Prepared By:

Group: 10
 Title

How Sodexo Employees are Managing International Stake holders (Faculties, Guests and
students)?

Submitted to
Prof. Rihana Shaik

In Partial fulfilment of the requirement of the VAC Course

By

VAC GROUP-10
Sai Nihal Kodathy
Pragati Bhola
Kanika Hooda
Vikas Mehta
Trinath Ojha

i
 LETTER OF TRANSMITTAL

May 06, 2019

Prof. Rihana Shaik,

OP Jindal Global University,
Sonipat Narela Road,
Sonipat, Haryana-131001

Dear Madam,

Subject: Report on “VAC Report”

As per the guidelines provided by you during the classroom discussion, we Group-10, MBA-
2018 hereby submit a report on the case titled “How Sodexo Employees are Managing
International Stake holders (Faculties, Guests and students).”. This report has been prepared
after going through the entire case and scrutinizing the facts and findings. The report making has
enabled me to mention the relevant facts in the introduction, objectives, methodologies and
findings, which is an interesting experience.
I would request you to kindly evaluate the same and provide your valuable inputs.

Thanks & Regards

Group-10,
MBA-2018

ii
 Index:

1 Title Page i

2 Letter of Transmittal ii

3 Index iii

4 Declaration 01

5 Introduction 02

6 Objectives 03

7 Methodologies 03to 06

8 Findings 07

9 Conclusion 07,08

10 Appendix-1 09 to 13

iii
 Declaration

This is to certify that the work being presented in the project entitled “How Sodexo

Employees are Managing International Stake holders (Faculties, Guests and

students)? “submitted by undersigned students of MBA 2018 in partial fulfilment for the
requirement of the course ‘Verbal Analysis and Communication’ is a record of our own
work carried out by us and that this work has not submitted elsewhere for any other course /
degree.

Name of Students and Registration Numbers:

Trinath Ojha (18020347)

Sai Nihal Kodathy (18020249)

Pragati Bhola (18020277)

Kanika Hooda (18020238)

Vikas Mehta (18020263)

1
 INTRODUCTION

Understanding human culture and communication are critical to the development of practical
ideation and problem-solving skills of management students. To gain the real-world business
expertise one need to fulfill one’s professional potential—and move ahead in a competitive
workforce. This cannot be achieved only by classroom studies, rather interaction with different
stake holders transforms the theoretical aspects into a practical lookout. Various reasons why a
VAC program is required are:

• Sensitization: Communication with different individuals expose the students to the practical
challenges faced by individuals in an organization every day. By getting a first-hand look into the
verbal communication work, the students are able prepare themselves mentally and intellectually
for their future work positions.

• Clarity about Management Concepts: Let’s face it, many management concepts can be
difficult to understand in a theoretical sense. Exposure to real world scenarios provide students the
opportunity to see the concepts being used in practical situations. They can ask questions
pertaining to a concept and understand how it can be used to provide solutions to it.

• Hands-on Knowledge: Even a small amount of knowledge can help a student a long way. Doing
communication research work give the students a chance to interact with different persons with
different background, age group, culture, knowledge and communication processes. They can
receive various kinds of techniques of communication process from others. This can help them to
adapt more quickly to a future work situation, which may involve different cultural as well as
communication processes.

• Lessons for the Future: The study on communication and managing different cultural
individuals can provide immense insight to students. Understanding aspects like communication
with individuals from different culture can help students to provide fitting solutions when they get
a job in a company with different culture.

They say the best experience is hands-on experience.

2
 OBJECTIVE
The Verbal Analysis of Communication (VAC) course aims at the provision of
experiential learning to the future managers. It is assumed that the students will have gained
relevant theoretical knowledge about the core functional areas of verbal communication
management. The course aims at providing opportunities to the students to see the applications
of the classroom-based learning in real life situations. This objective is aimed to be accomplished
through interaction with individuals with different age group, culture and their ways of
interaction with the same. The students will interact with the various individuals with various
culture, gender and age of various functional departments at the university to gain an
understanding of the communication issues in play at the organisations.

METHODOLOGIES
1. Quantitative & Qualitative Method

2. Preparation of questionnaire

3. Sample data

4. Data collection and recording

5. Data transcription

6. Data coding

7. Data analysis

1. Quantitative & Qualitative Method:

The method adopted for the present study is quantitative as well as qualitative. A data of
eight Sodexo employees was collected from various departments. The collected data has
3
 been analysed quantitatively and qualitatively to understand the importance of verbal and
nonverbal communication process of individuals for different cultures.

