, Gurgaon, Bengaluru, Hyderabad, Chennai and Kochi.
The chances of closing deals would be a lot easier only if meetings can be done, thus
increasing customer base for Jaro education.
2) Jaro already has a doubt portal for doubts of the candidates .For better services to the
candidates enrolled with different institutes associated with Jaro ,Jaro should conduct
webinars for collective doubt solving sessions regarding different aspects of subjects.
Apart from this, the concept of webinars can also be used to increase the reach of the HR to
approach multiple B-schools for employing Business Development Executives , thereby making
the HR more efficient and cost effective

CHAPTER 3
RESEARCH METHODOLOGY

CHAPTER 4
DATA ANALYSIS AND
INTERPRETATION

CHAPTER 5
CONCLUSIONS /
RECOMMENDATIONS

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