2.Preparation of questionnaire:

WE constructed a questionnaire to acquire basic Verbal and Non-Verbal communication

among employees of Sodexo with varied background. The questionnaire consisted of ten
(11) questions with different response pattern (Appendix-1(b)). The questionnaire
includes demographic information such as name, area of residence, medium of
communication. The questionnaire was given to Prof. Rihana Shaik, for approval. The
content of the questionnaire was finalized only on her consent. In consultation with Mam
following aspects were finalized: 1. How gender, age and culture plays the role of verbal
and nonverbal communication. 2. About use of various language in communication 3.
Concern about Verbal and Non-Verbal communication. The response pattern for
answering the questions are descriptive type only to study the verbal and nonverbal cues.
The questions in the questionnaire were purposely kept informal to get the response
without any pressure on the part of the respondents. It being a specific survey there was
criteria for the selection of group of employees of Sodexo who interact with the
international stake holders. The interviewees included in the study were of different
culture, genders, age group, service period and areas. The focus of the study being Verbal
communication and the Non-Verbal aspect has been studied to the extent required to
express and understand Verbal (Oral) communication properly.

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3. Sample Data:

English (1)

Medium of Regional (5)

communication

Semi English (2)

Geographical Rural (8)

aspect
Interviewees (8)
Under graduation (6)

Level of
education
Graduate (2)

Female (3)
Gender

Male (5)

3. Data collection and recording:

Various sections from where the data was collected are: International men’s hostel,
International women’s hostel, food serving section, security guards and Sodexo managing
section (Appendix-1(c)). Most of the participants didn’t readily granted the permission for
interviewing them, when we directly ask them to participate in the interview process, that
was a learning phase for us, how to make people agree for participation in interview. Then
we started informal chatting with them before asking for an interview. Then we tell them
that we are conducting a study to know how they are facing problem in communicating
with the foreign students, faculty and guests. We make them easy by showing the consent
letter (Appendix-1(a)) that if anything unwanted rather than what we are talking to them
will happen they can complain the same to University authority. This helped us a lot. This 5
 was also a training ground for us how to make people to work for your purposes. Some of
them agreed to give permission to audio recording and some gave consent only to record
the answers only in writing.

4. Data transcription:
Two method are used in transcription of the datas as some respondents did not agree for
audio recording, the methods are:
4.1.Audio to text transcription
4.2.Manual transcription

The process started with rough transcriptions and finally the fine transcriptions are made.

5. Data coding:
Coding represents a key step in the process. It has been described as ‘simply the process of
categorizing and sorting data while ‘codes’ are described as serving to ‘summarize,
synthesize, and sort many observations made from the data (Appendix-1(c)). As such,
coding provides the link between data and the conceptualization. At first, we used the ‘open
coding’ or ‘initial coding’ is ‘the process of breaking down, examining, comparing,
conceptualizing, and categorizing data’ coding here represents the gradual building up of
categories out of the data. Later, we use the ‘axial coding’. This involves ‘a set of
procedures whereby data are put back together in new ways after open coding, by making
connections between categories’ (Appendix-1(d)).

5. Data Analysis:
After data transcription and coding the various factors of demographic, communication
effectiveness is analyzed for the interviewees to ascertain the factors are affecting the
communication between the Sodexo employees and the international stakeholders. The
analyzed data are put forward in the finding section.

6
 FINDINGS

Post the interviews were taken, the data has been analyzed quantitatively. Quantitative data is
that part of the qualitative data analysis that can be expressed in numbers. Statistical tools like
Mean, Standard Deviation were used to carry the analysis out. The gender ratio of male and
female was noted down to be at 0.625 to 0.375. The average age observed of the taken sample
was 33.5 years, with a standard deviation of 5.27 years. The maximum age was noted to be 41
and the minimum age noted was 27. There have been participants with varied ranges of
experiences. While the maximum experience was 8 years, the minimum experience was as low
as 2 months, the average experience at 3.588 years and a standard deviation of 2.25 years was
observed. The level of difficulty to communicate with the foreign stakeholders was observed to
be different for a fresher and an experienced employee. An experienced employee could learn up
more words and ways to communicate effectively within the limitations with them where as the
newly joined refrain from talking to them, rather take assistance from their superiors in order to
solve their queries (if any).

Out of 8 respondents, four of them mentioned they were familiar with basic words in English and
could understand and speak with the foreigners, the other four said they lacked the basic
language skills. Six people out of the eight found it easier to communicate using certain common
sign languages. Six respondents were also keen about taking assistance from the superiors if
needed and the other two respondents were experienced and skilled enough to manage such
situations on their own selves. Only 50% of the respondents preferred to take a students’ help to
solve a foreign stakeholders query.

CONCLUSION
Our major aim behind talking to the employees, working across various departments and
differing experience levels was to know about the grievances they encounter while
communicating with the foreign stakeholders and this objective was rightfully achieved.
7
The respondents have been extremely co-operative and answered each question in detail with
utmost patience. The project enabled our team to learn and understand the practical problems
that the employees are experiencing daily in a culturally diversified place like Jindal Global
University. Though there were quite a few challenges we encountered over the course of
interviewing the employees, the learnings that followed our way have been immense. We
observed how an employee, even without knowing the basics of the language can communicate
using verbal and non-verbal cues. We focused majorly on the issues they are currently
encountering and understood that there is substantial need to inculcate language specific training
to all the employees at least on the basic level so that they find it easy to communicate with the
foreigners on campus.

We noted that there were employees who could communicate well, there were employees who
couldn’t. One common answer we heard from each employee was that, that every foreign
stakeholder, whenever looked at the employees always smiled positively, greeted them with
courtesy and respect.

“We are happy with what we have, we are satisfied with what we do. We like working here
because we love to be around the students.” These lines from one of the employees, teared us up.

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 APPENDIX-1(a)

Informed Consent

Dear Participant,

We appreciate your interest and patience to be a part of this longitudinal research project. The
purpose of this study is about how Sodexo employees are managing the international stakeholders
(faculties, guests and students). The interview will include questions about your job and how you
are dealing with the international stake holders. The interview will take about 20 minutes to
complete. With your permission we will like to record the audio of the conversation. We ensure
the confidentiality of the reported data. Further, the data provided by you will be used for academic
research purpose only and the results will be reported at an aggregate level.

Please feel free to contact on the below details for any queries/concerns/feedback:

Name Email id Contact Number

Trinath Ojha 18jgbs-trinath.o@jgu.edu.in 9938250426
Sai Nihal Kodathy 18jgbs-sai.nk@jgu.edu.in 9160226364
Pragati Bhola 18jgbs-pragati.b@jgu.edu.in 9810928531
Vikas Mehta 18jgbs-vikas.m@jgu.edu.in 9560201594
Kanika Hooda 18jgbs-kanika.h@jgu.edu.in 7837170118

Signature of the Respondent:

APPENDIX-1(b)
 QUESTIONNAIRE
1. How frequently do you meet foreigners?
2. How many times do they approach you to ask about campus?
3. When you come across such people, what is your response to them? How you make them
feel comfortable with your answer?
4. How do they respond to your answers?
5. How do Sodexo’s Indian kitchen manage the food preference for foreign students?
6. How does the serving staff communicate with foreigners as there is a language barrier
when they ask for help?
7. When it comes to serving faculties, how much time does it take for you to understand
what exactly they want?
8. How old are you?
9. Your place of permanent residence?
10. From how many days you are associated with this job?
11. Educational qualification (graduate/ undergraduate)?

APPENDIX-1(c)

Data Analysis
Education
Perman On job
Sampl Ma Femal Languag al Ag Nature of
ent experience(
e no. le e e speak qualificati e job
location years)
on
Rat
Femal dana, Undergra Security
1 Hindi 2.5 27
e Haryan duate guard
a

Sonipat,
Ma Hindi/En Undergra Catering 10
2 Haryan 4 38
le glish duate service
a
 Sonipat,
Ma House
3 Hindi Haryan 5 Graduate 41
le keeping
a

Sonipat,
Ma Hindi/En Managing
4 Haryan 3 Graduate 38
le glish staff
a

Sonipat,
Femal Undergra House
5 Hindi Haryan 3 28
e duate keeping
a

Jagdish
Femal pur, Undergra House
6 Hindi 8 32
e Haryan duate keeping
a

Security
guard,
Ma Haryan Undergra
7 hindi 0.2 35 Internatio
le a duate
nal men’s
hostel

Housekee
Ma Haryan Undergra
8 Hindi 3 29 ping, SH-
le a duate
1
Abera 0.6 33
0.375 3.5875
ge 25 .5
Averag
e 0.6
male= 25
Averag
e
female 0.3
= 75
Averag 3.5 Max. Min.
e work 88 work work
experie yea experie experien
nce rs nce 8 ce 0.2
Averag 33. Max.
e age 5 age 41 Min. age 27
 APPENDIX-1(d)

Findings
Communicat
Respode Respode Respode Respode Respode Respode Respode Respode
ion
nt-1 nt-2 nt-3 nt-4 nt-5 nt-6 nt-7 nt-8
Strategies
English
YES YES YES YES NO NO NO NO
Words
Sign
YES YES YES NA YES YES NO YES
Language
Seek help of
YES NA YES NA YES YES YES YES
seniors
Seek help of
other NA NA YES NA YES YES NO YES
students
Note:
NA: Not
applied

APPENDIX-1(e)

Name: XXXXXX
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Designation: Security Guard, Girls Hostel

Place: Rathdana

Educational qualification: Undergraduate

Duration: 2 and half years

Ques: Have you ever came across the foreign Faculty or students that are staying in campus?
Ans: Yes.

Ques: Do they greet you when you see each other?

Ans: Yes, they greet in a very good way.

Ques: can you communicate with them easily, when they ask you about anything?

Ans: We try to communicate with them through some English words and through some sign
language. When we don’t understand what they are trying to say, then we tell them to talk to our
seniors.

Ques: Did you find it difficult in starting?

Ans: Yes, in starting it was difficult, then we got used to it. But we tried to learn through students
like you and then we have kids at our home who help us learn English.

Ques: How did you overcame these problems?

Ans: Our security officers helped us and said they can contact them whenever they find it
needful, so they are very helpful.

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